Strategies for Supporting People

in Employment who are on the  

Autistic Spectrum  

including  

Asperger Syndrome,  

ADHD and  

Tourette’s Syndrome

LEARNING OUTCOMES

• To establish the accepted features and behaviours associated with Autistic Spectrum Disorder including Asperger Syndrome, ADHD and Tourette Syndrome

• To explore a variety of approaches that can support and/or exacerbate the difficulties that learners with these conditions experience

• To identify an appropriate approach to responding to a learner and reporting when any of these conditions are suspected

• To reflect on personal preferences attitudes and beliefs associated with the behaviour exhibited by learners with these conditions and consider how these can impact on practice

ICEBREAKER ACTIVITY

• In small groups you will be using all the information and experience you have of all of the conditions included in this unit.

• This activity involves matching the information on cards under the headings Title, Definition, Symptoms and Causation.

• You need to work across all the groups to share views, opinions and gain information about each other.

QUESTION AND ANSWER ACTIVITY

On your own, design a non-ambiguous question to find out from a partner how they like to learn. You can base this question on your own preferences for learning i.e. reading, working in a group, being shown, trial and error etc., your understanding of learning styles or your understanding of these conditions or ideally a combination of all three.

In pairs identify who will be A and who will be B (A will need to be able to pretend they do not understand the question)

1. A ask B your question,

B answer as yourself – this is not a role play

2. B ask A your question,

A answer as yourself but after you have thought about it for 2 minutes (this will be timed)

3. A ask B your question again with any modification, expansion or reduction you would like to make from your previous experience B answer using images and/or pictures and/or symbols.

4. B ask A your question again with any modifications you would like to make from your previous experience A answer as if you have not understood the question – this is a role play!

WHEN MAY A CONDITION SHOW ITSELF AND HOW?

1. Historically in a previous educational setting e.g. school or previous course of learning

2. Presenting at application stage to the organisation

3. At the first meeting with a Support Worker

4. During an induction/learning programme while support is being given

PLENARY

• Each group read out the title and questions from your prompt card and feedback your conclusions

• How would you report your observations and who in your organisation would it be most appropriate to report to?

ANALYSING A CASE STUDY

BUILDING CASE STUDIES THROUGH ‘CONSEQUENCES’

In 4 groups we will develop 4 Case studies reflecting theknowledge and experience you have brought with you andthe information and understanding you have gained.You will make contributions to the case studies under the following headings:

• History• Presentation at Learning Programme• Initial meeting with Support Worker• Appropriate and Inappropriate Support• The Return of Your Learner

 

Accreditation

 

• To be used in conjunction with the systems and procedures published by apt

 

 

Level 

• The assessor level recommended to assess this unit is Level 3

  

Suggested reading or useful resources  

 

• apt Centre Handbook

Unit Accreditation Overview

apt Unit Title:

Strategies for Supporting Learners in the Autistic Spectrum including Asperger Syndrome with ADHD and Tourette Syndrome

Level: 2 Credit Value: 2 GLH: 16

Level: 3 Credit Value: 2 GLH: 14

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