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I designed activities to either strengthen existing individual characteristics and/or worked on building the skills that supported resilience.
During problem solving exercises especially evident during the ‘Who Dun It’ stories one student went from guessing the answers to my questions, as his default response, to thinking about what he would say. I observed him thinking about the information he had and following…Continue
In my problem solving sessions students must combine different types of information, such as personal experiences and prior knowledge to complete tasks. One of which is the 'Who Dun it' stories where they must extract information from the text. Literal comprehension, involving recognising and remembering facts is easy for the students compared to inferential comprehension which requires them to deduce information that is not explicitly stated in the…Continue
People are considered resilient when they experience adversity or risk, yet achieve positive adaptation. Students with ASD may not naturally utilize the external or internal supports to overcome adversity effectively. It is suggested that many individuals lack appropriate or effective coping mechanisms to address the adversity they experience, as a result of socio-communicative and behavioural challenges, resulting in reduced resilience (…Continue
Having got to know the special education needs of the students I work with I discovered that they do not cope with getting their work incorrect or wrong. I have observed examples of students finding ways to cheat, waiting for you to give them the correct answer, or they give up or they act out when they are unable to complete a task and some do not show any resilience to what they see as “failure.”
This is common…Continue