Better Understanding Asperger Syndrome

LEARNING

Some food for thought!

I have come to the frightening
conclusion that I am the decisive
element………

It’s my personal approach that creates the
climate. It’s my daily mood that makes
the weather. As a teacher, I possess
tremendous power to make a child’s life
miserable or joyous.

I can be a tool of torture or an
instrument of inspiration. I can humiliate
or humour, hurt or heal. In all situations,
it is my response that decides whether
a crisis will be escalated or de-
escalated and a child humanised or de-
humanised.

Dr.H Ginot

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Introduction to the STEPS Programme

The Steps Programme is an intervention which has evolved over two years to support students who may be presenting with disaffection from their learning. The programme is offered to a range of students with varying needs.

The students are referred onto the programme by the Head of AEN, Avril Crane.
Students work their way through the programme setting small targets which are reviewed on a regular basis.

The programme consists of twelve strands covering both academic and emotional aspects of a students’ life within our school. It aims to support the students by reflecting on their attitude, behaviour and achievements. Also the programme offers strategies to develop their skills in all of the strands. Students generally enjoy the intervention because it offers the opportunity for discussion on a one to one basis; in a large school this is valued.

The strands covered are:

Initial Assessment – This is a general overview of the student, compiled of an observation, detailed discussion and feedback from teachers. This information enables the Steps facilitators to gain insight into the student before meeting with them.

Communication Skills – Body language, voice, personal space and strategies.
Listening Skills – Differences between hearing and listening and strategies.
Self-Esteem – An opportunity for the student to reflect on personal successes.
Peer Relations – Positive communication, friendships and strategies.
Anger Management – Discussion about anger, experiences and strategies.
Presentation Skills – What makes good presentation with strategies?
Study Skills – Skimming and Scanning with mind mapping.
English – Strengths and weaknesses.
Maths – Strengths and weaknesses.
Science – Strengths and weaknesses.

Follow-up – A discussion with the student to ascertain how a student has progressed on the programme takes place. This is also an opportunity to establish whether there are any concerns that may still need addressing.

Each strand is delivered by a Teaching Assistant whose skill-base reflects a strand or specialism. Each session lasts for one hour and is prescribed with pre-printed worksheets/discussion notes but remains flexible.

The programme is designed to cover a complete term. Students are withdrawn randomly from lessons in order to cause minimum disruption to lessons.

Sally Diamond/Janice Hodges