Sue Larkey Blog

Autism Awareness Day Sat April 2nd (or anytime in April is Autism Awareness Month)Your opportunity to make Big Difference in 2016Great Books to Read to Children, Students, Family & Community during AprilAcceptance is the key to making a difference. When people understand that a child with ASD learns differently and needs different supports I see the BIGGEST difference for the child, family and school.There are three parts to understanding the ASD diagnosis:When to Tell a ChildWhat to Tell a ChildWho and How to Tell (Talking to Class, Peers)Part 1: When to Tell the ChildDr Tony Attwood recommends you tell the child around seven years of age or when they start noticing difference.“Diagnosis for my son opened a whole lot of self-acceptance for him. He realised that although he always felt different, that there was a group of people who are the same as him. We viewed diagnosis as a tool to help us and others best help our son. School has been very supportive, and family have had...

Saturday April 2nd is Autism Awareness and a wonderful opportunity to raise understanding of ASD.As it is on a Saturday, I would love you to start planning now what you can do Friday April 1st in your school, preschool.That is 2 weeks away at the time I post this Blog Hope these  9 Key Tips to Promote Understanding in the Classroom might give you some ideas9 Key Strategies to Promote Understanding in the Classroom1.   You must first have permission from parents to discuss the child’s ASD in the classroom.Conduct the ‘My Life in a Box’ activity. This is a fantastic activity for the whole school. ‘My Life in a Box’ is where for News each child brings in a box with objects that tell us about themselves e.g. favourite book, places they have been on holidays, favourite food, favourite colour, sport, pets, etc. If the child has ASD or has a sibling with ASD they can include a book about ASD to read to the class. It is VERY important they talk about all the other interests they have...

In my experience successful education for a child with ASD starts with a positive working relationship between home and school. One of the biggest challenges for parents/carers and teachers is to develop an effective relationship. It is in the interest of everyone involved – child, staff and families – that we create a positive partnership. This is created through teamwork, meetings, clear goals, regular communication and learning together.When I looked back at who had attended my sessions I found a MISSING LINK! So few parents compared to teachers and teacher assistants. In 2016 I would love to see at my sessions ‘Dream Teams’: The Teacher, Teacher Assistant and Parents/Carers coming together for the overall benefit of the child with ASD.“We are parents of 7 year old ASD boy. We have gone away with so much more knowledge and resources.” Olivia8 Key Strategies for Working with FamiliesTeam work is the key to achieving desired outcomes. We are all on the same side. We all have the...

Transition from One Activity to AnotherMany children with ASD have difficulties accepting change and transition from one activity to another. In fact, most behaviour happens during change/transition. In my experience this is because it requires problem solving, choices and adults tend to use more verbal information instead of visual information. It can also be a time of movement and high noise level, which can cause sensory processing difficulties. Below I have listed some key times you may need to put in place strategies to support children during change.  The KEY - Planning the Transition. Transition Example Activity / BehaviourStructural ChangeRoutine ChangePack away / finish activityGive five minute warning.Use a Time Timer (see below)so can visually see ‘how long’.Use a visual schedule that shows what is happening throughout the day or use ‘Now, Next, Later’ visual to tell them when they will return to a preferred activity.Choose an activityMinimise the choices i.e....

Many of you may just be finding out who the students are in your class or who is your child's teacher. This is a great time to catch up on my Time Savers and Proven Practical Strategies if the student has an ASD, ADHD, ADD, ODD or SPD diagnosis.This Newsletter contains How to Make the Biggest Difference in 2016                         9 Key Strategies to Promote Understanding in the Classroom Help Children Embrace Difference                                   14 Key Strategies for Managing Ipads and Tablets                                     NEW Online Learning                 Quick Results in Secondary School: 6 Key Strategies              9 Essential Strategies for Homework                                     Key Strategy - Transition from One Activity to Another                                            Creating Dream Teams8 Key Strategies for Working with Families                            Top 12 Tips for Setting Up for Success in 2016           Upcoming Workshops          ...

Content of E-Book √ Total of 41 Tips & Strategies √ 8 Key Strategies for Setting Up for Success √ Schedules and Timers √ 10 Essential Strategies for Inclusion √ Creating Successful Playgrounds √ Summary Profile of Student  8 Key Strategies for Setting Up for Success If you have a student on the autism spectrum no matter what age there a few KEY strategies that will make a huge difference and set both you and the student up for success. S.P.E.C.T.R.U.M Schedules Have a visual timetable up in the classroom. If there is going to be a change, let the student know in advance and indicate on the timetable/schedule. Processing Time Allow them time to process information (both verbal and visual) before you repeat instructions, questions or take away visual information. SEt up for Success Most students on the spectrum have a huge fear of failure and this can be seen as “perfectionism”, “constant rubbing out/crossing out work” or “doing NO work”. Discuss the importance of making...

Many students with ASD need adaptations, supports, curriculum differentiation. You may find that in some subjects these are not required i.e. they are naturally engaged in that subject or topic. However, when they are disengaged you may need to try a range of different strategies to make learning successful. I have included Seven Super Strategies to help with this challenge. √ Finding it hard to know where to start the activity: This is particularly common in written tasks e.g. "Write what you did on the weekend" is too broad a task. Give more specific parameters such as "What did you do on Saturday morning?" In Secondary it may be to choose a chronic disease to research and you may need to give them a choice of two diseases. √ Processing time: Give them time to process your questions (verbal and written response). It can take students up to a minute to formulate the answer in the correct sequence. If you rush them they often stop engaging. √ Limiting choices: To choose a topic,...

Transition includes change in teacher, change in room, change in students in the class not just starting preschool, school, high school and beyond. The nature of ASD is such that transition can be extremely stressful, no matter what age or how BIG or SMALL the change maybe. Changing Teacher is like…. Moving to a Foreign Country For the child with an Autism Spectrum Disorder (ASD) moving to a new teacher, classroom or campus is like moving to foreign country. There is a different language (eg one teacher says ‘pack away’, new teacher says ‘clean up’). Teachers and other students have different facial expressions and body language to interpret, new rules, new schedules, new smells, different pencils just to mention a few changes. This new ‘foreign country’ causes the child to feel enormous anxiety and stress, which in turn can lead to behaviour. This anxiety and behaviour can be managed by effective planning and transition strategies. This e-newsletter aims to give you ideas,...