Sunday, July 25, 2010
Here is how the PDA Contact Group explain the condition.
'Pathological Demand Avoidance Syndrome is a pervasive developmental disorder related to, but significantly different from, autism and Asperger syndrome. First identified as a separate syndrome at the University of Nottingham, research has continued at the Elizabeth Newson Centre. Children with PDA would previously have been diagnosed as having 'non-typical autism/Asperger' or 'pervasive developmental disorder not otherwise specified'; but it is important to diagnose them separately since they do not respond well to the educational and treatment methods that are helpful with autistic and Asperger children, and since appropriate guidelines for education and handling have been produced by the Elizabeth Newson Centre specifically for children with PDA.'
If you would like more information about PDA, follow the hyperlinks or click on the picture to visit the PDA Contact Group website.
I am building up quite a collection of quality online resources, to support mainstream teachers develop inclusive practices. You will find them in the blue, professional readings section in right margin of the blog.
In my role as an Autism Teaching and learning Coach, I find myself working with teachers at all stages of the 'inclusive education' journey. Some teachers come on board quickly, while others require a lot more encouragement. Many are coping well, while others find it an emotional and physically exhausting journey - the inspiration for yesterday's post.
Thankfully now that we are in Term 3, all of the teachers agree that the effort to modify curriculum and teaching practices is worth it.
This morning I was sorting through some photographs, taken while visiting schools, and this one caught my eye. Neither of the children in this picture have an autism spectrum disorder or any kind of learning disability. Their teacher uses BoardMaker, to support the learning of all of the children in her class, as an inclusive strategy.
In this picture, the BoardMaker cards are acting as role cards. One child is listening and the other is reading, according to the visual prompt they have in front of them. When they have finished they will swap roles.
There is a student with autism in the classroom . He is able to independently read with his typically developing classmates every day because he understands the process. It is the same for everyone.
Love your work, Jenny ; - )
Saturday, July 24, 2010
I am important.....
"...I am the decisive element in the classroom. My personal approach creates the climate. My daily mood makes the weather. As a teacher, I possess a tremendous power to make a child's life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt, or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or de-humanized."
Friday, July 2, 2010
Here is my first go at making a video using the Microsoft Movie Maker program. It was good to remember what it feels like to be working outside of my comfort zone. As parents and teachers, we ask children to do that all the time without giving it a second thought.
If you would like a copy of any of the templates I used, send me an email and I will be happy to forward them on to you. You will find my email address in the right margin of the blog.
I have been busy adding lots of free visual downloads sites to the links area in the right margin too!Check them out while you are here.
: - )
Thursday, July 1, 2010
I have just visited the Communication Therapy blog and read a terrific post about the function of repetitive questions. Why don't you check it out for yourself. The site is a treasure trove of practical information and advice for teachers and parents.