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Assignment Flow Chart- Child with ASD - Coggle Diagram
Assignment Flow Chart- Child with ASD
Issue as a question: Should a child with SEND be expected to take part in all lessons? - Including Student Teacher Observations. Who's responsibility is it to implement strategies for a child with ASD - teacher, student teacher or both?
Context of the pivotal moment:
Children in the class regularly ask why Child A is allowed on the laptop all day. Why can't they play on 'Prodigy' (maths game)? Why is Child A allowed to draw?
Teacher has made comments such as "so long as he's happy, that's okay". Teacher offered to take Child A out of class for my ROLOs from day 1 of placement and has referred to the idea since I have started being observed.
Problematise the issue from different angles
Teacher and student teacher
Teacher Identity - Would think and hope to be an inclusive teacher as part of my identity but accepted that the child might be removed from ROLOs. Inclusion and SEND, EHCP, theoretical perspectives. Speak to SENCO who is also previous teacher.
Teacher Standards - 1: high expectations (stretch all abilities). 2: progress and outcomes (accountable). 5: adapt to all needs (range of inhibiting factors). 7: manage behaviour (clear rules and routines). Part 2- Professionalism - comments made about child including by other teachers
Power - with the teacher as they suggest Child A could be removed from ROLOs and I didn't disagree as I didn't feel it was my place so early on in placement. I knew it would take some time to develop a relationship with the child before he would see me as someone he could trust. I can't see any clear strategies to help the child other than sound defenders (visual timetable, now/next, code that they need time out, avoiding sudden changes- including me coming into the classroom). Who implements these? Have they been tried?
Other children in class
Could behave in the same way as Child A but would suffer concequences. E.g - calling out. Or getting told off is Child A has made them laugh. Fair treatment - "Why is Child A always allowed on the laptop?" Distraction from child playing on games. Child A was awarded top of the leader board daily for Maths Prodigy as he is able to access it all day in school- is this fair?
Child A
Separated from learning. Expectations are lowered even though the child is capable of the lesson content. Boxing their learning. Labelling the student- the child on the laptop. "You can tell who that is"
Performativity - identity is not who he is but what he does. For example has child A just become accustomed to spending the majority of his day on the laptop / playing maths games. To come into school and immediately get out the laptop = part of identity because this is performed so often. When overheard discussing high school choices, Child A said his chosen high school was because "There's more people like me."
Power - Child A has power to decide when he joins in with lessons. Is the only child with laptop for the majority of the day. This can even include sometimes taking the TA's / my school laptop if his isn't charged or is being used by the other class.
Links to literature / scholars around all viewpoints (Child A, other children in class, Teacher and student teacher)
How the school's practice impacts my identity
My teacher identity- how the literature impacts my identity
Future implications- how I will work with the child now and when I return to the class. What approaches I see myself adopting.