What do we learn from listening to the voices with diverse needs?

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What do we learn from listening to the voices with diverse needs? by Mind Map: What do we learn from listening to the voices with diverse needs?

1. Uses and Benefits of a Mind Map for diverse learners

1.1. Main Benefits

1.1.1. See the whole picture

1.1.2. Makes links between topics

1.1.3. Understand hierarchy and connections

1.1.4. Leaning by visually seeing compared to abstract information

1.1.5. Improve memory recall

1.1.6. Creativity

1.1.6.1. Ideas

1.1.6.2. Inspiration

1.1.7. Memorable

1.1.7.1. Colours

1.1.7.2. Images

1.1.7.3. Structure

1.1.8. Engaging

1.1.8.1. Easy and Fun

1.2. Main Uses

1.2.1. Expressing thoughts

1.2.2. Brainstorming

1.2.3. Collecting information

1.2.4. Planning

1.2.5. Problem Solving

1.2.6. Breaking down questions

1.2.7. Representing information

1.2.8. Memorising information

1.2.9. Note making

2. Overview of Autism Spectrum Disorder (ASD)

2.1. Behaviour

2.1.1. Identify Triggers

2.1.2. Develop Stragieties

2.1.2.1. Cooling off time

2.1.2.2. Distractions

2.1.2.3. Reward based on interests/motivators

2.1.3. Praise good behaviour

2.2. Class Support

2.2.1. Clear Tasks

2.2.2. Clear about changes to routine

2.2.2.1. Special days

2.2.2.2. Vistors

2.2.2.3. Casual relief teachers (CRT)

2.2.3. Motivate by interests

2.3. Sensory

2.3.1. Plan coping strategies

2.3.1.1. fidget items

2.3.1.2. toys

2.3.1.3. clam space/ quite corner

2.3.2. Pinpoint individual sensory difficulties

2.3.2.1. needs

2.3.2.2. dislikes

2.3.2.3. likes

2.4. Communication Skills

2.4.1. Clear and precise instruction

2.4.1.1. Language

2.4.1.1.1. avoid sarcasm

2.4.1.1.2. avoid metaphors

2.4.2. Visual strategies

2.4.2.1. schedules

2.4.2.2. photos

2.4.2.3. symbols

2.4.2.4. technology

2.5. Social Skills

2.5.1. Identify good and bad choices

2.5.2. Ensure rules are understood

2.5.3. Social stories

2.5.3.1. visual support

2.5.3.2. simple sentences

2.5.3.3. builds awareness

3. References

3.1. Ashburner J, Ziviani J and Rodger S (2010) Surviving in the mainstream: capacity of children with autism spectrum disorders to perform academically and regulate their emotions and behavior at school. Research in Autism Spectrum Disorders 4: 18–27

3.2. Barrett, J. (1999). Inclusive practice is good practice. Hobart: University of Tasmania. Available: http://services.admin.utas.edu. au/Gateways/IPIGP_pubs/ipigp.html

3.3. Kanner, Leo. "Autistic Disturbances of Affective Contact." Nervous Child: Journal of Psychopathology, Psychotherapy, Mental Hygiene, and Guidance of the Child 2 (1943): 217–50.

4. References

4.1. Massey, G., & Wofford, Donald. (2007). Generalizing Prosocial Skills on the Playground for Children Diagnosed with Autism Spectrum Disorder: A Manual for Paraprofessionals, ProQuest Dissertations and Theses.

4.2. Using Mind Maps in the Information Process. (2004).

4.3. Elhoseiny, M., & Elgammal, A. (2016). Text to multi-level MindMaps. Multimedia Tools and Applications, 75(8), 4217-4244.

5. Student Profile

5.1. Cultural Background

5.1.1. Anglo-Saxson

5.1.2. Australian

5.1.3. Stable family

5.2. Personal Traits

5.2.1. Happy

5.2.2. Quirky

5.2.3. Stubborn

5.2.3.1. Impatient in social setting

5.2.3.2. Single minded

5.2.4. Creative

5.3. Strengths

5.3.1. Motivators

5.3.1.1. Music

5.3.1.2. Preforming

5.3.1.3. Loves playing the violin

5.3.2. Patient

5.4. Special Need

5.4.1. High Functioning Autism (HFA)

5.4.2. Gifted