In this informative webinar session, Dr Hannah Waddington (Victoria University of Wellington) and PhD student Jessica Tupou discussed strategies and practical techniques for supporting autistic children in an early childhood setting.
To help you navigate the webinar easily, there is a list of the key topics covered in the session below, including the time each was discussed. The key ideas discussed in this webinar are also shared in a short insight article.
Topics discussed in this webinar:
Times shown in minutes and seconds from the start of the video
| 1.00 | What is autism and what are some signs of autism in young children? |
| 7.18 | How might autistic children’s difficulties impact on their learning in early childhood education? |
| 12.13 | What should teachers do if they recognise children’s difficulties as autistic spectrum difficulties? |
| 16.44 | How important is it to have a diagnosis? |
| 18.54 | Do autistic children need to have a specialist or dedicated person for their support in a centre? |
| 21.38 | Relationships with parents of autistic children |
| 24.10 | How to support peer relationships, as well as support peers to develop empathy and understanding of difference |
| 28.51 | How to support children with over- or under-arousal |
| 30.56 | Modifications to the physical environment to support autistic children |
| 32.45 | How to respond to children’s fixations and special interests |
| 37.26 | How to respond to children’s fixation on a particular person |
| 39.00 | How to respond to children putting everything into their mouths |
| 39.55 | Supporting children without 1:1 ratios |
| 41.00 | Other conditions that co-occur with autism |
| 42.24 | Working with parents who refuse a referral |
| 44.02 | The importance of early intervention for autism |
Questions for exploring the key ideas from this webinar
Do all teachers have an understanding of the common indicators of autism?
How might you provide daily opportunities for each teacher to have a one-on-one interaction with an autistic child?
What specific strategies have supported teachers to build relationships with autistic children?
Which peers might you identify as particularly suited for social interactions with autistic children?
In what ways might you support parents of autistic children?
How well does your centre environment meet the needs of autistic children?
By Dr Hannah Waddington
