Education Support CIV: Formative and Summative Assessment Activities

This document provides a comprehensive overview of formative and summative assessments within the context of education support, specifically focusing on students with Autism Spectrum Disorder (ASD). The assignment delves into various aspects of supporting children with ASD, including understanding the challenges faced by parents, diagnostic tools, and effective teaching strategies. It explores the importance of verbal and non-verbal activities, sensory considerations, and individualized approaches to meet the unique needs of each student. The document also covers the use of technology, such as Boardmaker tools, to enhance learning and social interaction. Furthermore, it outlines goals and objectives for social development, strategies for fostering independence, and the importance of collaboration between teachers, experts, and parents. Safety measures and resources for creating a positive and supportive learning environment are also discussed. The assignment offers practical insights into classroom activities and interventions designed to create a successful learning environment for students with ASD.

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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