autism disability inclusion training workshop autism ......workshop autism, physical activity and...
TRANSCRIPT
Slide 1
Disability Inclusion Training Autism
Leading inclusive sport in Scotland for participants and athletes with physical, sensory or learning disabilities
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Slide 2
WORKSHOP Autism, Physical Activity and Learning
Working with children, young people and adults on the autism spectrum
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Slide 3 Learning outcomes
By the end of the workshop, participants will be:
• More informed about autism
• Better equipped to identify and introduce good practice for participants on the autism spectrum.
• More confident on how to include participants on the autism spectrum in physical activity, including PE and sport.
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Slide 4 What is autism?
• A lifelong complex developmental disability
• Autism affects the way a person makes sense of the world around them
• An umbrella term which includes a wide continuum of behaviours
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Slide 5 The figures
• There are an estimated 700,000 children and adults with autism in the UK – true or false?
• At least 1 in 100 – true or false?
• Five times as many males as females are diagnosed with autism – true or false?
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Slide 6
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Slide 7
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Slide 8
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Slide 9 Task
In pairs/small groups, identify words/phrases that come to mind when you hear the word autism.
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Slide 10 The autism spectrum
Good visual skills
Non-verbal communication
Special interests or enthusiasms
May not like being touched
or held
Finds group interaction
stressful
Refuses to let others join in
Prefers own company
Hand flapping/rocking
“When you have met one
person on the autism
spectrum…you have met
one person on the autism
spectrum”
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Slide 11 Different Responses
• No concept of depth
• No judgement regarding open space
• No awareness of speed
• Limited sense of danger
• Struggle with change of direction
• Hand/eye coordination
• Transfer of weight
• Response time
• Appears clumsy
• Balance/coordination
• Tiptoe walking, unusual gait
• Flapping/rocking
• Visual and auditory sensitivity
• Impact on diet and eating
• Reaction to pain
• Reacting to and initiating contact
• Application of force
• Spins
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Slide 12 Key areas of difference
Social communication and interaction
Social imagination and flexibility of thoughtSensory processing
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Slide 13
The communication difficulties in ASD
Understanding Language Expressing (how and why)
Understanding Social Interaction
Using Social Skills
Communication
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Slide 14 How can you support your participants?
• Be careful with your choice of language
• Develop trust
• Recognise, respect and value individual communication styles
• Allow time to process instructions
• Use names to get the individual’s attention prior to instructing
• Don’t make assumptions based on their behaviours
• Be consistent
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Slide 15 Task – social communication
How can you support your participants?
Example:be careful with your choice of language
Task: How can we alter our language to be more inclusive
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Slide 16 Support understanding:
use the 4 ‘S’ s
• Go slow and show
• Say less and stress
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Slide 17 Practical
• Led warm up aligned to SAoL
• Considerations related to warm up
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Slide 18 How skill is learned
INFORMATION
received:
Internally from
body/mind
Externally from
instruction/demo
nstration
PERCEPTION:
Making sense of
the information
received
MOVEMENT
ORGANISATION:
Deciding what
action to take
MOVEMENT:
Performing the
action
FEEDBACK:
Internally from
senses
Externally from
teacher/peers
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Slide 19 How skill is learned
INFORMATION
received:
Internally from
body/mind
Externally from
instruction/demo
nstration
MOVEMENT:
Performing the
action
FEEDBACK:
Externally from
teacher/peers
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Slide 20 The Social Interaction
difficulties in ASD
Personal Space Rules
Lack of Empathy Social Contact
Social Interaction
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Slide 21 Theory of Mind
“It’s not just that children with autism do not understand what others are thinking and feeling but that they do not understand that they are thinking and feeling.”
(Jordan, 1999)
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Slide 22
Impairment of
imagination
Fear of change
Repetitive behaviours
Obsessions
Disrupted expectatio
n
Avoiding choice making
Confusion
Anxiety
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Slide 23 What might we notice?
The child might…
• Tell others what to do
• Think they are the adult
• Seem ‘cheeky’
• Push to the front of the line
• Not follow instructions for ‘everyone’
• Not seek approval
• Not notice when you are disappointed
• Appear selfish
• Repetitive behaviors
• Difficulties cue recognition
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Slide 24 How can you support your participants?
• Respect the individuals preference to spend time alone – safe space
• Offer one to one support
• Develop trust
• Social stories
• Comic strip conversations
• Social skill groups
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Slide 25 Task – social interaction
How can you support your participants?
Example: respect the individuals preference to spend time alone
Examine a social story board
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Slide 26
sight
touchhearing
smell taste
Vestibular(Inner ear)
Balance
Proprioceptive(Muscles and joints)
Sense of bodyin space
Outer and inner senses(Shore 2004)
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Slide 27 Sensory processing
SENSES
• auditory
• visual
• tactile
• taste
• smell
HIDDEN SENSES
• Proprioception knowing where our body is in space
• vestibular balance mechanism
We automatically process and organise sensory information by:
• registering sensory information
• organising and prioritising what is relevant
• reacting appropriately
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Slide 28 The losing it line….
0
2
4
6
8
10
12
1 2 3 4 5 6 7 8 9 10
An
xie
ty l
ev
el
Anxiety
losing it line
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Slide 29 24 hour picture
School
Home
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Slide 30
behaviour
sensory
comprehension
attention
memory
time perception
social communication
coping with change
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Slide 31 STEP
Space
• play at floor level
• reduce playing area
• vary the travel distance
• start from different positions
• assign players to specific areas
Task
• play in different ways-kneel, lie – alter rules
• alter scoring
• try different positions or roles.
• vary the speed of the object or the type of object being thrown
• slow play to suit the ability of the individual players
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Slide 32 STEP
Equipment
• texture
• colour
• size or length
• shape
• weight
People
• stationary practices before introducing movement
• position the player to initiate practice
• familiarise players with the environment
• give a team an extra player.
• use a player to act as a goalkeeper.
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Slide 33 Scenario
• From what you have now learned about key areas of difference, focus on a few participants with repetitive speech and struggle in large groups.
• Plan and deliver a sports session of your choice and adapt the session for learners of different abilities on the autism spectrum.
• Feedback on how you adapt/modify to offer an enjoyable and productive session for all learners.
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Slide 34 Resources
• http://www.maudesport.com/ - adapted inclusive equipment
• http://www.autism.org.uk/describingautism - language and terminology
• www.cheapdisabilityaids.co.uk- sensory toys
• www.autismtoolbox.co.uk
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Slide 35 Active for Autism
The National Autistic Society has developed a number of training courses offering more in depth autism awareness content for sport & physical activity leaders, teachers & teaching assistants.
www.autism.org.uk/active
Available as:
• Online module
• Full day course including theory & practical
• Half day course including theory & practical
https://vimeo.com/105160744
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Slide 36 Questions?
Thank you
Scottish Disability Sport
Caledonia House
South Gyle
Edinburgh
EH12 9DQ
T: 0131 317 1130
W: www.scottishdisabilitysport.com
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