Helping Autistic Children Shine: Strategies for Bilingual Confidence in Singapore and Malaysia
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Helping Autistic Children Shine: Strategies for Bilingual Confidence in Singapore and Malaysia
At Corpus International Education, we’re committed to empowering all students to achieve their language learning goals, including Singaporean and Malaysian children on the autism spectrum. These children may have unique learning styles and require specialised approaches to unlock their full bilingual potential.
Our founder and senior education consultant, Amy Tsai, recently encountered a situation where some teachers were struggling to help a young autistic client develop bilingual confidence. Despite working with him for several years, they weren’t seeing the same level of progress as Amy in her sessions.
To bridge this gap, Amy conducted continued professional training for the teaching team. Here are some key takeaways with specific instructional language for educators:
Structure and Consistency:
- Maintain clear lesson objectives: Be clear and firm about the targets of each class. Clarity of the lesson focus can help an autistic child follow the instructions and requirements more easily.
- Break down complex tasks: When faced with a challenging question in the book, break it down into smaller, more manageable steps. For instance, if the question asks, ‘What is the weather like today in the story?’ Guide the student by first identifying the relevant pictures, then asking simpler questions like, ‘Is it sunny or rainy?’ and ‘What are the characters wearing?’ before prompting them to form a complete sentence.
- Be patient and consistent: Repetition and a steady pace are crucial for mastery. Use consistent routines and and visuals throughout the lesson to create a predictable learning environment. Revisit previously learned concepts to solidify understanding.
Positive Reinforcement and Communication:
- Celebrate progress: Use enthusiastic praise that is specific to the effort displayed. For example, instead of just saying ‘Good job!’, say ‘Well done using complete sentences to describe the picture!’, ‘I like the way you put it in a sentence, can we hear that again?’, ‘Wow, you sounded out that word perfectly!’ or ‘I love how you used complete sentences to answer that question!’
- Focus on effort: Acknowledge the client’s attempts and celebrate their completion of tasks, even if there are minor mistakes. Say things like ‘I see you’re trying really hard to sound out that word’ or ‘Great job staying focused throughout the lesson!’
- Wait for self-correction: Allow the student to complete their writing before offering feedback. Instead, ask clarifying questions like, ‘Does this sentence sound complete?’ or ‘Can we reread what you wrote?’
- Minimise verbal instructions: Sometimes, non-verbal cues are more effective. For instance, instead of saying ‘Repeat the sentence after me’, use hand gestures to indicate the number of words or hold up a finger for each word the student needs to repeat.
Visual Learning and Engagement
- Utilise visuals: Pictures, gestures and tokens can support understanding and vocabulary development. For example, use picture cards depicting key vocabulary words from the lesson or show the number of words in a sentence using your fingers.
- Connect with personal experiences: Relate learning materials to the child’s life for deeper engagement. Ask questions like, ‘Have you ever seen something like this before?’ or ‘How would you feel if you were in this situation?’ to bridge the gap between the lesson and their own experiences.
- Incorporate humour: Find ways to make learning fun and build rapport, like creating silly songs or using humorous actions to illustrate ideas.
Amy’s Key Strategies:
- Visualisation and Eye Contact: Use pictures, gestures and eye contact to facilitate understanding. Maintain eye contact while speaking and encourage the student to do the same to promote focus and engagement.
- Numbers and Patterns: Leverage an autistic child’s strength in logic by using tokens and patterns for counting words and steps. For instance, use coloured chips to represent the number of words needed to complete a sentence or visually demonstrate the sequence of events in a story.
- Student-Efficacy: Celebrate successes big and small, fostering a sense of accomplishment and encouraging them to reach their full potential. Use encouraging phrases like, ‘You’re getting better at this every week!’ or ‘I know you can do it!’
- Minimal Verbal Instructions: Use non-verbal cues to avoid overwhelming the child. A simple head shake or a gentle hand gesture can sometimes be more effective than additional verbal instructions.
- Enjoyment of Learning and Rapport Building: Get to know the child! Use humour, pictures and activities they enjoy. Cater to their interests, whether it’s dinosaurs, cars or superheroes, and incorporate these themes into the lessons whenever possible.
By understanding these strategies and tailoring them to each individual student, we can empower autistic children to thrive in bilingual learning environments in Singapore and Malaysia.
Do you have any experience teaching autistic children? Share your tips and insights in the comments below!
