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The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts. |
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Autism spectrum disorder (ASD) refers to: | The term autism spectrum disorder is an umbrella term that describes autism and asperger syndrome Some researchers believe the spectrum also includes rett's disorder, childhood disintegrative disorder, pervasive developmental disorder not otherwise specified (PDD-NOS) This is because there is an overlap between these disorders with the triad of impairments- these are the three core area associated with ASD as listed communication skills, social interaction and restricted areas of interest/thinking There are no diagnostic criteria for ASD; it is simply a term used to describe individuals with a diagnosis of autism, asperger's syndrome or associated pervasive developmental delays without needing to specify each disorder individually ASD is a very complex developmental disability - a lifelong and pervasive disability that may have serious influence on every aspect of a person's family and community life Individuals diagnosed with ASD may display difficulties in three areas: communication social interaction flexible thinking and behaviour In addition, some young people with ASD may also have sensory processing difficulties - unusual perception of sounds, sights, smell, touch and taste, which may lead to distinctive behavioural responses A pattern of developmental differences in all three areas is necessary to confirm a diagnosis The effect of these difficulties on a student will vary; no two people with ASD are the same |
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Historical context includes: | Facts and myths about autism spectrum disorders Original research conducted by Leo Kanner (1943) and Hans Asperger (1944) |
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Processes of establishing a diagnosis of ASD include: | Diagnosing ASD is a highly specialised skill Diagnoses are generally based on a multi-disciplinary team approach, including two different perspectives, most commonly from a psychologist, speech pathologist, paediatrician or psychiatrist A specialist or family member may request information from school staff to assist with the diagnostic process NOTE: School staff, including advisory visiting teachers - ASD, guidance officers and special education teachers, are not qualified to make a diagnosis of ASD |
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Effects on student development and learning include: | The effects of ASD on learning and development will vary as no two students have identical symptoms, backgrounds or interests Abilities in communication, social understanding and flexibility of thought and behaviour will vary from student to student The level of difficulty experienced in each area will be specific to each individual; however the pattern of problems is the feature common to persons diagnosed with ASD Students diagnosed with ASD will experience difficulties in at least one of the following areas: Communication: students with ASD may have difficulty interpreting the messages of others and in framing and conveying messages for themselves Receptive language skills Expressive language skills Social competence: social interactions of all students with ASD are disordered to some degree students may be motivated to interact socially but lack many of the skills to do so one student with ASD may seem largely disinterested and unresponsive to others, but another may have more subtle social competence Behaviours that interfere with learning: difficulties adjusting to change aggression/disruption stress responses self-stimulatory behaviours/repetitive actions inconsistencies in behaviour (home behaviours differ from school behaviour) Sensory information processing: difficulty registering, modulating and integrating information received through one or more of the senses Other considerations: motor skills cognition/learning characteristics self care skills personal independence leisure/recreation assessment and reporting |
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Implications of ASD on effective teaching and learning practices may include: | A need for additional human resources Formulation of rules for acceptable class behaviour that takes into consideration the difficulties of students with ASD Required input from specialists and key stakeholders Team approach to programming specific needs Use of instructional design and resources |
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Education team may include: | Advisory visiting teacher/s Class teacher/s Education support workers Guidance officer Nurses Parents/guardians Principal Therapists |
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Influence social interactions between students with ASD and staff and other students refers to: | Actively supporting the student to participate as a member of his/her class group Developing a positive relationship with the student Developing good communication with students to negotiate, clarify and problem-solve Encouraging students to do as much as much as possible for themselves Helping students to have input to he style of support provided Minimising unnecessary withdrawal or isolation of the student Modelling appreciation of valued qualities displayed by students with ASD |
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Support the teaching strategies includes: | Contributing observations and data to assist the teacher monitor progress and planning Ensuring the desired learning outcomes and planned means to achieve them are clearly understood Following the teacher's example - using a similar vocabulary, tone of voice, positioning , wait-time, questioning techniques, and directions Liaising with other education support workers to share experiences and create a network of team support Seeking clarification when purpose of activities is unclear Understanding the principles of practice being used by the teacher |
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Suitable resources may include: | Modified materials to enable students with ASD to participate in class activities e.g. more space between questions on worksheet, complex sentences reworded Specialised equipment, such as a slope board or pencil grip to improve writing skills Technological aids e.g. computer switches which are bigger or brightly coloured, or electronic communication devices |
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Support strategies for students with ASD will be developed by/with the teacher/s and may include: | Addressing rigidity and inflexibility Encouraging acceptable behaviours Enhancing communication Incorporating social learning into curriculum activities |
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