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Education Support CIV

Table of Contents
Formative Assessment.....................................................................................................................1
Activity 1.....................................................................................................................................1
Activity 2.....................................................................................................................................2
Activity 3.....................................................................................................................................3
Activity 4.....................................................................................................................................4
Activity 5.....................................................................................................................................5
Activity 6.....................................................................................................................................6
Activity 7 ....................................................................................................................................7
Activity 8.....................................................................................................................................8
Activity 9 ....................................................................................................................................9
Activity 10.................................................................................................................................10
Summative Assessment 1 .............................................................................................................12
REFERENCES..............................................................................................................................15
.......................................................................................................................................................15

Formative Assessment
Activity 1
1. Parents of child with ASD are reported to face a range of challenges with greater level of
anxiety, stress and depression. In this regard, by understanding the historical context of ASD, it
can be analysed that autism is not a parenting fail. Therefore, parents are not needed to be tensed
more, they just require to provide more care to child, with patience and time. For proper and
healthy development, parents need to provide right environment and support to child. This
support will help children in encouraging and developing their potential, to get happy and
prosperous life.
2. According to Xiang, Zilong and Zhang (2017), it has been evaluated that Autism Spectrum
Disorder defines as a heterogeneous development neurological disorder, which mainly
characterised as deficits in social interaction, repetitive behaviour, stereotyped and more. The
individuals that are affected by this order have sensory abnormalities, where symptoms in early
childhood, impose a huge burden on parents and child both in a large manner. The factors which
contribute to this disorder includes heterogeneity, including co-morbidity, genetic variability and
gender. As per current report of World Health Organisation, it has been estimated that due to
diagnostic and treatment tools, early detection of such symptoms is possible. Similarly, service
availability and awareness of autism disorder, also help in the reducing its prevalence.
Furthermore, as per research carried out by Morgan and et. al. (2018), it has been evaluated that
efficacy of SCERTS (Classroom Social, Communication, Emotional Regulation and
Transactional Support) Intervention in schools provide a significantly improvement in
development of children having ASD.
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Activity 2
1. Autism Spectrum Disorder in early childhood can be easily be diagnosed by watching how
child interacts and plays with others and reviewing developmental history of child. In case of
Louise, who is six years old, professionals can use screening and diagnostic tools for diagnosing
the symptoms of Austin. Screening tools include Autism Behaviour Checklist (ABC), Autism
Detection in Early Childhood (ADEC), Social and Communication Questionnaire etc., where
professionals can analyse behaviour of Louise by conducting any one test on him.
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Activity 3
1. As verbal activity helps in building the communication skills of a child, that helps them in
expressing their feelings and what they think for a situation. But a child having ASD, like Jay of
eight years of age, during verbal activities, some problems might be faced by him. It includes
delays in cognitive processing, sensory perception issues, expression challenges and more. These
issues create difficulties for Jay to collaborate with other students and teachers in understanding
a thing. Therefore, teachers are required to give more time to student for understanding the
activity before expecting a response. For this purpose, visuals can be served as reminders for
such students that facing difficulties to understand oral lectures. Similarly, by avoiding sensory
overload like distraction of other students that may arise problem to Jay to concentrate, also help
in actively participating in verbal activities.
2. As every child with ASD, faces different-different problems in schools to understand a thing.
Therefore, teachers are also required to deal with such children individually, while teaching. In
case of Ross, who has little speech and intellectual disabilities, may faces issues in expressing
the views due to speech problem (Beth. S., 2016). He may also feel ashamed of threat of bullying
behaviour by other child, because of social skill deficits. In this case, to promote social skills and
help Ross in becoming socially developed, in terms of express his feelings through words or
actions in oral activities, teachers are needed to deal calmly with Ross. By giving emotional
support to him to speak without shame of any environmental distraction, will provide great
opportunity to him in participating actively with other students.
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Activity 4
As per research conducted by Beth (2016), it has been students with autism face a number of
issues like social skill deficits, sensory perception issues, cognitive processing delays and more.
As every child on this spectrum faces unique experience in interacting and communicating
socially with others, that impacts heavily on their lives. Therefore, to deal with such children and
support them by providing proper learning environment, creates unique challenges for schools
and teachers also, in terms of meeting their needs. For this assistance, to ensure that children get
high quality of educations as per their required needs, the implementations needs to tailored. It
includes inclusions to identify the barriers that child with ASD encounter in accessing the
opportunities for quality educations. Along with this, schools can also get input from
multidisciplinary team, which includes trained teachers, allied health professionals and
educational experts, who will help students with ASD to access the education. Furthermore,
implementations of CSI (Classroom Social Intervention) and ATM (Autism Training Modules)
approaches can contribute better efforts for creating environment for child having autism
disorder.
