Children With Autism Need to Have Structured Days
Recommendations of a person with Autism for Parents of Children with Autism
Introduction
The following article is written by a teacher who beat their development problems. Although each child is different is also true that there are regularities in autistic spectrum disorders.
Temple Grandin, Ph.D.Professors Colorado Fort State Asistente Universidad Collins, CO 80523, USA (Revision: December 2002) Good teachers helped me achieve success. I was able to overcome autism because I had good teachers. At the age of 2 ½ school I joined a structured pre-school with experienced teachers. From an early age I was taught to have good manners and to behave at the table.
Children with autism need to have structured days, and teachers who know how to be firm but suaves. Entire the ages of 2 and 5 ¼ my day was structured and was not allowed to hang. He was 45 minutes of speech therapy, only to myself, five days a week, and my mother hired a nanny who spent three to four hours a day playing games with me and my sister. She taught us to “take turns” for gambling activities. When we made a snowman, she rolled the ball down, and then my sister had to do the next part. At mealtimes, we all ate together, I was not allowed to temper tantrums.
The only time I was allowed to return to my autistic behavior was during a rest period of one hour after the meal. The combination of pre-primary school, speech therapy, play activities, and meals of “Miss Manners” totaling 40 hours a week, during which my brain was kept connected to the people with autism are mun do.Much as thinkers visual.
I think in pictures. I do not think in language. All my thoughts are like videotapes showing in my imagination. The photos are my first language, and words are my second language. The names were the words easier to learn because it could make a picture of the word in my mind. To learn words like “up” and “down”, the teacher should show the child. For example, take a toy airplane and say “up” or “down” to take off the plane from the desktop.
Some children learn better if cards with the words “up” and “down” are attached to the toy airplane. The card “up” is attached when the plane takes off. The card “down” are attached when aterriza.Eviten lengthy verbal instructions. People with autism have problems remembering the sequence. If the child can read, write instructions on a piece of paper. I can not remember sequences. If I ask for directions (how to get somewhere) at a gas station I can only remember three steps. Inida with more than three steps have to be written. Also I have difficulty remembering phone numbers because I can not form an image of them in my Monte.Muchos children with autism are good at drawing, art and computer programming. These talent areas should be encouraged. I think it should be much more emphasis on developing the talents of the child.