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Set tasks which involve communicating with home about what has happened at school and vice versa (for suggestions see Section 2, Home/school liaison). Use homework to prepare the child for new topics and changes that will affect him such as preparing for a school trip. He could read about a subject before embarking on its study. Work together to ensure the pupil knows what he has to do, what he needs and when he should pack it. Consider using other children to check his homework diary to make sure he has everything he needs (see Ch.
Sometimes the child may come out with a badly timed and apparently irrelevant response triggered by something he has heard; this is a classic example of the difficulties these children experience with understanding what is appropriate. Strategies ● ● ● ● ● ● ● ● Make sure all the children understand expected carpet time behaviour. The rules should be written, displayed and referred to as ‘rules’. g. look at the teacher listen carefully keep quiet sit still Use the social filing cabinet (see Section 2) to illustrate undesirable behaviour.
Appoint the child as a monitor and give him physical tasks to tackle such as setting out the games equipment, picking up litter, tidying up and perhaps helping the caretaker. 45 Autistic Spectrum Disorders ● ● ● 46 Use playtimes and PE to allow these children to indulge in large movement activities such as rolling and jumping. Use Brain Gym activities to help co-ordinate movements and gain control. Refer to an occupational therapist and physiotherapist for further advice. Areas of difficulty Oversensitivity 1 Smell, touch and taste Children who are oversensitive to their environment are deluged with sensory information which they cannot filter out.