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Activity 5
1. In order to provide support to Terry, who can read and write but has difficulty in
communicating, teachers can provide visual support (Harris, L.J., 2016). It includes symbols,
real objects and other resources, that support teaching of abstract concepts and helps Terry in
understand what has to be taught. By understanding the facial expression and body language,
teachers can also use calm approach to deal with anxiety of respective student.
2. Boardmarker includes a collection of software and educational tools, that can be used to
provide support to access quality education, regardless of any disabilities. Hereby, for teaching
students having Autism Syndrome Disorder, can use boardmaker tools that helps in meeting their
special needs as well. It includes SymWriter that can be used for communicating, this software is
a talking word processor which symbols to words, that increase abilities like comprehension and
fluency of such children. Similarly, Boardmaker Instructional Solutions which are specifically
designed to meet special needs of child can be used for developing educational programs for
them. It includes more than 140 step-by-step lesson plans, over 1500 differentiated as well as
standards-aligned activities, classroom management tools and other digital supports. These
digital boardmaker solutions will aid teachers in providing SMART education to students and
meet their needs as well, at individual level.
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Activity 6
Ways for influencing social interaction of children with ASD, at schools are described as
following -
 Use behaviour specific praise and concrete reinforcement can shape the pro-social
behaviour of students with ASD
 Teaching necessary skills such as how to play games like Uno in group, by defining
expectation of behaviour can support children at classroom, with structured social
situations.
 Focus on social learning during verbal and non-verbal activities, will provide support to
actively participating in same for grooming their skills
 Usage of social cartooning and social narratives as tools to define social rules and
expectation also help teachers in developing skills of autistic students.
 Praise strengths like good sense of humour, affinity for music, visual perceptive etc. in
classroom encourage children to develop their social skills
 Develop ecological features in ECE (early childhood education) setting for Social
engagement of autism children like activity area, group arrangement, smart digital classes
etc.
 Raise teachers' awareness of group activities to promote social interaction
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Activity 7
Five goals and objectives
 Work with 50 students in a week as to support social development.
 Regular contact with parents of each and every student at least twice in week in order to
effectively discuss performance and behaviour of students.
 Undertake different communication methods to communicate with students in order to
have knowledge about their behaviour.
 Identify technological trends that can be implemented within the classrooms.
 Create proper record of student progress report.
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Activity 8
1. Strategies to support autistic children to develop independence are -
 The learning environment: Careful consideration needs to be given for creating sensory,
physical and social environment to support children with ASD to access learning
opportunities and interaction positively with others
 Assessment and Reporting: These approaches will help in establishing an accurate
student profile on which entire educational planning can be made. This would help
teachers in identifying the areas of interest, skills and abilities of each autistic child to
develop independence in them.
 Planning: As children with ASD require personalised planning as well as support of peers
to develop skills, therefore, teachers are needed to plan for their learning goals
individually. It includes communication, thinking and socialisation goals.
 Curriculum: Setting curriculum activities also helps in developing social and
communication skills under autistic children.
2. By working in collaboration, teachers and experts can gain following benefits to meet special
needs of autistic children -
 Identify areas of interest and personal needs of each child with ASD, to make teaching
plans accordingly.
 Make better ideas for creation of environment where such children can easily access the
quality of education
 Support of teachers aid authorities of schools, helps in proper educational setting.
 By proper collaboration among parents and staff, also help in promoting the educational
success of students for their overall development.
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Activity 9
1. It has been identified that learning environment significantly impact upon students with autism
spectrum. Thus, it is essential to carefully consider towards resources in order to effectively
support student with ASD. Some of the resources such as funding, proper specialist staff and
time resources are significant elements that effectively aid students with ASD. In addition with
this use of individual and flexible tailored educational approaches can be consider by education
support workers. In addition with this, by making list of child's strength support workers can
effectively able to understand the manner in which child learn. With the help of this they can
schedule things and help student to understand and stay calm. By identifying strength support
workers can frame desirable schedule and manner through which learning can made easy for
student with ASD.
2. With the help of different technological resources within classroom a whole new experience
and advancement can be seen in education for students with ASD. There are different types of
technological tools such as basic assistive tool, advance assistive tools and motion sensor video
games that can be effectively undertaken by student with ASD. This tool is mainly linked with
electronics. It further include tools like seating, it is mainly a non-slip surface chairs that provide
head support, block for feet and bean bag chair. In addition with this, Mobility, ADL's ( Activity
of daily Living) and physical play can also provide support to student with ASD. In addition with
this, advanced assistive tools are termed as more specific, unique and essential for effectively
accommodating numerous form of autistic symptoms. It provide visual aids, auditor aids and
reinforced communication to student with the help of which student with ASD can effectively
able to fulfil their need.
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Activity 10
1. It is essential to maintain safety of student with ASD along with other student in order to
create a healthy and positive learning environment. Support worker can effectively take support
of family and other community members in order to formulate daily contact with them relating to
child behaviour. In addition with this it is also essential to have proper and appropriate contact
with every related person in order to discuss concern about child safety. In addition with this,
support workers can provide child with an form of identification with particular names and
number listed. While in order to secure safety of other students, support workers is required to
make student with ASD to familiar with other students. In addition with this, it is also essential
to know the ways through which behaviour of student with ASD can be calm down. By
undertaking all these measures education support workers can effectively able to ensure safety of
Marcus and other students in best effective manner.
