Dear Daniel and Michael,
The issue here is likely to be linked to a lack of metaphor - taking things literally and not knowing how to articulate ideas (make connections between them). eg, a difficulty with recognising synonyms and to realise that text can be referring to the same thing but presenting it in a different way - as with examination questions.
Mozi Blocks, or something similar may be useful here. Eg, working on recognising shapes (as concepts) in various presentations, from various angles (eg, by rotation). That can bring an aha experience when working through in quite a simple and surprising way. (Oh, you mean this again...that's easy..)
Specialist learning support -fine, strategic, detailed work - using elements where their comprehension is clear and strongly invested, as a starting point. Also, specific work on examination questions and sample texts, becoming familiar with the vocabulary and syntax; breaking them down, identifying key elements and constructing relevant responses.
Kind regards,
Penny
Penny Georgiou
Access 1st
-----Original Message-----
From: Discussion list for disabled students and their support staff. [mailto:[log in to unmask]] On Behalf Of Michael Lane
Sent: 19 April 2012 18:17
To: [log in to unmask]
Subject: Re: Exam arrangements
Hello Daniel
This would be interesting because my experience of many students with an ASD is that their reading skills are ok but their comprehension is weak. I'd be interestedto hear how this may be supported-in any way possible.
Michael
Michael Lane
Educational Psychologist
www.Ridgeway.co
02476 697308
07967 734004
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On 19 Apr 2012, at 17:14, Daniel Aherne <[log in to unmask]> wrote:
> Hi All,
>
> I would really like to collect some evidence/good practise on reasonable adjustments to exam arrangements for students who are on the Autism Spectrum.
>
> I am particularly keen to hear of “readers" being used and how effective/appropriate people felt this was as a reasonable adjustment.
>
> Daniel Aherne
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