Learning styles and social perspectives of those of us who are ...

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Learning styles and social perspectives of those of us who are mentally unbalanced Past, Present and Future By Wendy Lawson Bss. Bsw(Hons) GDip(psychStud) GDip(Psych) April 2008

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What to anticipate from this discussion: A clarification: what may prompt to "scripts" TS & AS people have educating learning styles & social practice? A reaction to the possibility that Autism range (AS) is a deviation from 'the standard' and, hence, is freak and broken. An option thought to the regular "clarifications" of AS.

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Building on the work of others The accompanying ideas connected with consideration and the intrigue framework, expand upon work by Murray (1992; 2001) and are shown in Murray, Lesser & Lawson, 2005). I additionally recognize topics on the web by Autism Rights bunches (e.g. www.autistics.org) worried as a 'culture'.

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One meaning of Culture is typical correspondence. Some of its images incorporate a gathering's abilities, learning, demeanors, qualities, and thought processes. The implications of the images are found out and intentionally sustained in a general public through its foundations.

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TEACCH Because the naturally based issues that characterize a mental imbalance are not reversible, we don't take "being normal" as the objective of our instructive and remedial endeavors. Or maybe, the long haul objective of the TEACCH program is for the understudy with extreme introvertedness to fit and in addition conceivable into our general public as a grown-up. We accomplish this objective by regarding the distinctions that the a mental imbalance makes inside every understudy, and working inside his or her way of life to educate the aptitudes expected to work inside our general public. We work to grow the abilities and comprehension of the understudies, while we additionally adjust situations to their exceptional needs and restrictions .

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Different?

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That's run of the mill! "That is ordinary" I heard her say. I pondered what she implied? "You generally need it your way" She reverberated without yield. I held up, quiet as a feathered creature, And contemplated on her words. She simply continued talking, I continued strolling, What was it that I listened?

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That's run of the mill "I generally need it my way?" What other route could there be? I just know the correct way, The path that is there for me. In the event that we do it her way, It wouldn't be comfortable. It would not be right and from the start, I'd know it's wrong and not OK!

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That's average So, why wouldn't she be able to get it? What is it she doesn't get? I should immovably hold fast, I mustn't give in yet! In the event that I surrender she'll never learn. She'll never know the way. She calls it "being resolute", But, I'm scripted for this play.

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Deviation or Difference? It is normal to dread what one doesn't get it. Fear causes us to conceal, run, censure, shun as well as endeavor to make the dread leave (see de Gelder et. Al. 2004). Society's endeavors at incorporation for all, is representing a few issues since we fear what we don't comprehend and this implies we frequently fear each other.

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Typical and ASD advancement To comprehend ASD how about we take a gander at run of the mill improvement Typical kids partition their thoughtfulness regarding suit the changing scene around and inside themselves (physical, enthusiastic and social world).

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Typical advancement doing certain things at specific times. We call these 'breakthroughs'. Shared consideration (takes after bearing of grown-up's look/blame dispensing and so on) Language (creates words utilizes them suitably) Shared interests (turn taking, listening to others, understanding different perspectives and so forth) Social needs (social standards, profound quality, social inner voice, being social a need)

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What illuminates commonplace improvement? Nature and support (qualities and childhood) educate improvement. Intellectually, in any case, the capacity to partitions one's consideration is basic to NT advancement. Having a diffuse/various intrigue framework and having the capacity to get to numerous interests (one's own particular and others) depends upon the intrinsic capacity to gap one's consideration and construct associations.

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ASD Developing Individuals Because AS people are not normally creating, they and the commonplace world are confounded by each other

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Attention & learning requires consideration, premium and the between play amongst faculties and insight. Regarding consideration and intrigue, TS and AS people are wired up in an unexpected way. However, is this deviation or essentially a part of neural differences?

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Attention & Learning In AS a premium framework guided by single consideration (monotropism) requires one's "detects" to work more freely than they may together. In TS improvement coordinated tangible capacity is essential to average development and advancement (Bogdashina, 2003). In this manner, in TS improvement the Interest System is educated by 'isolated consideration' (Polytropism).

