※ [本文轉錄自 tmlu 信箱]
作者: tm@bbs.sob.com.tw
標題: ◇ [參考]Autism FAQ (8):Educational Methods
時間: Mon Oct 14 21:53:16 2002
作者: Jf (寫給往事的一封匿名信) 看板: NTUStar_rain
標題: [參考]Autism FAQ (8):Educational Methods
時間: Thu Sep 27 19:46:58 2001
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Autism FAQ - Educational Methods
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See also the comments below under "Controversies".
There are a number of methods & techniques used in the education of
autistic children. Many teachers use a variety of combination of
methods. Some teachers attempt to identify an individual student's
learning style and modify curriculum and materials to suit the
student's learning style. For example, many children with autism are
visual learners. Teachers will use pictures, charts and visual
representations when teaching. Materials developed for children with
learning disabilities who are visual learners are often helpful.
Teachers also use concrete materials (ie. Montessori materials) for
students who learn well through their tactile senses.
A general comment: autistic people don't generalize very well, and one
technique used to accommodate this is to give them the opportunities
to practice skills in real situations, not mock-ups. Use real money to
teach about money, use real foods to teach about food, cooking, and
nutrition, use real public places (stores, libraries, etc) to teach
about public behaviors.
Note: my division between "Treatment" and "educational methods" and
placement of various activities among the two is far from a perfect
system, e.g. where does FC go? Is it an educational method? So far,
I'm just living with the imperfect system rather than trying to invent
the logical catagories allows perfect classification of each
approach/activity/treatment/educational method/etc.
Whole Language Therapy
?
Occupational Therapy
?
Physical Therapy
?
Motor Planning Therapy
?
Teacher Modelling
?
Peer Modelling
?
Mainstreaming (also called Inclusion or Integration)
Mainstreaming refers to teaching children with special needs in
regular classes with other children. Teaching autistic children
without the benefit of a specially-trained teacher and
classroom tailored for such teaching was first attempted as a
matter of necessity in small school systems with too few
autistics to make it practical to set up specialized
facilities. It was soon observed that autistics in such
situations in general did better than autistics in tailored
classrooms, and the policy of "mainstreaming" was born. Theory
has it that separating autistics from a normal environment just
exacerbates their problem. US law says that children with
special needs must be educated with as little restriction as
necessary and school systems have responded by placing
autistics (and other children with special needs) in normal
classrooms as much as practical.
Arguments for mainstreaming include better role models for
autistic children, and increased opportunities for social
interaction, and higher expectations by teachers. Arguments
against include more opportunity for intense social skills
training, more control over structure and routine, crucial
factors in the education, training, and everyday lives of many
autistic children.
In actual practice, few autistic children ever have the
opportunity to be educated in classrooms tailored to
autistics--the choice is often whether the autistic is
mainstreamed, or in a "general-purpose special-education"
classroom, known in the business as a "self-contained
classroom".
Sign
some schools teach autistic children sign language if they are
not developing speech. There is evidence that sign is easier
than speech: children of deaf parents who learn sign through
normal interaction usually start using it a bit earlier than
other children start using speech. Also, some autistic children
seem to pay attention to hands more than they do other people's
faces.
Facilitated Communication (FC or F/C)
(a closely related term is: "Facilitated Communication
Training", FCT) Another person (the "facilitator") holds the
autistic's hand, allowing the autistic to decide which key on a
keyboard to press or which letter or sign to touch. While
computers are used for FC, often a letterboard or a "Canon
Communicator" (a device portable device manufactured by Canon
which is something like a "Brother labelmaker"; they were
originally designed for people who could not talk but were
known to be able to type, but they fit well with FC). The
facilitator typically provides resistance to the arm and
finger, leaving it to the autistic to push their hand and
finger towards the right key. The technique was developed for
people with severe physical handicaps, but was discovered to
work with autistics and is now part of the education of many
autistic children. It has met with a lot of success under the
caveat that when you watch someone communicating this way, it
is impossible to tell if it is the child who is communicating
or if it is the facilitator. Critics suggest either that
facilitators are faking it (but there are far too many
otherwise credible educators who are successful facilitators to
give this much credit) or that somehow the autistic person
picks up the facilitators unconscious desires from minute hand
movements. Tests have sometimes proved that facilitation
resulted in real communication and sometimes that it did not.
One result of the use of Facilitated Communication is the use
of it to elicit accusations of abuse. In cases where the only
evidence of abuse is Facilitated Communication, the law and the
courts have been forced to evaluate its effectiveness in
individual cases. This has encouraged, even forced
practicioners to start doing more rigorous testing of
individuals to assure that they actually are saying what they
appear to be saying.
The American Psychological Association adopted a resolution on
Facilitated Communication that ended thusly: THEREFORE, BE IT
RESOLVED that APA adopts the position that facilitated
communication is a controversial and unproved communicative
procedure with no scientifically demonstrated support for its
efficacy.
Daily Life Therapy
a method developed in Japan and imported into the USA. It
includes elements normally found in the education of autistics,
but places unusual attention to physical exercise. It has been
said to have achieved "unprecedented results". The first school
(Higashi School) to use this method was opened in Tokyo in
1964, and a school following the same principles was opened in
Boston in 1987 (USA Higashi).
Picture Exchange Communication System (PECS)
a functional communication training approach that emphasizes
teaching students to give a picture of something they desire to
another person in exchange for that item. Pioneered by Andrew
Bondy and Lori Frost of the Delaware Autistic Program.
Considered a kind of augmentative communication.
Meyer-Johnson pictures
A set of pictures used for communication often used for
augmentative communication.
Milieu Training
method of teaching language and social skills to children with
disabilities.
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