easily distracted
needs to climb and run
even when inappropriate gets out of chair walks around the classroom
seems to be constantly restless
fidgets on the carpet
needs short/achievable tasks
can’t complete tasks, even when motivated doesn’t pay attention to school work
makes simple mistakes
sensitive to noise and change
Hyperactivity ADHD Organisation
Attention
understands the task but unable to complete it
even in play situations
Concentration
easily loses things
visual timetable checklists
forgets routine tasks
struggles to organise their thoughts prior to a task
finds sustained concentration difficult actively avoids tasks that require focus doesn’t appear to be listening when spoken to
struggles with basic literacy and maths
immature speech
doesn’t consider consequences for actions maintains eye contact while lying
no remorse for actions
very impulsive
may have delays when learning new things
difficulty being friends with peers hostile to parents
Behaviour Learning Difficulties
can be clingy aggressive
Relationships
resists affection
lack of conscience affectionate to strangers
steals questions everything
Attachment Disorders
towards property towards themselves towards others
possibly experienced abuse or neglect
gorging weapons blood gore
hiding food
hoarding
Obsessions
destructive behaviour may have issues with food possible fascinations with violence or death
struggles with counting in twos, threes, etc.
can lose place easily
issues with organisation
Memory
difficulty navigating back and forth along a number line or sequence
Counting
Dyscalculia
struggles with transferring information
Calculations
cannot accurately recall number facts
needs to constantly relearn and recap skills
struggles to understand chronology
Numbers
working out change
Measures
issues with place value
struggles with handling money
map-reading difficulties
speed, time etc.
lacks confidence in their answers
Spatial/ Temporal
problems telling the time confuses left and right
problems with understanding concepts in maths
e.g. 3+5=8 so 5+3=8
difficulty finding the right words
Writing
loses place in text needs to reread text moves or overlaps
organisational problems
struggles getting ideas on paper distracted by background noises struggles taking notes
Dyslexia
Listening
Memory
Difficulties
dates
Reading
unable to remember what words look like
Spelling
struggles to ‘hear’ sounds
Motor Control
alphabet
phone numbers times tables
issues with sequencing
difficulty with handwriting issues with co-ordination
confused by similar sounds struggles copying
uses inappropriate language
looking to get a reaction
Anger
very resentful
frequent outbursts
wants to shock and upset
without provocation
strained relationship with their parents
possible history of learning difficulties
seeks out verbal confrontations
argumentative
Oppositional Defiant Disorder Relationships
doesn’t try to fit in
blows small arguments out of proportion
Behaviour
aggravates a situation holds grudges blames others
or consider the consequences makes others feel uncomfortable
won’t take responsibility for their actions
poor response to authority
hostile towards their peers
disregards rules
constantly undermining adults
to motivate them, tap into what the child is interested in
develop opportunities for role play give choice of task
make a safe place for them to go to if stressed maximise incidental learning
recognise triggers
Anxiety
build in scheduled breaks
avoid direct requests and demands
have 1:1 support to manage start/finish of day
Classroom and Teaching Style
Pathological Demand Avoidance Syndrome
deal with poor behaviour indirectly speak quietly and ask things indirectly make requests simple
Communication Behaviour
if a child is not coping with requests, change them
stick to routines
allow them to use stress-relieving toys
keep calm and speak quietly
sit the child away from distractions
offer alternatives
keep rules clear and minimal
de-personalise requests by using role play or puppets
Autism: Key Facts
Autism: Key Facts
Autistic people are unique – they have their own personalities, characteristics and needs.
Autistic people are unique – they have their own personalities, characteristics and needs.
Autism is more prevalent in boys than girls (The NHS, Mental Health of Children and Young People in England, 2017).
Autism is more prevalent in boys than girls (The NHS, Mental Health of Children and Young People in England, 2017).
700,000 people in the UK (The NHS, Mental Health of Children and Young People in England, 2017) are on the Autistic Spectrum. If families are included, this means Autism is part of everyday life for 2.8 million people in the UK.
700,000 people in the UK (The NHS, Mental Health of Children and Young People in England, 2017) are on the Autistic Spectrum. families are this means Autism is part of everyday life for 2.8 million people in the UK.
Autistic people live independent lives; including being in ongoing education (college and university), working and having meaningful relationships.
Autistic people live independent lives; including being in ongoing education (college and university), working and having meaningful relationships.
Autistic people can find it difficult to process and understand emotions, including reading facial expressions, showing empathy and also presenting their own emotions and feelings.
Autistic people can find it difficult to process and understand emotions, including reading facial expressions, showing empathy and also presenting their own emotions and feelings.
Autistic people may from simple, clear language avoiding idioms, exaggeration metaphorical language. Visual supports, pictures and symbols are supportive to reinforce language.
Autistic people may benefit from simple, clear language avoiding idioms, exaggeration or metaphorical language. Visual supports, pictures and symbols are supportive to reinforce language.
Autistic people may have some sensory sensitivities including being sensitive to noise, light, touch and the feel of certain of fabrics and textures.
Autistic people may have some sensory sensitivities including being sensitive to noise, light, touch and the feel of certain of fabrics and textures.
