Quote:
Originally Posted by Chris
Are you wilfully misunderstanding this stuff? 
Different child, same situation ... approach may not work
Same child, different situation ... approach may not work
Same child, same situation ...
Go on, fill in the blanks.
Even if all the above is true, the keyword here is may not work. There is nothing to suggest that this girl's case is so difficult that consistent approaches could not be developed for her. The fact that the *judge* - a character you have seen fit to all but ignore so far - criticised the school shows that the school was doing less than it should have in this regard. |
So to identify the correct strategy would mean the identifying the situation(which may not have arisen before). As the cause of the upset would not have been easily identified(ie
thinking that she would be in trouble for not doing her homework), how could
anyone have been sure what to do in that unidentified situation.
Look at the Autistic Society webpage. What does it say she should have done that she didn't in fact do, apart from trying to get an explanation from the girl, which she may have tried to do but failed because the child is autistic.
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Children with an ASD may have difficulty explaining their needs or answering a verbal question. If the words or question structure is changed, the child might have difficulty in answering, despite knowing the answer.
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