Skills Manual Unit Four Bundle for Teachers and Therapists
Knowing and communicating your choices
The previous units have had a receptive language focus. Unit 4 encourages expressive language and learning to become sure of what is being observed. The learner is then more competent in communicating and expressing choices respectfully. The scaffold Stop, Think, Ask© continues to be practiced, along with the self-regulation scaffolds.
This unit has an emphasis on being outwardly driven, observing outside of self and exploring, with practice to create the language to support this. Students are encouraged to predict and check social interactions and the personalities and qualities of others; taking things for granted and being ego-centric are no longer enough. The tool of language is encouraged when looking and explaining to create personalised meanings and enhance one’s self-worth and self- esteem.
Ornithology, the study of birds, is introduced in this unit. Eight Australian birds, commonly seen in playgrounds and neighbourhoods, become key characters with traits that are more relatable to children with ASD than people. Australian birds, common to the mid-eastern coast of Australia, have been chosen carefully as Australian birds are underrepresented in literature globally. The birds are used to explain and explore connections and communication within relationships. The bird characters give opportunity to explore interactions in social settings and peer groupings.
Stop, Think, Ask© is demonstrated by the birds. The birds also show their difficulties and struggles within social situations and need the reader of their story to help them create a solution to their social dilemma. Many of the social stories are centred on the school environment with each bird character resembling a particular character type.
Time is devoted to exploring the possibilities of a scenario with the aim to create less rigid thinking and opening thought processes to the unexpected and change. Possibilities are explored in the logical and concrete form of mathematical style sums.
Knowing and communicating your choices
The previous units have had a receptive language focus. Unit 4 encourages expressive language and learning to become sure of what is being observed. The learner is then more competent in communicating and expressing choices respectfully. The scaffold Stop, Think, Ask© continues to be practiced, along with the self-regulation scaffolds.
This unit has an emphasis on being outwardly driven, observing outside of self and exploring, with practice to create the language to support this. Students are encouraged to predict and check social interactions and the personalities and qualities of others; taking things for granted and being ego-centric are no longer enough. The tool of language is encouraged when looking and explaining to create personalised meanings and enhance one’s self-worth and self- esteem.
Ornithology, the study of birds, is introduced in this unit. Eight Australian birds, commonly seen in playgrounds and neighbourhoods, become key characters with traits that are more relatable to children with ASD than people. Australian birds, common to the mid-eastern coast of Australia, have been chosen carefully as Australian birds are underrepresented in literature globally. The birds are used to explain and explore connections and communication within relationships. The bird characters give opportunity to explore interactions in social settings and peer groupings.
Stop, Think, Ask© is demonstrated by the birds. The birds also show their difficulties and struggles within social situations and need the reader of their story to help them create a solution to their social dilemma. Many of the social stories are centred on the school environment with each bird character resembling a particular character type.
Time is devoted to exploring the possibilities of a scenario with the aim to create less rigid thinking and opening thought processes to the unexpected and change. Possibilities are explored in the logical and concrete form of mathematical style sums.
Knowing and communicating your choices
The previous units have had a receptive language focus. Unit 4 encourages expressive language and learning to become sure of what is being observed. The learner is then more competent in communicating and expressing choices respectfully. The scaffold Stop, Think, Ask© continues to be practiced, along with the self-regulation scaffolds.
This unit has an emphasis on being outwardly driven, observing outside of self and exploring, with practice to create the language to support this. Students are encouraged to predict and check social interactions and the personalities and qualities of others; taking things for granted and being ego-centric are no longer enough. The tool of language is encouraged when looking and explaining to create personalised meanings and enhance one’s self-worth and self- esteem.
Ornithology, the study of birds, is introduced in this unit. Eight Australian birds, commonly seen in playgrounds and neighbourhoods, become key characters with traits that are more relatable to children with ASD than people. Australian birds, common to the mid-eastern coast of Australia, have been chosen carefully as Australian birds are underrepresented in literature globally. The birds are used to explain and explore connections and communication within relationships. The bird characters give opportunity to explore interactions in social settings and peer groupings.
Stop, Think, Ask© is demonstrated by the birds. The birds also show their difficulties and struggles within social situations and need the reader of their story to help them create a solution to their social dilemma. Many of the social stories are centred on the school environment with each bird character resembling a particular character type.
Time is devoted to exploring the possibilities of a scenario with the aim to create less rigid thinking and opening thought processes to the unexpected and change. Possibilities are explored in the logical and concrete form of mathematical style sums.