Teaching Life Skills
Although it would be preferable that life skills be learnt in a ‘real setting’ such as a shop, the cinema or on board the bus or train, this could prove quite overwhelming for the child or young person with autism due to confusing stimuli.
Carol Gray states that ‘A Social Narrative is used to describe a situation, skill, or concept in terms of relevant social cues, perspectives, and common responses in a specifically defined style and format.
Structure is key for those with autism who experience difficulties with their receptive and expressive language, and the chronological order of necessary steps to complete a task; which task to complete and/or how to cope with a change in their normal routine.
This section discusses the methods involved in a task orientated approach and a process orientated approach to teaching skills.
Practical ideas to promote life skills within the curriculum.
The hidden curriculum is defined as ‘the unwritten rules or guidelines in relation to attitudes, beliefs, terminology, behaviour and social interaction/ situations which are often not directly taught but are considered to be known and universally understood’.
Video modelling involves showing the child or young person a video of a model, whether that is themselves or another person, performing a skill.