LEARNING DISABILITY PRACTICEApril 2009 | Volume 12 | Number 322
Feature
Interaction Ben's class has `group' time designed to
promote social interaction. This is when the class
is taught together and the register, timetable and
so on are talked through. Ben's social interaction is
further promoted on his `busy day' when he has a
number of jobs to do such as handing out Pe kits
and lunchboxes to the other pupils in the class.
each pupil has the right to access the same
curriculum so when they are taught in a group, the
content of the lesson is the same for all pupils. But
Ben's learning objective must be adapted to enable
him to access the lesson at a level that meets his
needs. For example, because of his impairment
of imagination and in an attempt to gain sensory
stimulation, he displays many repetitive and
obsessive behaviours. The most challenging of
these is his desire to twiddle objects. This is a
solitary activity that provides him with reassurance
in a world he cannot predict. To encourage
interaction Ben is asked to leave alone the object
he twiddles during group time. This prevents him
from withdrawing into his own world. if, after a
warning, Ben touches the object it is taken from
him. however, he needs to be told when he can have
it back to avoid constant questioning due to his
anxiety about when he will see it again.
Communication
Wing (1996) states that language impairments
are due to the autistic child's lack of desire to
communicate with others. Therefore, group time is
also used to encourage effective communication. Ben
has good verbal communication but difficulties stem
from the way he uses his language. For example, Ben
uses delayed echolalia � the delayed repetition of
words or phrases (Turkington and anan 2007) � to
express his need or desire for something. he will
confuse pronouns and ask if `you' want something
as a way of asking for it himself. Wing (1996)
suggests that it is not beneficial to correct these
`odd' ways of speaking. rather, rephrasing what the
child has said when replying, without criticising, is
more useful. so, for example, if Ben asks whether
`you' need the toilet, you would reply: `Ben wants to
go to the toilet.'
as mentioned, Ben will repeatedly ask questions
if he is unsure what is happening next or what is
expected of him. When this occurs, he is told the
answer to the question the first time he asks but
if he asks again he needs to be reminded that he
knows the answer to the question and he will then
say it. if his anxiety continues to rise, this needs to
be addressed in a calm manner and he should be
given the opportunity to go over the timetable again
as there was probably something he was unsure
of. This enables Ben to move on from the situation;
otherwise he may be worrying about it for the rest of
the day.
Imagination
The biggest influence on Ben's educational care
relates to his impairment of imagination, which leads
to rigid and inflexible thinking (Frith 2003). This
means that Ben is unable to predict what will happen
over the course of the day, filling his world with
uncertainty and anxiety.
The classroom environment is adapted to meet
Ben's needs by having clear visual and physical
boundaries within which certain activities take place.
People with autism lack an internal structure for
their lives (Wing 1996). The structured environment
allows Ben to associate specific activities with
specific places and makes it easier for him to
understand what is expected of him in a particular
area, and at a particular time. This is achieved by
having signs on all the doors and a coloured piece
of paper on the wall next to each table. if Ben is to
work at a table he will be given a square of colour
so he knows which table to go to. he can then
anticipate which activity happens there.
Marshall (2006) states that a structured and
familiar routine will help the child feel in control
The plan aims to modify Ben's behaviour
by gradually increasing his acceptance of
having to wait, giving him new social skills
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