[article]
| Titre : |
Girls on the autism spectrum in the classroom: hidden difficulties and how to help |
| Type de document : |
Texte imprimé et/ou numérique |
| Auteurs : |
Victoria HONEYBOURNE, Auteur |
| Année de publication : |
2015 |
| Article en page(s) : |
p.11-20 |
| Langues : |
Anglais (eng) |
| Index. décimale : |
PER Périodiques |
| Résumé : |
The author is a Senior Advisory Teacher for pupils with Speech Language and Communication Needs and has a diagnosis of Asperger syndrome. She has previously taught secondary aged children with Special Educational Needs (SEN) within a communication centre, been employed as a mainstream secondary school teacher and is a member of the National Association for Special Educational Needs (NASEN)’s Eleven to Twenty Five Advisory Group. She is the author of two books, co-author of The Speech, Language and Communication Pocketbook (Teachers’ Pocketbooks, 2014), and The Sky’s the Limit: A Mental Wellbeing Workbook for Young People with SEN (Speechmark, in press, 2016), and has written a number of articles on SEN, including an article on pupil voice for pupils with SEN in SEN Magazine, January, 2015.
In this paper, she describes the school experiences of 67 women on the autism spectrum and makes recommendations for how these pupils need to be supported in relation to friendships, communication, and learning. Their comments are extremely valuable as an aid to teaching staff and to parents in ascertaining the educational needs of individual pupils with autism and then in creating strategies to address the issues raised. Although this paper is based on the experiences of girls with autism who are a very under-researched group, many readers will recognise that boys with autism can experience many
0f the same issues identified by these female participants. Studies which put the same questions to a sample of boys and girls with autism would help to identify the areas that are perhaps gender specific. Three possible areas identified in this study were that teaching staff may have higher social expectations of girls, that girls are expected to produce neater work than boys, and that perhaps girls with autism are generally more passive and keep quiet about their difficulties and so are less visible than boys with autism. That said, there will always be exceptions and so making an individual assessment for each pupil to identify their particular issues is best practice, rather than working with generalities.
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| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=271 |
in Good Autism Practice - GAP > 16-2 (October 2015) . - p.11-20
[article] Girls on the autism spectrum in the classroom: hidden difficulties and how to help [Texte imprimé et/ou numérique] / Victoria HONEYBOURNE, Auteur . - 2015 . - p.11-20. Langues : Anglais ( eng) in Good Autism Practice - GAP > 16-2 (October 2015) . - p.11-20
| Index. décimale : |
PER Périodiques |
| Résumé : |
The author is a Senior Advisory Teacher for pupils with Speech Language and Communication Needs and has a diagnosis of Asperger syndrome. She has previously taught secondary aged children with Special Educational Needs (SEN) within a communication centre, been employed as a mainstream secondary school teacher and is a member of the National Association for Special Educational Needs (NASEN)’s Eleven to Twenty Five Advisory Group. She is the author of two books, co-author of The Speech, Language and Communication Pocketbook (Teachers’ Pocketbooks, 2014), and The Sky’s the Limit: A Mental Wellbeing Workbook for Young People with SEN (Speechmark, in press, 2016), and has written a number of articles on SEN, including an article on pupil voice for pupils with SEN in SEN Magazine, January, 2015.
In this paper, she describes the school experiences of 67 women on the autism spectrum and makes recommendations for how these pupils need to be supported in relation to friendships, communication, and learning. Their comments are extremely valuable as an aid to teaching staff and to parents in ascertaining the educational needs of individual pupils with autism and then in creating strategies to address the issues raised. Although this paper is based on the experiences of girls with autism who are a very under-researched group, many readers will recognise that boys with autism can experience many
0f the same issues identified by these female participants. Studies which put the same questions to a sample of boys and girls with autism would help to identify the areas that are perhaps gender specific. Three possible areas identified in this study were that teaching staff may have higher social expectations of girls, that girls are expected to produce neater work than boys, and that perhaps girls with autism are generally more passive and keep quiet about their difficulties and so are less visible than boys with autism. That said, there will always be exceptions and so making an individual assessment for each pupil to identify their particular issues is best practice, rather than working with generalities.
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| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=271 |
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