Specialist Teaching Service
Autism Outreach Team
ASD and the Literacy Hour
This booklet is in sections:
1a. Being Part Of A Group
1b. Paying Attention
1c.
Understanding The Language
1d. Contributing And Responding To Questions
1a. Making Sense Of Sentences And Stories
2b. Using And Understanding
Intonation And Expression
2c. Literal Interpretation
3a. Knowing What Is Expected.
3b. Producing Imaginative Written Work.
3c.
Fine Motor Skills
3d. Drafting And Redrafting
Leicestershire LEA Autism Outreach Team
Sara
Cooper
David Edwards
Liz Hardie
Helen Joy
Emma
Kehoe
Mo Potter
Educational Psychology Service
Philip
Whitaker.
Thanks to:
Heather Clewley,
Autism Outreach Team
Bristol City LEA
George
Thomas
Learning and Autism Support Service
Leicester City LEA.
AN INTRODUCTION TO THIS BOOKLET
This booklet was written in response to requests for advice about how to cater for
the needs of children with autistic spectrum disorders in the context of the Literacy Hour. Taking each
of the Literacy Hour activities in turn, we have tried to identify the specific demands which they make
on the child with an autistic spectrum disorder and then offer practical tips and suggestions.
The booklet is not intended to be read from cover to cover and we have adopted a
consistent format to help readers identify the pages which are of most relevance. Each section of the
booklet is set out in the following way:
- A title which identifies the problem
- A brief ‘vignette’ that tries to capture the core of the particular difficulty that the
child may experience or present.
- ‘’Making sense of it’ tries to explain how impairments that are specifically
(or commonly) associated with autistic spectrum disorders may contribute to that difficulty.
- ‘Things to try’ suggests practical strategies for dealing with the
problem. Even if the child you are involved with cannot cope with all the demands of the Literacy Hour,
and has to be withdrawn for some, or all, of the time, we hope that these suggestions will still be
helpful in developing the child’s literacy skills.
Autistic
spectrum disorders
All people who are described as having autistic spectrum disorders have some degree
of difficulty in the following areas: social interaction; social communication; lack of
flexibility of thinking. For a diagnosis to be made, specific types and degrees of difficulty
need to be present in each of the three areas. There is a good deal of variation in the way
in which these difficulties may be manifested. To complicate matters, there is also a good deal
of variation in where the boundaries are drawn and the specific diagnostic ‘label’ that is used. In
this booklet we have chosen to use the term ‘autistic spectrum disorders’ to refer to the whole ‘family’
of related difficulties (including Asperger syndrome, ‘atypical autism’, high functioning autism etc.
etc.)
Autistic spectrum disorders also shade into various language and communication difficulties.
Some of the suggestions may be helpful for children with these kinds of difficulties.
The Literacy Hour
With better identification of difficulties at the milder end of the autistic spectrum,
and inclusive approaches to children with special needs, mainstream schools are catering for increasing
numbers of children with autistic spectrum disorders. The introduction of the Literacy Hour offers a
range of challenges and opportunities for these children – and the staff responsible for teaching and
supporting them:
- A significant proportion of children with autistic spectrum disorders seem
to acquire word recognition skills with apparently little effort (and almost accidentally). This may
be linked to the relatively strong visual skills that are often a feature of people with autism.
- The predictability and structure of the Literacy Hour are features that may well suit
the learning style of the child with an autistic spectrum disorder: short sessions on a given activity,
with clear time limits and transitions are often recommended for these children.
- Working and responding as a member of a small group or whole class may make substantial
demands on children with autistic spectrum disorders. Listening to, and taking in, instructions can
be especially difficult when these are directed to the whole group. Group activities may also put significant
social demands on these children and make very great demands on the child’s attention and personal organisation.
- Reading is obviously about much more than just word recognition. Problems with communication
are at the core of autism, and language comprehension difficulties are commonly experienced by children
with autistic spectrum disorders. The child’s ability to make sense of stories may be seriously affected
by these broader problems.
Contents of
this guide
The hour is divided into four key sections. The particular issues relevant to pupils
with autistic spectrum disorders are listed underneath each section.
Where specific areas of difficulty cover more than one section of the Literacy Hour,
these are cross referenced in bold type in the text.
SECTION 1 SHARED TEXT WORK 1A.
BEING PART OF A
GROUP
James sometimes takes ages to join everybody on the carpet. Then when he does he
climbs over people to get to "his" place.
Making sense of it
- Children with an autistic spectrum disorder often have a difficulty functioning
as a member of a group.
- They may be reluctant to move from what they are working on, transitions being particularly
problematic for some children.
- Many youngsters can be extremely rigid about routines etc. and this can lead to a desire
to always sit in the same place.
- A lack of social empathy can lead to the child behaving inappropriately, in this case
climbing over peers to reach his goal. Sitting with the group may be difficult for the child – problems
with close proximity, sensory difficulties, or poor body posture leading to fidgeting.
Things
to try.
- A one-minute warning of impending carpet time may help the child to make
a smoother and quicker transition. Make sure you deliver the cue directly to James as well as to the
whole class.
- James may concentrate better if allowed to sit in the favoured place. If possible make
sure this is near the front of the group with a clear view of visual material and within reach of the
teacher or learning support assistant.
- Marking the carpet visibly where you want James to sit (using either a carpet square,
taped square or photo) may help to reduce proximity problems. Consider whether there may be any auditory
or visual input which may be disturbing James, e.g. ventilators, heaters, strong sunlight. Compensate
for poor posture by positioning James where he can lean against a cupboard or wall.
- Give him a visual means of knowing what is expected e.g. symbol prompt cards for non-readers
(look, shh, sit down etc.) or a list of simple written rules for readers (e.g. look at teacher, listen,
hand up etc.)
