• Category: Teaching Tutorials
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The video above is a tutorial that discusses the importance of Teaching Subject and Topic information to children who are at the level of non-verbal and autistic, it also demonstrates how to present this information to them, if you need to know more about why it is so important to give this information to children with autistic difficulties then please read the following article:

The Importance Of Presenting Subject And Topic Information To Children With Autism

Below are a number of detailed steps broken down to demonstrate some of the methods that can be used to teach Subject and Topic Information as discussed in the video:

• Depending on the students level of understanding start out with just two words (Subject and Topic for example: Maths and Shapes). If the student is not yet ready for two words then start out with one word (Subject example: Maths). Never use more than two words until there is undisputable proof that the student is ready to process more additional information without it causing visual overload.

• Make sure that the word or words you plan to present to the student are clear and well defined (never use an over fancy or busy style fonts – always keep this information clear and simple). Above all be sure to go large print or writing (because if the information is small they are more likely not to notice or understand and additionally this may make the student upset by its lack of presence especially if we are to persist in trying to direct their attention towards inadequately presented information).

• Always present this information at the start of the lesson so that it is the first thing they are thinking about before the lesson work begins. If you are using two words:

1. Make sure they are printed or written on separate sheets.
2. Never show them both words at the same time as; they need to learn these words separately and in sequential order so they are able to develop an understanding in relation to the individual and separate meanings for each Subject and Topic whereas showing both the Subject and Topic at the sametime would very easily be viewed as a combined meaning or simply misunderstood altogether.

• Always make sure the information is on display throughout the entire lesson and be sure to always place the Topic underneath the Subject as to emphasize that the Topic falls underneath the Subject to help build that categoric understanding (remember that the Subjects will be studied repeatedly but the Topics within the Subjects will change considerably).

• When displaying this information throughout the lesson always ensure it is in the students direct view and that it is displayed in a large clear open area where it will be obviously visible (never place this information in a cluttered area or a place on the wall or board amongst lots of other information where it will not standout or become lost in translation by visual overload from other surrounding information).

Presenting This Information With Interaction

In order to engage the students attention and make them both aware of this information and the value of its importance follow the steps below:

• Engage the student by showing them the first word (for example Maths).
• When the student is looking and listening point to the word and say e.g. “Maths”.
• Place the ‘Maths’ sign on the wall/board (or chosen display area).
• Now do the same with the Topic by showing it to them.
• When the student is looking and listening point to the Topic and say e.g “Shapes”.
• Now place the Topic on the wall/board (or chosen display area) underneath the Subject.
• Be sure that the student both looks and listens to this information by watching their facial expressions and eye contact – if the student was neither looking or listening take the following steps:

1. Engage the student by taking this information directly to them.
2. Place this information (the first sign e.g. ‘Maths’) on a clear flat surface like a desk or table in front of the student.
3. Engage their visual understanding by saying “look” and pointing toward your eyes (almost like you are saluting).
4. Point then to the sign/word and speak its name e.g. “Maths” and be sure they were looking at this information while you were speaking.
5. If the student is still not paying attention or looking use the hand over hand method (holding their hand and helping them point using their index finger) so that they point to this information with their own finger and again make sure they are looking at this information while you speak the words e.g. “Math”.
6. If they are still not paying attention say “look” and then using their own finger with the hand over hand method  keep tapping the word/sign with their finger until they take the time to look at it and then while they are looking at it speak the word name “Maths”.
7. Now we can place this word in clear view so that they can see it throughout the lesson.
8. If you are using two words (a Subject and a Topic) repeat the above steps but this time using the second word and when the process is complete place the second word underneath the first word so that both words are in clear view for the student to see throughout the entire lesson.

Reinforcing The Importance Of This Information With Responsibility

A Great way to add meaning and value to the students understanding with an additional benefit of building on their self confidence is to take the further steps in making the student responsible for this information and keeping it up to date – here is a useful breakdown of the steps that will help make this happen:

• First use the above process and steps to present the Subject and Topic information to the student and also to establish that the student is both looking and listening (seeing and hearing) the information we are presenting – maintain that process to the point that they are beginning to anticipate the expectation that this process will happen in every class of every day, when we reach this stage the student will now be both ready and more amenable to accepting the responsibility we are about to teach them.
• Make sure that the information we have been showing the student has a good place to be both stored and displayed in the classroom that will be easy for the student to access so that they will be able to; add, remove and replace the word information each time it is necessary in the lesson for the Subjects and Topics to be updated.
• Use velcro attachments on the wall/board (or display area) and also on the back of each sign (or any other practical method you may think of for attaching this information securely while it is being display) as a way to make it easy in keeping this information in the right place every time it is updated.
• Talk the student through updating this information using the following steps:

1.  Engage the students visual concentration by saying “Look” (be sure to point toward your eyes like you are saluting).
2. Then point to the ‘Subject’ and speak its name “Maths” (ensure the student is looking as you do this; if they are not then follow the hand over hand method in the details above).
3. When you are sure you had the students attention and they both looked and listened as you spoke to them, tell them the first part of their task by saying to the student “Pick it up” (or if they need a single word to develop this understand use “take” or “carry”) and again point to the word/sign.
4. If the student does not follow your instructions then using hand over hand get them to pick up the word/sign.
5. Go to the display area with the student, point at the display and say “Put it here” or “Here” (whichever is more relevant to their level of understanding).
6. If the student does not follow your instructions or drops the sign, pick it up and put it back in their hands and then take them with the sign to the wall (or display area).
7. Get the student to attach the sign to the wall (or display area) if they need help to do this then again show them how and also try to use hand over hand in getting them to do this process so that they feel their involvement.
8. Ideally you want them to do this process unassisted with just spoken instructions until it becomes established, if they are unable to complete this process without help then support them but always be mindful about reducing the level of support being given so that the long term learning/goal of this process becomes them completing this task in its entirety without assisted participation (as the end result is a responsibility for them that will also aid their learning).

The more responsible the student becomes in maintaining this information will greatly increase the students understanding of curriculum improving their expectational understanding for each lesson they study and raising their level of participation within each lessons while building a wider and more categorized understanding of learning that helps breaks down the complexity of information of which they are being taught.

© AORPETE LEARNING