Profile of
Jianguo W.
Part-Time,
3
Years
of Experience
I have worked in special schools as a teacher assistant for more than three years and have worked with many kinds of autistic children, as well as children who have a physical disability or a learning impairment, including children who may have a severe disease or condition. I enjoy working with disable children in schools that have brought me uncountable rewards of mind and heart. I have also spent years studying how different cultural resources shape children's education between Australia and China at RMIT University and was awarded a degree of Master of Education.
Some basic skills are:
a. Encouraging communication with the Students:
Pause, listen and wait; Watch and listen to attempts to respond; Respond positively to attempts; Model correct format without correction; Encourage input and choice when possible.
b. Social Support:
Protect the child from bullying and teasing; Create cooperative learning situations where he/she can share his/her proficiencies; Establish a "buddy system" if appropriate in each class; Build in time to watch, encourage watching and physical proximity; Practice specific skills through natural activities with one peer; Practices specific skills through natural activities with a few peers; Structured activities with set interaction patterns and roles; Focus on social process rather than end produce; Specific teaching, rehearsal, practicing and modeling in natural settings of the following skills: turn taking, complimenting, negotiating, responding, inviting, waiting, greeting, repairing breakdowns, joining others, accepting answers of others, accepting success of others, taking the lead, following the ideals of others.
c. Environment and Routine:
Provide a predictable and safe environment; Minimize transitions; Offer consistent daily routine; Avoid surprise, prepare him/her thoroughly and in advance for special activates, altered schedules, or other changes, regardless of how minimal; Talk him/her through stressful situations or remove him/her from the stressful situation; Provide personal space in resource or other room for relaxation; Reduce distractions and sensory overloads, noise, smell, vision; Allow modifications as needed to deal with sensitivity to touch issues, such as immersing hand in gooey liquid.
d. Presentation of Material:
Presented visually; Calendars/maps/charts/diagrams, computers, video; Use established routines; Consistent use of expectations; Provide repeated opportunities and practice; Provide needed prompts and cues; Divide instruction into small sequential steps.
e. Assessment and Assignments:
Modify difficulty; Shorten; Alter activity; Highlight text; Provide choice of activity; Learn format ahead of time through rehearsal; Modify questions format; Allow extra time; Apply learning to real situations; provide visual cues as a way of teaching how to summarize/write.
f. Self Management/Behavior:
Teach use of timer or other visual cues; Individualized contract; Provide reinforcement that is individualized, immediate, concrete; Incorporate strengths and interests into daily plan; Encourage choices and decision making where appropriate; analyze the purpose of behavior from student perspective; Translate purpose into skill to be taught; Avoid pressure to "be good" or other abstract expectations; Avoid punitive measures that lower self esteem, increase anxiety and are not understood: taking away set routines, free time, exercise, sending home, lecturing or yelling; Avoid disciplinary actions for behaviors that are part of the disorder, ie: avoidance of eye contact, talking to self, slow response time, lack of "respect" for others, repeating words or phrases, upset in crowds or with noise, anxiety, perseverating on topic of interest, upset by change.
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