TO SCREEN OR TO NOT SCREEN

“The ability to learn and communicate visually and virtually can no longer be seen as optional”Each learner has a unique learning need and style. For individuals with Autism Spectrum Disorder or ASD require that little extra guidance and support. Individuals with ASD, thrive on familiarity and consistency. Due to the experience of this unprecedented moment in time,this uncertainty has led to an increase in the level of anxiety of distress. The new normal has been particularly unsettling and difficult for our learners and their respective families LUnderstanding all the complexities involved, knowing some individuals will not have the ability or capacity to engage in traditional online learning formats that are currently being offered through the Zoom/WhatsApp/Google meetplatform. It didn’t stop us from seeing the potential of this novel way of learning style method that had to be explored and bought into the daily routine of our learners and their families.The key element was to have our learner be comfortable the same way he/she was when learning new skills and having fun equally as was done in our physical set up at ACE. Our teaching style for this new e-learning had to comprise each and every nuances involved in maximization of developing and mastering current skills.With the pandemic leaving us with little time to process and prep up with new educational goals for the virtual mode, we started by gaging our learner’s existing repertoire of following instructions, if instruction following was present via the screen and simultaneously if our learners accepted us from a distance. Alongside, their ability to sit and to what degree and have regular sessions had to be taken under consideration too.Having said that, learning via technology soon started with one step at a time. This process was gradually introduced to our learners, keeping in mind the idea of remotely being available to each other. For learners, who were not habituated with screen time interaction with another person, had to be behaviorally shaped and guided to bring about a change in their notion of pre-conceived interaction. With everyday practice, of meeting us face-to-face and with increasing duration, our learners with autism, included us virtually in their everyday routine. Familiarity,had been established through the virtual mode. And it led our learners in their way of a success story.Correspondingly, instructions for every learner had to be personalized for the best possible outcome. Individuals, with a setback of not being able to understand and follow instructions were guided to respond virtually. This involved taking step by step measures and implementation, which at no cost could have been overwhelming for our learners.A sense of familiarity was well paired with the use of visual aids in the sessions. Use of visuals such as picture schedules, mini schedules and if/then cards and stickers incorporated within the session provided a structure to our learners and helped them absorb information coming their way. It motivates them to stay focused and be attentive in their e-learning process. Pictures & words put in these schedules were already A sense of familiarity was well paired with the use of visual aids in the sessions. Use of visuals such as picture schedules, mini schedules and if/then cards and stickers incorporated within the session provided a structure to our learners and helped them absorb information coming their way. It motivates them to stay focused and be attentive in their e-learning process. Pictures & words put in these schedules were already

Iris Basumatray,
Classroom Manager