幫助自閉症兒童綻放光彩:新加坡和馬來西亞雙語自信策略
Bāngzhù zì bì zhèng értóng zhànfàng guāngcǎi: Xīnjiāpō hé mǎláixīyà shuāngyǔ zìxìn cèlüè
在 Corpus 國際教育,我們致力於讓所有學生都能實現他們的語言學習目標,其中包括新加坡和馬來西亞的自閉症光譜兒童。這些孩子可能擁有獨特的學習方式,需要特殊的方法來發揮他們完整的雙語潛力。
Zài Corpus guójì jiàoyù, wǒmen zhìlì yú ràng suǒyǒu xuéshēng dōu néng shíxiàn tāmen de yǔyán xuéxí mùbiāo, qízhōng bāokuò xīnjiāpō hé mǎláixīyà de zì bì zhèng guāngpǔ er tóng. Zhèxiē hái zǐ kěnéng yǒngyǒu dútè de xuéxí fāngshì, xūyào tèshū de fāngfǎ lái fāhuī tāmen wánzhěng de shuāngyǔ qiánlì.
我們的創始人和高階教育顧問 Amy Tsai 最近遇到了一些老師在幫助一名年輕的自閉症學生建立雙語自信方面遇到困難。儘管已經教了他多年,但他們看到的進步程度和 Amy 的課堂上還是有差異。
Wǒmen de chuàngshǐ rén hé gāo jiē jiàoyù gùwèn Amy Tsai zuìjìn yù dàole yīxiē lǎoshī zài bāngzhù yī míng niánqīng de zì bì zhèng xuéshēng jiànlì shuāngyǔ zìxìn fāngmiàn yù dào kùnnán. Jǐnguǎn yǐjīng jiàole tā duōnián, dàn tāmen kàn dào de jìnbù chéngdù hé Amy de kètáng shàng háishì yǒu chāyì.
為了彌合這一差距,Amy 為教學團隊進行了在職專業培訓。以下是一些供教育工作者跟家長參考的技巧:
Wèile míhé zhè yī chājù,Amy wèi jiàoxué tuánduì jìnxíngle zàizhí zhuānyè péixùn. Yǐxià shì yīxiē gōng jiàoyù gōngzuò zhě gēn jiāzhǎng cānkǎo de jìqiǎo:
結構和一致性
Jiégòu hé yīzhì xìng
- 保持清晰的課程目標: 每堂課有明確的目標。清晰的課堂焦點可以幫助自閉症兒童更容易地遵循指示和要求。
- 分解複雜任務: 當遇到書中具有挑戰性的問題時,請將其分解成更小、更易於管理的步驟。例如,如果問題是“故事裡今天的天氣怎麽樣?” 引導學生首先識別相關的圖片,然後問一些更簡單的問題,例如“是晴天還是雨天?” 和 “角色穿了什麽?” 然後再促使他們形成完整的句子。
- 耐心和一致性: 重複和穩定的節奏是掌握的關鍵。在整個課程中使用一致的規律和視覺輔助,以創造可預測的學習環境。重新學習之前學過的概念以鞏固理解。
- Bǎochí qīngxī de kèchéng mùbiāo: Měi táng kè yǒu míngquè de mùbiāo. Qīngxī de kètáng jiāodiǎn kěyǐ bāngzhù zì bì zhèng értóng gèng róngyì dì zūnxún zhǐshì hé yāoqiú.
- Fēnjiě fùzá rènwù: Dāng yù dào shū zhōng jùyǒu tiǎozhàn xìng de wèntí shí, qǐng jiāng qí fèn jiě chéng gèng xiǎo, gēng yìyú guǎnlǐ de bùzhòu. Lìrú, rúguǒ wèntí shì “gùshì lǐ jīntiān de tiānqì zěnme yàng?” Yǐndǎo xuéshēng shǒuxiān shìbié xiāngguān de túpiàn, ránhòu wèn yīxiē gèng jiǎndān de wèntí, lìrú “shì qíngtiān háishì yǔtiān?” Hé “juésè chuānle shénme?” Ránhòu zài cùshǐ tāmen xíngchéng wánzhěng de jùzi.
