Resource Teaching Group
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1. |
Learning Goal: |
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1.1 | Enhance autistic children’s interest in learning, reinforce their basic learning ability, communication and social skills. |
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1.2 | Build a positive and socially acceptable behavior pattern. |
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1.3 | Consolidate their self-care ability and independent living skills so that they can adapt to the society and integrate into the community. |
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2. |
Forms of Class: |
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2.1 | Provide support in class | |||
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2.2 | Individual counseling: Design individual learning plans based on the result of their assessments. | |||
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2.3 | Group Training: Launch small group training according to the needs in different stages, for example: | |||
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2.3.1 | Primary group: Social Skill Training Group, Outdoor Learning Group | ||
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2.3.2 | Secondary group: Independent Living Skill Training Group, Physical Training Group |
Outdoor Learning Group |
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Physical Training Group |
3. |
Teaching Strategy |
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3.1 | Behavioral Support: |
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Basing on the idea of Positive Behavioral Support, focusing on the personal growth of the students and emphasizing their relations with the environment, we plan visions for the students and make long term prevention programs, with the ultimate goal of enhancing students’ independency, self-determination, sociability and adaptability. We also adopt a whole school approach in our intervention model. We regularly hold interdisciplinary meetings for case studies and collaboratively implement the resolutions as supportive measures for student behavioral issues. |
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3.2 | Structured Teaching |
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We adopt the TEACCH(Treatment and Education for Autistic and Related Communication Handicapped Children)approach. With the help of an organized and systematic learning environment as well as visual cues, autistic students can develop a personal work system and habit, cultivating the ability of independent work. |
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3.3 | Visual Strategies: |
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As autistic students have stronger understanding and response to visual messages, our strategies are specially designed, including routine schedule, activity flow chart, environmental cues, classroom rules diagrams, Picture Exchange Communication System (PECS), stories of social interaction and so on in order to enhance their ability to adapt changes. |
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3.4 | Communication x Relationship x Adaptation: A Flourishing Transformation (CRAFT Model) Through continuous establishment and expansion of the appropriate communication channels, we enhance the adaptability of the autistic students in communication, emotion and learning so as to build their self-worth and promote the development of their whole person. We adopt the 3-Tier Support Model in performing CRAFT, from the whole school support in Tier-1, the “add on” intervention for small group teaching in Tier-2, to intensive individualized support in Tier-3. |