Autism in Education; Guidelines for Newly Qualified Materials Technology

(wood) and Construction Studies Teachers

Abstract

Autism Spectrum Disorder (ASD) refers to a group of developmental disorders that impacts
the way a person perceives and communicates, often resulting in challenges with social
interactions and processing information. The number of individuals with ASD who enter
secondary school education and access general education curriculum continues to grow. Many
newly qualified educators may find themselves unprepared to adapt their instruction and
learning environment to meet the diverse needs of the individuals with ASD. This paper
presents an overview of current knowledge around (a) what ASD is, its causes and common
misconceptions, (b) how ASD effects both the students school experience and students
learning, and potential strengths, (c) Materials Technology (wood) (MTW) and Construction
studies (CS) curriculum, related health and safety considerations. Appropriate environmental
adaptions are applied to the context of MTW and CS workshops. Strategies for curriculum and
instruction such as Structural, Visual, Activity-based and Inclusion strategies are applied to the
subject areas MTW and CS. Effective teaching practices such as Priming, Activity Schedule
and Peer Supports are discussed in the context of teaching MTW and CS. Management of
challenging behaviours is discussed, identifying behaviour types, behaviour functions, and
strategies to prevent problem behaviours such as ‘rewarding positive choices’ and ‘sharing
simple scenarios’ are deliberated. This paper is aimed to highlight the concept of empowerment
and ownership a teacher has in providing an ASD-friendly environment on a whole-school
basis.

Key Words

Autism Spectrum Disorder, Secondary Education, Teaching, Strategies, Adaptations,

Materials Technology (wood), Construction Studies.