- Nàixīn hé yīzhì xìng: Chóngfù hé wěndìng de jiézòu shì zhǎngwò de guānjiàn. Zài zhěnggè kèchéng zhōng shǐyòng yīzhì de guīlǜ hé shìjué fǔzhù, yǐ chuàngzào kě yùcè de xuéxí huánjìng. Chóngxīn xuéxí zhīqián xuéguò de gàiniàn yǐ gǒnggù lǐjiě.
積極強化和溝通
Jījí qiánghuà hé gōutōng
- 慶祝每一個小進步: 使用熱情的稱讚,具體指出學生所付出的努力。例如,不要僅僅說“做得好!”,可以說“你用完整的句子來說,太棒了!”、“我喜歡你把這個字放到句子裡面,我們可以再聽一遍嗎?”、“哇,你完美地拼出了那個單詞!”或者“我喜歡你用完整的句子來回答問題!”
- 關注努力: 承認學生的嘗試並慶祝他們完成任務,即使有輕微的錯誤。可以說“我看到你正在努力拼出那個字”或“你整堂課都很專心,好厲害!”
- 等待自我揪正: 允許學生完成寫作後再提供反饋。可以問一些問題,例如“這個句子看起來完整嗎?” 或 “我們可以再讀一遍你寫的內容嗎?”
- 盡量減少口頭指令: 有時,非語言線索更有效。例如,不要說“跟我重複句子”,而是用手指表示字數或舉起手指,表示學生需要重複句子裡的每個字。
- Qìngzhù měi yīgè xiǎo jìnbù: Shǐyòng rèqíng de chēngzàn, jùtǐ zhǐchū xuéshēng suǒ fùchū de nǔlì. Lìrú, bùyào jǐnjǐn shuō “zuò dé hǎo!”, Kěyǐ shuō “nǐ yòng wánzhěng de jùzi lái shuō, tài bàngle!”,“Wǒ xǐhuān nǐ bǎ zhège zì fàng dào jùzi lǐmiàn, wǒmen kěyǐ zài tīng yībiàn ma?”, “Wa, nǐ wánměi dì pīn chūle nàgè dāncí!” Huòzhě “wǒ xǐhuān nǐ yòng wánzhěng de jùzi lái huídá wèntí!”
- Guānzhù nǔlì: Chéngrèn xuéshēng de chángshì bìng qìngzhù tāmen wánchéng rènwù, jíshǐ yǒu qīngwéi de cuòwù. Kěyǐ shuō “wǒ kàn dào nǐ zhèngzài nǔlì pīn chū nàgè zì” huò “nǐ zhěng táng kè dōu hěn zhuānxīn, hǎo lìhài!”
- Děngdài zìwǒ jiū zhèng: Yǔnxǔ xuéshēng wánchéng xiězuò hòu zài tígōng fǎnkuì. Kěyǐ wèn yīxiē wèntí, lìrú “zhège jùzi kàn qǐlái wánzhěng ma?” Huò “wǒmen kěyǐ zài dú yībiàn nǐ xiě de nèiróng ma?”
- Jǐnliàng jiǎnshǎo kǒutóu zhǐlìng: Yǒushí, fēi yǔyán xiànsuǒ gèng yǒuxiào. Lìrú, bùyào shuō “gēn wǒ chóngfù jùzi”, ér shì yòng shǒuzhǐ biǎoshì zìshù huò jǔ qǐ shǒuzhǐ, biǎoshì xuéshēng xūyào chóngfù jùzi lǐ de měi gè zì.
視覺學習和參與
Shìjué xuéxí hé cānyù
- 利用視覺輔助材料: 圖片、手勢可以支持理解和詞彙發展。例如,使用圖片卡展示關鍵詞彙,或用手指顯示句子中的字數。
- 連結個人經歷: 把學習材料與孩子的生活聯繫起來,以提升相關性。例如,“你以前看過這樣的東西嗎?” 或 “你在這樣的情況會有什麼感覺?” 以縮小課程和他們自己經歷之間的差距。
- 融入幽默: 找到讓學習變得有趣並建立關係的方法,例如一起做一首搞笑的歌,或使用幽默的動作來演示想法。
- Lìyòng shìjué fǔzhù cáiliào: Túpiàn, shǒushì kěyǐ zhīchí lǐjiě hé cíhuì fāzhǎn. Lìrú, shǐyòng túpiàn kǎ zhǎnshì guānjiàn cíhuì, huò yòng shǒuzhǐ xiǎnshì jùzi zhōng de zìshù.