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NTs frequently fear (AS) us on the grounds that : We don't fit the run of the mill formative worldview. we don't generally have different diffuse interests and are not represented by an intrigue framework taking into consideration dramatic creative ability prompting to social needs Rather, AS people tend towards single interests and non-social needs.

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NT (consideration) wide and shallow ASD (consideration) Narrow and Deep other intrigue Highly engaged Interests outweigh everything else Multiple diffuse interests ATTENTION… … . - consideration - consideration Tree of Life Experience

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Single Attention & Associated Cognition in Autism (SAACA) Monotropism (consideration administered by single center) from which come the accompanying: Literality: energy about frame, dark & white ideas, issues with hazy areas, genuineness Thinking in shut pictures (or shut ideas) awesome for tender loving care Lack of generalisability (astounding for spotting examples and subjects) Timing and sequencing applications to non-social action. Ground breaking associated with improvement of centered (single) intrigue

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Differing plan for various employments? Neuro-average outline fits with the capacity to separation consideration and suit numerous interests in the disordered world we as a whole live in. ASD outline fits with centered consideration, single intrigue (incredible in the imaginative universe of expressions, & livelihoods requiring center i.e. building)

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Wendy & Autism: As a little youngster: Considered to be mentally incapacitated Went to standard schools Loved to run openly around the play area and classroom Unaware of "others" Not associated with the world going ahead inside me or around me

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Family life Unaware of kin Scared of sudden clamor Scared of thunder tempests… yet fascinated by them Loved to play in the garden with the rock Loved the shoreline Bit of a person who can get out of a tight spot!

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Primary School Found school exceptionally befuddling Didn't comprehend 'the tenets' Didn't identify with the other kids Didn't care for the amusements or the social exercises Slow to peruse Couldn't stay aware of the normal pace of learning.

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Teenage Years Began to perceive that I was diverse Beginnings of gloom Started to frame over connections Obsessive practices expanded Sent off to the Guides and Youth Group Obsessed about winning identifications, yet couldn't shape companionships Age 17yrs. in the first place endeavor at suicide Beginning of history with the emotional well-being framework !

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Uneven advancement of aptitude interests not perceived Lived with uneasiness and sadness Delayed improvement grade school: confined Secondary School: over appended School was a bad dream and I lived with consistent dread. This prompt to my having an 'irritated tummy' off and on again.

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I'm not underhanded or dumb, only extremely introverted AS people regularly strict, dark & white, and seem willful. Utilizing visual timetables to clarify time & desires helps us alter and comprehend what's in store. Utilizing our "enthusiasm" to propel and remunerate, extraordinary approach to make a positive ordeal of desires .

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Discussion I don't need anybody to change my identity be that as it may, much the same as you, I would like to be listened, comprehended and obliged. Expelling my identity or attempting to consider me to be a piece of an unfortunate catastrophe, is not the approach. As individuals with ASD we have such a great amount to offer back to our groups.

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Whose Time is This? Whose Time Is This? It's 7am. what's more, the wake up timer calls, "time to awaken" my little clock figures. "Goodness only a couple of minutes all the more, Then I'll get up and be out of the entryway."

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Whose Time is This? Thump, thump and thump yet again, "go ahead sluggish head, escape your bed" But, I simply require additional time, My garments then I'll see" I'll be down for breakfast, only somewhat more time.

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Whose Time is This? "I'm sad; I'm late," my companion surges by. "I came up short on time, can't stop and visit." The rain and the wind hurl a major murmur, As I get the opportunity to sit and converse with my feline. "Why are individuals dependably in a surge?" "They let me know that time sits tight for nobody." So they line, push and push.

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Whose Time is This? In any case, would it say it isn't valid, time's on our side? We don't have the foggiest idea about this, along these lines, from time we cover up. We take as much time as is needed choosing whose time, Will it be yours or will it be mine?

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Whose Time is This? I don't recognize what time will bring, But I do know two or three things. Time is our slave and not our supervisor, There is a great opportunity to thrive, There's a great opportunity to be lost.

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Whose Time is This? Whatever the time and for whomever we call, There is the ideal opportunity for one and there is the ideal opportunity for all. Knowing which is whose opportunity to know, there's chance, for you and for me.

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We are in this together . Some of the time AS people are upbeat to be required with others; the length of we comprehend the ideas. Once in a while,

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