what would you want a teacher/lecturer to know in order to work well with your teenager?

[signandsmile]

Hi all, some of you may know I am a University lecturer and am just about to complete my PGCE, through the course I have dropping in useful bits from my past SW and personal experience, (especially around ASD and Hearing Impairment) I have been asked to do some training for the year group below me, IYSWIM, on HI and ASD, (most of that class will be teaching 14- 21 yr olds)

the ASD experience I have is with my DS, and he is only 6, and has possible LD aswell, the spectrum is so wide and I have not yet experienced teenage years.

I will give them the basic spectrum overview and some of the issues linked to ed we have laready experienced, but I wanted to ask for the benefit of your experiences... If you could change/adapt/improve the teaching and support your teen with ASD experienced what would be most important to you?

PS If you have younger dcs but want to make a point, please please do... all contributions welcome.

thanks

That the child or young adult in question, whatever their academic ability, may be functioning at an emotional age 2/3ish of their chronological age and may well need support, structure and guidance at that level. DS at 18 is more like a 14/15. DD at 22 is more like 17. Both academically able, struggle with deadlines and time management and how to begin,

If I can help by clarifying in more detail, please pm me.

Every child is different. What works for one may not work for another.
Having successfully taught 1 child with any kind of SNs does not make you an expert

Hi sign my youngest has Asd, she is 10 but I have done secondary twice before so have a bit of experience.

When I think of Dd1 who has no dx and Dd3 three main things spring to mind,

1. Their inability to ask for help, I have seen a strategy using a coloured card placed on the desk where the student just turns it to red to show the teacher that they need help. I think Dd1 would have benefitted from this and maybe Dd3 will if I can get something put into place for her when she goes to secondary.

1. Use of language, teachers need to be made aware that they must use language very carefully when they have a student with Asd in their room. Using sarcasm, idioms, sayings or whatever can leave someone with Asd confused and lost before the teaching has even begun.

1. Whole class disipline(sp) this was the bane of my life when Dd1 was at school. She would get so angry when everyone was punished for something that only one or two students had done but she rarely vented her frustration at school, she saved it for me when she got home.

Hope that was the kind of thing you were after

Sorry meant to say Dd1 has no dx but I believe she has Aspergers she was also assessed for Adhd between age 4 and 9 but not diagnosed

Whats already been said and I'll add...

The inability to ask for help - DS wouldn't even use cards, it does not occur to him at all that he could get help. He's too involved in trying to sort out what it is he's stuck on. He needs someone to check how he's doing.

Be specific with instruction, go home and read up on x... Doesn't work, he literally skim reads it and thinks he's studied. He needs direction.

Blunt honesty is not the same as intentional rudeness and shouldn't be handled the same way.

I agree with your point about asking for help tab I am not sure Dd3 would use a card either but there is a chance she might, so I figure if I can get it put in place at least she has a chance of accessing help.
At the moment she just has to remain sitting on the carpet to get her instructions repeated or in a different way but I know they dont give whole class introductions on the carpet in secondary!!
Can you imagine it

That's where checklists come in handy, Ds's teachers at 6th form have been very good with that sort of support.
Teachers posting information and powerpoints and lectures on the moodle or chalkboard regularly is very useful, for the student who might not have assimilated all the information necessary, or who needs to review it in a 'safe' place and also so a parent can support and actually know what is being asked.

that's brill, exactly what I needed, (thanks everyone so far).

I absolutely agree with exploding the one size fits all myth, 'they' will all need XYZ... aunt,

i think as well the stuff that isn't obvious, I know for my ds uncertainty means anxiety which means 'interesting' behaviour, and I know school don't get uncertainty isn't just a supply teacher or a different classroom, but also 'will I get my work finished in the time' or 'who will win the best costume competition' or will there be a cake left for me in the cake sale after school. etc