- Liánjié gèrén jīnglì: Bǎ xuéxí cáiliào yǔ háizi de shēnghuó liánxì qǐlái, yǐ tíshēng xiāngguānxìng. Lìrú,“nǐ yǐqián kànguò zhèyàng de dōngxī ma?” Huò “nǐ zài zhèyàng de qíngkuàng huì yǒu shé me gǎnjué?” Yǐ suōxiǎo kèchéng hé tāmen zìjǐ jīnglì zhī jiān de chājù.
- Róngrù yōumò: Zhǎodào ràng xuéxí biàn dé yǒuqù bìng jiànlì guānxì de fāngfǎ, lìrú yīqǐ zuò yī shǒu gǎoxiào de gē, huò shǐyòng yōumò de dòngzuò lái yǎnshì xiǎngfǎ.
Amy 的關鍵策略
Amy de guānjiàn cèlüè
- 眼神交流: 使用圖片、手勢和眼神交流來促進理解。說話時保持眼神交流,並鼓勵學生這樣做以促進關注和參與。
- 數字和模式: 利用自閉症孩子在邏輯方面的優勢,使用標記和模式來計算單字和步驟。例如,使用橡皮擦來表示完成所需句子的單字數量,或展示故事中的事件順序。
- 學生自我實現感: 慶祝大大小小的成功,培養成就感,並鼓勵他們發揮全部的潛力。使用激勵性的說法,例如“你每週都在進步!”或“我知道你能做到!”
- 盡量減少口頭指令: 使用非語言線索避免讓孩子感到混亂。有時簡單的陳述或動作比過多的語言更有效。
- 享受學習和建立融洽關係:了解你的學生!利用他們喜歡的幽默、圖片和活動。迎合他們的興趣,無論是恐龍、汽車還是超級英雄,並盡可能把這些元素融入課堂。
- Yǎnshén jiāoliú: Shǐyòng túpiàn, shǒushì hé yǎnshén jiāoliú lái cùjìn lǐjiě. Shuōhuà shí bǎochí yǎnshén jiāoliú, bìng gǔlì xuéshēng zhèyàng zuò yǐ cùjìn guānzhù hé cānyù.
- Shùzì hé móshì: Lìyòng zì bì zhèng háizi zài luójí fāngmiàn de yōushì, shǐyòng biāojì hé móshì lái jìsuàn dānzì hé bùzhòu. Lìrú, shǐyòng xiàngpí cā lái biǎoshì wánchéng suǒ xū jùzi de dānzì shùliàng, huò zhǎnshì gùshì zhōng de shìjiàn shùnxù.
- Xuéshēng zìwǒ shíxiàn gǎn: Qìngzhù dà dàxiǎo xiǎo de chénggōng, péiyǎng chéngjiù gǎn, bìng gǔlì tāmen fāhuī quánbù de qiánlì. Shǐyòng jīlì xìng de shuōfǎ, lìrú “nǐ měi zhōu dōu zài jìnbù!” Huò “wǒ zhīdào nǐ néng zuò dào!”
- Jǐnliàng jiǎnshǎo kǒutóu zhǐlìng: Shǐyòng fēi yǔyán xiànsuǒ bìmiǎn ràng háizi gǎndào hùn luàn. Yǒushí jiǎndān de chénshù huò dòngzuò bǐguò duō de yǔyán gèng yǒuxiào.
- Xiǎngshòu xuéxí hé jiànlì róngqià guān xì: Liǎojiě nǐ de xuéshēng! Lìyòng tāmen xǐhuān de yōumò, túpiàn hé huódòng. Yínghé tāmen de xìngqù, wúlùn shì kǒnglóng, qìchē háishì chāojí yīngxióng, bìng jǐn kěnéng bǎ zhèxiē yuánsù róngrù kètáng.
透過了解這些策略並根據每個學生的情況進行調整,我們可以讓新加坡和馬來西亞的自閉症兒童在雙語學習環境中茁壯成長。
Tòuguò liǎojiě zhèxiē cèlüè bìng gēnjù měi gè xuéshēng de qíngkuàng jìnxíng tiáozhěng, wǒmen kěyǐ ràng xīnjiāpō hé mǎláixīyà de zì bì zhèng értóng zài shuāngyǔ xuéxí huánjìng zhōng zhuózhuàng chéngzhǎng.
您是否有教導自閉症兒童的經驗?請在評論中分享您的經驗和意見吧!
