AUTISTIC CHILDREN

Structured Teaching Methods for Autistic Children

Table of Contents

Literature review3

Structured Teaching Approaches9

Routines & Schedules9

Adapted Instructional Strategies10

Modification of Learning Environments11

Self Monitoring/Management Strategies12

Video Modeling13

Social Stories14

Provision for students with autistic spectrum disorders in Cyprus HE16

Adjustments to teaching delivery for HE students with an autistic spectrum disorder18

Adjustments to assessment practices for HE students with an autistic spectrum disorder19

Adjustments to pastoral care for HE students with an autistic spectrum disorder21

Evaluation of adjustments for a student with an autistic spectrum disorder in an HE setting23

References27

Structured Teaching Methods for Autistic Children

Literature review

In previous years few students with an autistic spectrum disorder had attended Cyprus universities. However, growing numbers of such students are now attending university in the Cyprus . In this paper we examine the adjustments that may need to be made by Cyprus higher education providers in order to cater for students with an autistic spectrum disorder.

Although primary and secondary education providers in the Cyprus have a system of provision for meeting the needs of pupils with autistic spectrum disorders, Cyprus higher education appears to be less well equipped for teaching such students. Konur (2002) noted that in 2002, Cyprus higher education incorporated over 68,000 students with disabilities, of which just over 3,700 were classified as having mental health difficulties that included autistic spectrum and other disorders (Department for Education and Skills, 2002). As the number of students with disabilities in Cyprus higher education grows, Cyprus higher education institutions have an increasing need to adapt themselves to the needs of students with disabilities. However, currently the provision for special education needs within the Cyprus higher education sector appears variable and not well established (Parker, 2000; Taylor, 2004).

Autism has been identified as a medical condition since World War II (Kanner, 1943). However, in the last 60 years limited progress has been made in understanding the implications of the condition. Since autism appears to affect only a very small percentage of children, it appears that typically the majority of the population does not understand it, other than those who have direct contact with children having the condition. Since autism is a condition about which few have any real knowledge, it may be difficult for many higher education staff to appreciate the difficulties that students with an autistic spectrum disorder may face in a higher education setting. In particular it can be difficult for higher education staff to understand why adjustments to academic practices may be required for students with an autistic spectrum disorder if they are not familiar with the implications of the condition.

The Cyprus Special Education Needs and Disability Act (2001) states that students with disabilities should not be discriminated against or substantially disadvantaged by higher education institutions. Therefore there is a need to provide advice and support for higher education staff regarding the teaching of students with disabilities in general, and students with autistic spectrum disorders in particular, since the condition can be difficult to understand. Powell (2003, p. 160) stated that the diverse range of behavioural manifestations seen in autism can disorientate parents and professionals ...