How to write a social story These guidelines give detailed information about the structure, content and implementation of social stories. The information on this page is based on Carol Gray's social story guidelines, published in The new social story book (1994), and can also be found on The Gray Center for Social Learning and Understanding website. Picture the goal Consider the social story's purpose. For example, the goal may be to teach a child to cover their mouth when coughing. Now think about what the child needs to understand to achieve this goal. Gather information The next stage is to gather information about the person including their age, interests, attention span, level of ability and understanding. As well as this, collect information about the situation you want to describe in your social story. Tailor the text A social story is made up of several different types of sentences that are presented in a particular combination. Figure 1 What are unexpected noises? There are many noises (descriptive).
Asperger syndrome Asperger syndrome (AS), also known as Asperger disorder (AD) or simply Asperger's, is an autism spectrum disorder (ASD) that is characterized by significant difficulties in social interaction and nonverbal communication, alongside restricted and repetitive patterns of behavior and interests. It differs from other autism spectrum disorders by its relative preservation of linguistic and cognitive development. Although not required for diagnosis, physical clumsiness and atypical (peculiar, odd) use of language are frequently reported.[1][2] The syndrome is named after the Austrian pediatrician Hans Asperger who, in 1944, studied and described children in his practice who lacked nonverbal communication skills, demonstrated limited empathy with their peers, and were physically clumsy.[3] The modern conception of Asperger syndrome came into existence in 1981[4] and went through a period of popularization,[5][6] becoming standardized as a diagnosis in the early 1990s. Classification Causes
Tracy Goode contact details Final Project-Inclusion and its barriers - Schools - Teachers - Parents Teaching a child with a disability is no longer the responsibility of just special education teachers. The inclusion of special education students in the general education classroom is becoming more common as the pressure for accountability in the education of students with disabilities arises. While special education teachers are prepared (for the most part) to teach children with disabilities, that is not the case for all general education teachers. This paper defines inclusion and why it is important, discusses the barriers to inclusion, and identifies ways to make the inclusive classroom a success. The Individuals with Disabilities Education Improvement Act (IDEA 2004), along with the No Child Left Behind Act (NCLB), has emphasized a focus on improved academic outcomes as well as access to the general curriculum for all students. Despite the many benefits of an inclusion classroom, not all general education teachers are open to working with special education students. Work Cited
How to write Social Stories™ There are specific guidelines and criteria for writing Social Stories™. To learn to write them as developed and defined by Carol Gray, you have the following options: Watch the DVD Writing Social Stories™ with Carol GrayAttend a presentation by Carol Gray (check here for her speaking schedule)Attend a presentation by a member of "Team Social Stories™" a handful of people selected and trained by Carol to teach others how to write Social Stories™ (Please contact info@thegraycenter.orgThis e-mail address is being protected from spambots. You need JavaScript enabled to view it This e-mail address is being protected from spambots. You need JavaScript enabled to view it if you are interested in having a member speak for your conference or other event).Brush up on your skills using Social Stories™ 10.0 guidelines and criteria for writing a Social Story™. Click here to read testimonials from people who have been using Social Stories.
What is Asperger syndrome? Here we explain more about Asperger syndrome - a form of autism - including the three main difficulties that people with Asperger syndrome share, how many people have the condition, and what may cause it. As soon as we meet a person we make judgements about them. From their facial expression, tone of voice and body language we can usually tell whether they are happy, angry or sad and respond accordingly. People with Asperger syndrome can find it harder to read the signals that most of us take for granted. This means they find it more difficult to communicate and interact with others which can lead to high levels of anxiety and confusion. About Asperger syndrome Asperger syndrome is a form of autism, which is a lifelong disability that affects how a person makes sense of the world, processes information and relates to other people. Asperger syndrome is mostly a 'hidden disability'. social communication social interaction social imagination. Three main areas of difficulty Love of routines
Phone call to Tracy Engaging Somali students At the Islington Somali Community centre in north London, tutor Abdullahi Awale (second right) sits with (from left) youth worker Abdul Ali, student Zakaria Dahir, football coach Mohammed Jama and co-ordinator Yussuf Ahmed. Photograph: Christian Sinibaldi for the Guardian Arms outstretched, mouth open wide with sheer delight and disbelief, it was for many the abiding image of the Olympics: Mo Farah sailing to his second gold medal victory, to the roars of a newly adoring nation. For members of the UK's Somali community it was, by all accounts, a particularly special moment. "I was overwhelmed," says Mubarak Ismail, a volunteer mentor to Somali children in Sheffield. Teachers and community workers hope they'll be able to harness that enthusiasm and confidence in their efforts to address the long-standing problem of Somali pupils' underachievement. Their achievement levels were much lower than the Black African average, the report said. "Teachers have a great role to play," he says.
Judith Ayre - Process Experiential Emotion Focused Therapy (PEEFT) for individuals and couples. Process-Experiential Emotion-Focused Therapy (PEEFT) Process-Experiential Emotion-Focused Therapy (PEEFT) is a totally holistic approach that suits many different people. It can be very helpful for people who either find it hard to regulate their emotions or who feel that their emotions are spilling over uncomfortably into other areas of their life. Equally, it is effective for people who notice that they experience little or no emotion in their life or who are perceived by others to 'live in their heads' or be too 'ultra-rational' too much of the time. History of Process-Experiential Emotion-Focused Therapy (PEEFT) in Melbourne, Australia In the 1990s, Dr George Wills of LaTrobe University became interested in the work of Robert Elliott, Laura Rice and Les Greenberg. In 2000, with still few published manuscripts available, Judith Ayre began learning and practicing the method and discussing its applications with George Wills over several years. Find a PEEFT therapist. Contact Judith Ayre