Nín shìfǒu yǒu jiàodǎo zì bì zhèng értóng de jīngyàn? Qǐng zài pínglùn zhōng fēnxiǎng nín de jīngyàn hé yìjiàn ba!
帮助自闭症儿童绽放光彩:新加坡和马来西亚双语自信策略
Bāngzhù zì bì zhèng értóng zhànfàng guāngcǎi: Xīnjiāpō hé mǎláixīyà shuāngyǔ zìxìn cèlüè
在 Corpus 国际教育,我们致力于让所有学生都能实现他们的语言学习目标,其中包括新加坡和马来西亚的自闭症光谱儿童。这些孩子可能拥有独特的学习方式,需要特殊的方法来发挥他们完整的双语潜力。
Zài Corpus guójì jiàoyù, wǒmen zhìlì yú ràng suǒyǒu xuéshēng dōu néng shíxiàn tāmen de yǔyán xuéxí mùbiāo, qízhōng bāokuò xīnjiāpō hé mǎláixīyà de zì bì zhèng guāngpǔ er tóng. Zhèxiē hái zǐ kěnéng yǒngyǒu dútè de xuéxí fāngshì, xūyào tèshū de fāngfǎ lái fāhuī tāmen wánzhěng de shuāngyǔ qiánlì.
我们的创始人和高阶教育顾问 Amy Tsai 最近遇到了一些老师在帮助一名年轻的自闭症学生建立双语自信方面遇到困难。尽管已经教了他多年,但他们看到的进步程度和 Amy 的课堂上还是有差异。
Wǒmen de chuàngshǐ rén hé gāo jiē jiàoyù gùwèn Amy Tsai zuìjìn yù dàole yīxiē lǎoshī zài bāngzhù yī míng niánqīng de zì bì zhèng xuéshēng jiànlì shuāngyǔ zìxìn fāngmiàn yù dào kùnnán. Jǐnguǎn yǐjīng jiàole tā duōnián, dàn tāmen kàn dào de jìnbù chéngdù hé Amy de kètáng shàng háishì yǒu chāyì.
为了弥合这一差距,Amy 为教学团队进行了在职专业培训。以下是一些供教育工作者跟家长参考的技巧:
Wèile míhé zhè yī chājù,Amy wèi jiàoxué tuánduì jìnxíngle zàizhí zhuānyè péixùn. Yǐxià shì yīxiē gōng jiàoyù gōngzuò zhě gēn jiāzhǎng cānkǎo de jìqiǎo:
结构和一致性
Jiégòu hé yīzhì xìng
- 保持清晰的课程目标: 每堂课有明确的目标。清晰的课堂焦点可以帮助自闭症儿童更容易地遵循指示和要求。
- 分解复杂任务: 当遇到书中具有挑战性的问题时,请将其分解成更小、更易于管理的步骤。例如,如果问题是“故事里今天的天气怎么样?” 引导学生首先识别相关的图片,然后问一些更简单的问题,例如“是晴天还是雨天?” 和 “角色穿了什么?” 然后再促使他们形成完整的句子。
- 耐心和一致性: 重复和稳定的节奏是掌握的关键。在整个课程中使用一致的规律和视觉辅助,以创造可预测的学习环境。重新学习之前学过的概念以巩固理解。
- Bǎochí qīngxī de kèchéng mùbiāo: Měi táng kè yǒu míngquè de mùbiāo. Qīngxī de kètáng jiāodiǎn kěyǐ bāngzhù zì bì zhèng értóng gèng róngyì dì zūnxún zhǐshì hé yāoqiú.
- Fēnjiě fùzá rènwù: Dāng yù dào shū zhōng jùyǒu tiǎozhàn xìng de wèntí shí, qǐng jiāng qí fèn jiě chéng gèng xiǎo, gēng yìyú guǎnlǐ de bùzhòu. Lìrú, rúguǒ wèntí shì “gùshì lǐ jīntiān de tiānqì zěnme yàng?” Yǐndǎo xuéshēng shǒuxiān shìbié xiāngguān de túpiàn, ránhòu wèn yīxiē gèng jiǎndān de wèntí, lìrú “shì qíngtiān háishì yǔtiān?” Hé “juésè chuānle shénme?” Ránhòu zài cùshǐ tāmen xíngchéng wánzhěng de jùzi.
