It could help to use a timer to show how long they need to spend on the homework. Keep the school up to date with how your child is progressing with homework.
There may be times when your child has more difficulties than usual and finds it particularly hard to concentrate, or behaves in a way that affects their ability to do homework. This might happen when there are significant changes in the family, or when your child is ill or anxious. You can always go back to trying to get your child to engage in it again by re-introducing it gradually. You may find that you need to secure extra help for your child in school. We use additional cookies to learn how you use this site and to improve your browsing experience.
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Your child might be having difficulty because: Support your child with motivation Your child may have difficulty transferring working at school to home.
Check your child is given clear instructions It will help your child if the teacher uses clear and direct language to give precise instructions for homework, stating specifically what your child needs to do and when it needs to be done by. Think about when and where to do homework The best time to start homework will depend on your child. Help them with organisation and timing If your child finds it difficult to concentrate on work for a long time, you may need to sit with them first to help keep them focused.
A technique to show that there is more than one line of thought is to provide the child with a list of alternative strategies to solve the particular problem. Parents and teachers soon become aware of the degree of supervision required which can be a major problem for a parent with other family commitments when the child is doing their homework.
Supervision is also necessary to help the child prioritise, plan, assist with word retrieval problems and maintain motivation. Motivation can be enhanced by specific rewards for concentration and effort Emotion Management Children with an Autistic Spectrum Disorder are notorious for their difficulty coping with frustration and criticism, and their inability to manage their emotions.
They can become quite agitated when confused or having made a mistake. An adult will need to be available to help the child remain calm and logical. The adult will also need to model calmness, which can be difficult when both child and adult are confused as to what to do.
It can end in tears for both parties. If their strength is in verbal skills then written instructions and discussion using metaphors especially metaphors associated with their special interest will help. Additional strategies include the use of a computer and keyboard, especially for those children who have problems with handwriting.
Homework may be a collaborative rather than solitary activity. The parent is not being over protective or neurotic, they just know that without their involvement, the work would not be done. Children with an Autistic Spectrum Disorder often enjoy having access to a computer and may be more able to understand material if it is presented on a computer screen. Teachers should consider adapting the homework so that a considerable proportion of the work is conducted using a computer.
Word processing facilities, especially graphics and grammar and spell check programs are invaluable in improving the legibility and quality of the finished product. If the parent is unable to help the child solve a particular problem, a solution is to come to an arrangement with the teacher where by the teacher is contacted by telephone without hesitation as to the time of day or night and they can talk directly to the child.
Regular use of this approach can lead to a significant reduction in the type and amount of homework. Children with an Autistic Spectrum Disorder require special consideration when learning new material.
Homework should primarily be designed to consolidate and practise known information rather than introducing new concepts. Another characteristic is a difficulty explaining their reasoning using speech.
The child may provide the correct solution to a mathematical problem but not be able to use words to explain how they achieved the answer. Their cognitive strategies may be unconventional and intuitive rather than deductive.
One may need to accept their correct solution even if the logic is unclear to the neurotypical mind. Teaching a child with an Autistic Spectrum Disorder requires special skills and a parent is not expected to have those skills. As a parent, one is also more emotionally involved than a class teacher and it can be difficult for them to be objective and emotionally detached. One option is to hire a homework tutor to provide the skilled guidance and supervision.
However, this may be beyond the financial resources of most families. If homework is associated with such anguish, what can be done to reduce the despair of the child who is exhausted from their day at school, the parent who tries to motivate their child and the teacher who recognises that homework is not the most effective means of education for such children? If the regular amount of homework is demanded of the child then everyone must recognise the considerable degree of time and commitment that is necessary from all parties to ensure it is completed satisfactorily and on time.
It can be undertaken at lunchtime and before or after classes in their home class or the school library. However, they would still require supervision and guidance from a teacher or assistant. This can cause them to not fully understand what needs to get accomplished. A simple solution would be regular communication with the teacher.
Perhaps a quick text message with a picture of the assignment written on the blackboard. Also, having the phone number of another student may be helpful. For some children, it is best to start homework as soon as they arrive home from school.
For other children, however, it is better to allow them a set amount of time to relax and unwind from their day. Remember, school for a child on with ASD can be stressful as they may be struggling to keep up with neuro-typically developing peers both socially and academically. Create a regular schedule. Keeping a routine will help to communicate expectations. Individuals on the spectrum generally prefer routines and problem behavior may arise as a result of breaking that routine.
Set a time to start homework, a time for breaks, and a regular, distraction-free place in the home where assignments can be completed.
A distraction could be a sibling, pets, television, noises, tangibles like toys or lights. Make sure that the table your child sits at is clear of all clutter. The fewer distractions, the more likely your child will maintain focus.
Your child may need help with her or his homework. Be in the proximity of their workspace so as to prevent them from getting up and causing further distraction.
Homework assignments often result in students needing help from others. Knowing when and how to ask for help can be challenging for students with social learning and organizational weaknesses. Avoid assuming students - especially "bright" students - should intuitively know how to ask for help, clarification or even how to collaborate with.
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Homework Help Is on the Way! A child with a disorder on the autism spectrum and homework issues seem to go hand in hand. After all, homework is not something most children enjoy, and many kids with autism or Asperger's disorder find it especially difficult to finish assignments at home. Getting homework accomplished with minimal problems is as simple as following the following tips. Learn about some of the possible reasons and find useful and practical strategies for how to help your child to finish their homework. and support on education rights and entitlements for parents and carers of pre-school and school-age children with autism to help them get .
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