1B. PAYING ATTENTION
Sarah sits happily with the other children but I’m aware that she’s not really listening.
She will sit with her back to me and never answers any questions.
Making sense of it
- Children with autistic spectrum disorder maintain attention better if there
is a visual element as well as auditory. Sometimes children will appear not to be listening when they
are. They have not learned the importance of actively letting you know that they are listening through
body posture and eye contact.
- Children with autistic spectrum disorder will rarely put up their hands to answer questions
directed to the whole class. They are more likely to answer a question directed to them by name.
Things
to try
- At KS1 if the "Big book" does not hold the child’s attention try
using a small version with the child during group time. If available, the learning support assistant
can prompt Sarah’s attention to the appropriate sentence or picture.
- Teach "active" listening skills (face the teacher, maintain eye contact) and
practice in various situations. Prompt the child with "Let me know that you are listening"
rather than "You’re not listening" or you may be taken literally and start an argument!
- Be aware that Sarah may be susceptible to distractions which may not be noticed by other
children (e.g. long hair, the noise of heating outlets) and be prepared to move her to a less distracting
space.
- Ask the learning support assistant to prompt Sarah to raise her hand to answer a question.
The learning support assistant may need to quietly prepare her to be ready to answer the question.
- Use Sarah’s name occasionally to ensure that she is aware that what is being said is also
for her.
- Try structuring the listening time with younger children by using an object (e.g. bean
bag, pen) to hold when it’s their turn to talk.
- Try going through the text with Sarah before the whole class session, so that it is familiar
to her. Children with autistic spectrum disorder often like repetition and as a result it may hold Sarah’s
attention more.
- Try giving her some key words to listen out for during the group session.
1C.
UNDERSTANDING THE LANGUAGE
Michael doesn’t seem to be able to follow the story. He drifts off or becomes distracted
by other things in the classroom.
Making sense of it
- Michael may have problems processing language. Many students with autistic
spectrum disorder have better expressive than receptive language.
- A poor auditory memory may add to problems with processing language.
- Students with autistic spectrum disorder will have a poor grasp of the flexibility of
language. They may be confused by idiom, metaphor or subtle language codes such as sarcasm or irony.
- The effort of trying to process longer sequences of speech may make Michael tired or disruptive
as he fails to see the sense of the story and consequently loses the will to pay attention.
Things
to try
- The learning support assistant can be asked to rephrase and simplify language
Michael may misunderstand.
- Point out picture cues to help make sense of the language in the text.
- Share in advance with Michael, the specific object of the lesson or activity, so that
he sees the point of what he has to do.
- Seat Michael beside the learning support assistant or an appropriate peer who can act
as a "role model" and quietly provide appropriate verbal and physical prompts.
- Use a little version of the "Big Book" with Michael during group time. The learning
support assistant can prompt Michael’s attention to the appropriate sentence or picture. (This is not
usually advocated but may be necessary if the student is to be part of the session).
- The teacher and support staff can use non-verbal signs to reinforce their speech. An index
finger touching corners of eyes can mean, "look". A hand cupped over an ear can mean "listen"
and a finger to the lips – "quiet".
- When speaking directly to the student, try to avoid idiom, e.g. expressions such as "in
a minute", "what’s up", or sarcasm, e.g. "it would be nice if you could be quiet".
Try to remember his literal comprehension and be explicit in your instructions.
- Where possible, match the content of the shared text session to Michael’s experience.
- Give clear explanation as to the genre (fact/fiction) of the work under consideration.
- Give Michael a set of words or phrases in advance that he has to listen out for in the
story.
- Try reading the story with the learning support assistant before, to help him become more
familiar with it, and therefore more interested.
- Re-read the book in a small group, or 1:1 with learning support assistant after the whole
class story.
1D. CONTRIBUTING AND RESPONDING
TO QUESTIONS
Rachel just doesn’t seem to get this right. She either shouts out the answers or
ignores me entirely when I ask questions.
Making Sense of it
- She may not pick out the significant social features of the classroom situation,
e.g. the expectation to look at the teacher.
- She may rigidly stick to rules that can be relaxed e.g. "complete quiet now"
- Students with autistic spectrum disorder will have difficulty with non-verbal communication
as well as spoken language. They may not pick up a non verbal cue (e.g. point or eye contact asking
someone to contribute).
- Many students with autistic spectrum disorder have difficulty with imagination. They may
see little point in fiction and especially stories, that involve improbable events such as talking dogs
and so on Rachel may have difficulty distinguishing between fact and fiction.
- Many students with autistic spectrum disorder find it hard to understand abstract ideas.
They have difficulty talking about how they think, what they feel and how others may feel. Questions
such as "What did you do to work out this word?" or "Why did Simon do what he did?"
may be very difficult or result in concrete answers such as "I thought about it", or "He
didn’t really do it. It’s a story".
Things
to try
- Use "social stories" to teach appropriate behaviour to ask and
answer questions. Information about social stories is available from the Autism Outreach Team.
- Use Rachel’s name before asking her a direct question. You can make sure that you include
her by doing this.
- Reward Rachel for remembering to put her hand up.
- Ask Rachel "concrete" questions at first, that she will understand and have
a chance of a successful response.
- Rachel may need to be taught explicitly about fiction and why it is entertaining. Use
the learning support assistant to find stories about Rachel’s interests. Compare these with factual
books. Talk about which ones are "real" and "pretend".
- Rachel may be able to contribute well when factual texts are used and more concrete questions
asked. Encourage her to share her knowledge with others.
- Allow time at the end of the session with the learning support assistant for Rachel to
ask her questions. If able she could write then down.
- You can provide structure to the Question and Answer session by saying you will always
ask Rachel the 3rd and 4th question for example. This will help to keep her attention.
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