2. It is essential for education support workers to ensure that, they have a coordination with
parents or guardian of student with ASD and note down the usual behaviour of disabled student.
With the help of this they can effectively able to undertake strategical measures through which
they can support behaviour of student with ASD in future. In addition with this, it is also
essential for education support workers to have proper understanding of ways and measures
through which they can calm down student with ASD in future. With the help of undertaking all
these measures education support workers can effectively able to ensure safety of students. In
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addition with this, by having proper record of preventive measures support workers can
effectively able to prevent student with ASD to become violent in future. This will effectively
aid support workers to ensure safety of student in best effective manner.
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Summative Assessment 1
1. Children those who suffer from autism spectrum disorder face difficulty to see the “ big
picture”. This significantly affects their area of learning and development. For an instance,
mainly in their learning stage children learn from play and interacting with each other. But,
imaginative play can turn out as an difficulty for children with having Autistic Spectrum
Disorder as they have very real understanding for world.
2. Teachers can take advantage of different types of alternative ideas and communication
techniques within classroom as to engage those students who suffer from ASD. Some of the
techniques that be consider by teacher include Power Point presentation, graphs and diagrams,
flow charts, dramatic presentation, sign language, comic strip and story boards. With the help of
all these communication techniques teachers can effectively able to guide and teach students
with ASD.
3. There are different types of education facility policy that are framed by government in favour
of people with a disability. Mentioned below there are some certain eduction policy is defined:
The National Education Act 1999: This law include 9 chapters with 78 sections. In the
section 6 and 8 it has been stated that education must aim towards full development of people
with mental and physical health. This law also include provisions related on following principles
such as lifelong education for all.
Article 24 of the UN Convention on the Right of persons with Disabilities: This law
states that, it is essential for countries to ensure that all the possible steps must be taken to
provide quality free and inclusive education to disable individual. In addition with this, as per
according to this law it is essential for countries to offer free primary as well as secondary
education on equal basis same as others within communities.
4. It has been identified that estimation number of 3.2% of overall student's population in Dubai
Private schools are suffering from some type of disabilities. Further there were significant
increase in the number of disability in education environment as there were poor form of
correlation in between treatment and categorization. There are some certain anti-discrimination
measures that are required to be implemented in education system such as, it is essential to treat
disabled students same as without disability. In addition with this, educations institutions are also
required to consult with students parents or guardians in order to make necessary reasonable
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adjustment that can be provide for child safety. Mentioned below there is data that shows
physical disabilities within private schools in Dubai.
5. Positive behaviour is termed as evidence based approach. This technique mainly aim
towards a primary goal which is to effectively increase individual life quality. Secondary goal of
positive behaviour support is to decrease frequency of their challenging behaviours. With the
help of positive behaviour, environment can be changed with the help of which disabled
individuals can make meaningful relationships with others. In addition with this, disabled
individuals can be provided with more improved lifestyle that increase their interest towards
enjoyable activities. With the help of this form of positive behaviour disabled individuals can
connect with community. In addition with this, more appropriate form of ways can be developed
in order to effectively communicate their needs. Further it has been identified that Positive
support behaviour effectively help in enhancing skills and knowledge of individuals those who
support person with disability so they can adopt best effective form of environment in order to
support the behaviour of disabled individuals.
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REREFENCES
Books and Journals
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REFERENCES
Books and Journals
Paravizo, E., Chaim, O.C., Braatz, D., Muschard, B. and Rozenfeld, H., 2018. Exploring
gamification to support manufacturing education on industry 4.0 as an enabler for
innovation and sustainability. Procedia Manufacturing. 21, pp.438-445.
Harris, L.J., 2016. Child Support for Post-Secondary Education: Empirical and Historical
Perspectives. J. Am. Acad. Matrimonial Law.. 29, p.299.
Park, E. and del Pobil, A., 2018. Eco-Friendly Education Facilities: The Case of a Public
Education Building in South Korea. Applied Sciences. 8(10), p.1733.
Xiang. Y., Zilong. Q. and Zhang. D., 2017. Recent Research Progress in Autism Spectrum
Disorder. [Online] Available
Through:<https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5567533/>.
Morgan. L. and et. al., 2018. Cluster randomized trial of the classroom SCERTS intervention for
elementary students with autism spectrum disorder. [Online] Available Through:
<https://www.ncbi.nlm.nih.gov/pubmed/29939056>
Beth. S., 2016. Supporting students with autism in the classroom: what teachers need to know.
[Online] Available Through:<http://theconversation.com/supporting-students-with-
autism-in-the-classroom-what-teachers-need-to-know-64814>.
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