Lesson 5: School, free time
In the last lessons, you learned more about stress, worry and how to prevent them in your child with autism. Now, in lesson 5 – which is the last part – we will talk about school and free time.
Demands at school
In this video, we will explain how demanding a school day can be, from several different perspectives.
Remember!
A school day can be challenging in many different ways. Children have to learn for more than just subject matter.
What can be difficult?
In the previous video, you learned examples of demands placed on students at school.
Now we will discuss what requirements can be perceived as challenging at school for children with autism.
Remember!
- Several different factors can be challenging at school.
- But which factors in the environment might create problems vary from person to person.
For children with autism, a structured work method with clear instructions, preferably with visual support, works best.
Breaks and transitions
In this video, we go through why breaks and transitions at school can be perceived as challenging.
Remember!
A child with autism may not always find breaks to be restful. For example, sometimes it can be hard to know what to do during a break or recess.
Breaks are also unstructured and unpredictable things might happen.
Laws and regulations
In this video, we go through what laws and policy documents apply to schools.
Remember!
Many laws and policy documents describe the obligations of schools. The key principle is that all children must be given support and stimulation in order to develop as much as possible.
Read more
Basic adaptations
A child with autism may need basic adaptations at school.
An adaptation might involve the child being given instructions, learning things or demonstrating what they have learned in a way that suits this particular child.
In this video, you will receive examples of suitable adaptations.
Remember!
Examples of basic adaptations are:
- Clear schedule and clear instructions.
- Help with planning and structure with free work methods/activities.
- Preparations for new situations.
- Clear transfer of information between the school and family.
Right to support
If needed, the child has the right to support in order to achieve knowledge requirements at school. In this video, you will learn more about what kind of support is available.
Remember!
If the school suspects that the child is not going to achieve the knowledge requirements, the school is required to investigate the matter quickly and find ways to support the child.
Examples of support
Earlier, you learned that your child may have the right to extra adaptations and something called special support. But what does this mean? In this video, you will get more examples.
Remember!
If basic adaptations are inadequate, for example with visual support and clarified instructions, the child is entitled to more support.
Action plan
If a student needs special support, the school must make an action plan.
This video provides information in brief on what an action plan entails.
Remember!
The school must adapt teaching so that the student can learn. The action plan is decided upon by the principal, after receiving approval from the child’s guardian.
Student health services
This video provides information in brief on student health services at school (SHT = student health team).
Remember!
Student health services has responsibility for all initiatives that contribute to fostering students’ learning, development and health.
Upper secondary school
What should you keep in mind during upper secondary school? We will talk about that in this video.
Remember!
It is good if the teen wants to take greater responsibility for their schooling in upper secondary school. But it is still important for the parents and school to have a close collaboration.
Read more
- Upper secondary studies for students with special needs (gymnasieguiden.se)
- Programmes for people with disabilities (allastudier.se)
If it isn’t working
In this video, you will get more examples of information about who to talk to if things are not going well at school.
Remember!
Collaboration between the home and school is a condition for schooling to go well. Try to establish regular transfer of information early on.
Problems?
1. If things still are not going well, you can turn to:
2. The school principal or the student’s mentor.
3. The accountable authority if you are dissatisfied with the school’s response.
4. The Swedish Schools Inspectorate if you are dissatisfied with the authority’s action.
5. Equality Ombudsman (DO).
On free time
We have been focusing on school, but what happens during their free time is also essential to how the child is doing.
In this video, we have tips and advice on how to encourage your child with meaningful free time.
Remember!
People with autism have an especially high need for recovery, which you may need to take into consideration when it comes to free-time activities.
Meaningful free time
In this video, we will talk more about how to help your child have well-functioning free time.
Remember!
Playing an instrument, orienteering, horse riding or theatre can be activities that work well for children with autism. When planning free-time activities, start from the child’s interests. You may also need to consider the environment in which the activity is carried out and how it impacts the child.
Read more
Parents explain
Going to school
Hear parents talk about how things have gone for their child at school. Emil also talks about his experience and offers sound advice.
Conclusion lesson 5
Great work!
You are almost finished with the parents class!
Consider
- How is school going for your child?
- Have you observed any positive effects from adaptations that the school made for your child?
- What is recovery and good free time for your family?
Lesson content
If you would rather read the content of the videos from lesson 5, you can click on the document below.
The programme contains a conclusion part, “Tools and conclusion”. It includes examples of cognitive support. Take a look at this part and try out things you might find useful.