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JACK
(Year 7 Indigenous Student, diagnosed ADHD & Autism) (INDIGENOUS…
JACK
(Year 7 Indigenous Student, diagnosed ADHD & Autism)
AUTISM PERSPECTIVES
EMPATHY - It helps to use emotion words so that autistic person better understands own feelings and can empathize with others. The stereotype that autistic people lack empathy is inaccurate - they do feel for others, however, often find it hard to know when others are hurting & what others need. Teachers should have empathy to understand the perspective of the person with autism (1 & 2)
CONNECT WITH FAMILIES - Use the expertise of the person with autism & their families (they know the condition better than any expert). (2)
POWER OF COMMUNICATION - Good communication is vital for people with autism. This includes recognising triggers for behaviour, using visual prompts and speaking in short & clear sentences.
UNDERSTANDING - Acknowledge that situations can cause anxiety for autistic person. Understand the signs of anxiety and the needs of autistic student (let them take the lead in managing what they can handle). Acceptance can help alleviate anxiety. (1)
INDIGENOUS PERSPECTIVES
UNDERSTANDING & EMPATHY - It's important for teachers to know and understand local Indigenous history and culture with education. Many Aboriginal families had negative experiences with education (school was not a welcoming place), which affects how they approach and engage with education. (5)
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BUILD TRUST - It's important teachers make education relevant for Aboriginal students and work to build trust with students and their families. (5)
SOCIAL NORMS OF SCHOOL - Social norms of school life can be very different from home life. Not always easy for Aboriginal students to know how to conform and access the protocols that will be rewarded with success through the school system. (5)
SET HIGH EXPECTATIONS - Teachers should set high expectations and believe in the potential of Indigenous students. Too often indigenous students feel ignored and their potential under-estimated (avoid 'deficit thinking') (5)
AFFIRM CULTURAL IDENTITY - Integrate Aboriginal culture into teaching so that Aboriginal students feel welcomed, valued and proud of who they are. (5)
POSITIVE RELATIONS - Develop positive relations between teacher/student; teacher/parent or guardian; and teacher/ community. (5)
ADHD PERSPECTIVES
FOCUSING IS TRICKY - It takes enormous mental and physiological effort to sit still & stay on task. For the persion with ADHD it's like their brain is 'understeering' - they have to work extra hard to stay in control of it. Other analogies include a computer with too many 'open tabs' to deal with or too many programmes running at once. Don't punish a student for being restless/fidgety or distracted. (3, 4)
BE SUPPORTIVE - ADHD students are often surrounded by frustrated adults (parents, teachers) - this frustration is transferred to the student & can trigger anxiety.(3)
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UNDERSTANDING - Don't waste energy trying to fix the problem or make ADHD student like others. Instead, make time to listen to student and understand their differences. Then demonstrate to student that they are accepted for who they are (support them so that they can thrive with the condition). (3)
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CREATIVITY - ADHD brain is disorganised by nature which leads to brain wandering. At the same time ADHD people tend to have a high degree of creativity and ability for divergent thinking.
COMMON THEMES
- EMPATHY & UNDERSTANDING
- RELATIONSHIPS - TEACHER, STUDENT, FAMILY, COMMUNITY
- EFFECTIVE COMMUNICATION
- ACCEPTANCE (AVOID DEFICIT THINKING)
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