- Nàixīn hé yīzhì xìng: Chóngfù hé wěndìng de jiézòu shì zhǎngwò de guānjiàn. Zài zhěnggè kèchéng zhōng shǐyòng yīzhì de guīlǜ hé shìjué fǔzhù, yǐ chuàngzào kě yùcè de xuéxí huánjìng. Chóngxīn xuéxí zhīqián xuéguò de gàiniàn yǐ gǒnggù lǐjiě.
积极强化和沟通
Jījí qiánghuà hé gōutōng
- 庆祝每一个小进步: 使用热情的称赞,具体指出学生所付出的努力。例如,不要仅仅说“做得好!”,可以说“你用完整的句子来说,太棒了!”、“我喜欢你把这个字放到句子里面,我们可以再听一遍吗?”、“哇,你完美地拼出了那个单词!”或者“我喜欢你用完整的句子来回答问题!”
- 关注努力: 承认学生的尝试并庆祝他们完成任务,即使有轻微的错误。可以说“我看到你正在努力拼出那个字”或“你整堂课都很专心,好厉害!”
- 等待自我揪正: 允许学生完成写作后再提供反馈。可以问一些问题,例如“这个句子看起来完整吗?” 或 “我们可以再读一遍你写的内容吗?”
- 尽量减少口头指令: 有时,非语言线索更有效。例如,不要说“跟我重复句子”,而是用手指表示字数或举起手指,表示学生需要重复句子里的每个字。
- Qìngzhù měi yīgè xiǎo jìnbù: Shǐyòng rèqíng de chēngzàn, jùtǐ zhǐchū xuéshēng suǒ fùchū de nǔlì. Lìrú, bùyào jǐnjǐn shuō “zuò dé hǎo!”, Kěyǐ shuō “nǐ yòng wánzhěng de jùzi lái shuō, tài bàngle!”,“Wǒ xǐhuān nǐ bǎ zhège zì fàng dào jùzi lǐmiàn, wǒmen kěyǐ zài tīng yībiàn ma?”, “Wa, nǐ wánměi dì pīn chūle nàgè dāncí!” Huòzhě “wǒ xǐhuān nǐ yòng wánzhěng de jùzi lái huídá wèntí!”
- Guānzhù nǔlì: Chéngrèn xuéshēng de chángshì bìng qìngzhù tāmen wánchéng rènwù, jíshǐ yǒu qīngwéi de cuòwù. Kěyǐ shuō “wǒ kàn dào nǐ zhèngzài nǔlì pīn chū nàgè zì” huò “nǐ zhěng táng kè dōu hěn zhuānxīn, hǎo lìhài!”
- Děngdài zìwǒ jiū zhèng: Yǔnxǔ xuéshēng wánchéng xiězuò hòu zài tígōng fǎnkuì. Kěyǐ wèn yīxiē wèntí, lìrú “zhège jùzi kàn qǐlái wánzhěng ma?” Huò “wǒmen kěyǐ zài dú yībiàn nǐ xiě de nèiróng ma?”
- Jǐnliàng jiǎnshǎo kǒutóu zhǐlìng: Yǒushí, fēi yǔyán xiànsuǒ gèng yǒuxiào. Lìrú, bùyào shuō “gēn wǒ chóngfù jùzi”, ér shì yòng shǒuzhǐ biǎoshì zìshù huò jǔ qǐ shǒuzhǐ, biǎoshì xuéshēng xūyào chóngfù jùzi lǐ de měi gè zì.
视觉学习和参与
Shìjué xuéxí hé cānyù
- 利用视觉辅助材料: 图片、手势可以支持理解和词汇发展。例如,使用图片卡展示关键词汇,或用手指显示句子中的字数。
- 连结个人经历: 把学习材料与孩子的生活联系起来,以提升相关性。例如,“你以前看过这样的东西吗?” 或 “你在这样的情况会有什么感觉?” 以缩小课程和他们自己经历之间的差距。
- 融入幽默: 找到让学习变得有趣并建立关系的方法,例如一起做一首搞笑的歌,或使用幽默的动作来演示想法。
- Lìyòng shìjué fǔzhù cáiliào: Túpiàn, shǒushì kěyǐ zhīchí lǐjiě hé cíhuì fāzhǎn. Lìrú, shǐyòng túpiàn kǎ zhǎnshì guānjiàn cíhuì, huò yòng shǒuzhǐ xiǎnshì jùzi zhōng de zìshù.
