Reference no: EM133216825

Case: Tom is in Year 5 at a regional primary school. He has a diagnosis of ASD Level 1** (diagnostic criteria set out in the DSM-5).

Tom likes physical activities. He chooses outdoor play whenever he can and loves basketball. Tom is also very good at maths and science. He does well with most learning areas but has constant refusal with literacy sessions. If he comes in and sees literacy on the timetable, he will go to his desk and look at the work then throw it on the floor and start kicking furniture and at times lashes out at peers. He usually ends up having to go outside to cool down. Staff can usually get him to do some of the work if they sit with him and go through each activity separately. This strategy was suggested by the school literacy specialist teacher.

Tom's parents report that he dislikes reading. He will listen to a story and enjoys watching movies but seems to struggle reading for a long period of time. Tom likes to be active, and the parents have registered him in lots of after school activities.

Tom like visual rules and timetables. If something is explained visually, he will follow it exactly. Tom can be a policeman and report appropriate behaviour or rule breaking to the teachers, and as such doesn't have many friends. Often at free time he will choose solitary play or seek out adults to speak with. Tom's parents would like him to have more friends and want the school to help him with this.

(adapted from ASD PL training SSEND WA Education Department)

Question 1. Discuss how your own values, attitudes and experiences on perspectives about students with additional needs may impact on your work practice when supporting Tom.

Question 2. Explain the features of an inclusive approach you will use when working with Tom.

Question 3. List 3 classroom safety considerations based on Tom's needs and describe how you would respond within your Education assistant role.