- Liánjié gèrén jīnglì: Bǎ xuéxí cáiliào yǔ háizi de shēnghuó liánxì qǐlái, yǐ tíshēng xiāngguānxìng. Lìrú,“nǐ yǐqián kànguò zhèyàng de dōngxī ma?” Huò “nǐ zài zhèyàng de qíngkuàng huì yǒu shé me gǎnjué?” Yǐ suōxiǎo kèchéng hé tāmen zìjǐ jīnglì zhī jiān de chājù.
- Róngrù yōumò: Zhǎodào ràng xuéxí biàn dé yǒuqù bìng jiànlì guānxì de fāngfǎ, lìrú yīqǐ zuò yī shǒu gǎoxiào de gē, huò shǐyòng yōumò de dòngzuò lái yǎnshì xiǎngfǎ.
Amy 的关键策略
Amy de guānjiàn cèlüè
- 眼神交流: 使用图片、手势和眼神交流来促进理解。说话时保持眼神交流,并鼓励学生这样做以促进关注和参与。
- 数字和模式: 利用自闭症孩子在逻辑方面的优势,使用标记和模式来计算单字和步骤。例如,使用橡皮擦来表示完成所需句子的单字数量,或展示故事中的事件顺序。
- 学生自我实现感: 庆祝大大小小的成功,培养成就感,并鼓励他们发挥全部的潜力。使用激励性的说法,例如“你每周都在进步!”或“我知道你能做到!”
- 尽量减少口头指令: 使用非语言线索避免让孩子感到混乱。有时简单的陈述或动作比过多的语言更有效。
- 享受学习和建立融洽关系:了解你的学生!利用他们喜欢的幽默、图片和活动。迎合他们的兴趣,无论是恐龙、汽车还是超级英雄,并尽可能把这些元素融入课堂。
- Yǎnshén jiāoliú: Shǐyòng túpiàn, shǒushì hé yǎnshén jiāoliú lái cùjìn lǐjiě. Shuōhuà shí bǎochí yǎnshén jiāoliú, bìng gǔlì xuéshēng zhèyàng zuò yǐ cùjìn guānzhù hé cānyù.
- Shùzì hé móshì: Lìyòng zì bì zhèng háizi zài luójí fāngmiàn de yōushì, shǐyòng biāojì hé móshì lái jìsuàn dānzì hé bùzhòu. Lìrú, shǐyòng xiàngpí cā lái biǎoshì wánchéng suǒ xū jùzi de dānzì shùliàng, huò zhǎnshì gùshì zhōng de shìjiàn shùnxù.
- Xuéshēng zìwǒ shíxiàn gǎn: Qìngzhù dà dàxiǎo xiǎo de chénggōng, péiyǎng chéngjiù gǎn, bìng gǔlì tāmen fāhuī quánbù de qiánlì. Shǐyòng jīlì xìng de shuōfǎ, lìrú “nǐ měi zhōu dōu zài jìnbù!” Huò “wǒ zhīdào nǐ néng zuò dào!”
- Jǐnliàng jiǎnshǎo kǒutóu zhǐlìng: Shǐyòng fēi yǔyán xiànsuǒ bìmiǎn ràng háizi gǎndào hùn luàn. Yǒushí jiǎndān de chénshù huò dòngzuò bǐguò duō de yǔyán gèng yǒuxiào.
- Xiǎngshòu xuéxí hé jiànlì róngqià guān xì: Liǎojiě nǐ de xuéshēng! Lìyòng tāmen xǐhuān de yōumò, túpiàn hé huódòng. Yínghé tāmen de xìngqù, wúlùn shì kǒnglóng, qìchē háishì chāojí yīngxióng, bìng jǐn kěnéng bǎ zhèxiē yuánsù róngrù kètáng.
透过了解这些策略并根据每个学生的情况进行调整,我们可以让新加坡和马来西亚的自闭症儿童在双语学习环境中茁壮成长。
Tòuguò liǎojiě zhèxiē cèlüè bìng gēnjù měi gè xuéshēng de qíngkuàng jìnxíng tiáozhěng, wǒmen kěyǐ ràng xīnjiāpō hé mǎláixīyà de zì bì zhèng értóng zài shuāngyǔ xuéxí huánjìng zhōng zhuózhuàng chéngzhǎng.
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