Within the typical classroom, its easy for a child in the autism spectrum disorder (ASD) to become invisible. Can Conscious Discipline make a difference?
Students with ASD can become ostracized because they have a unique perspective, focus or interest that is different from peers. In a classroom that implements Conscious Discipline, a student in the spectrum can experience a different paradigm. At the heart of Conscious Discipline, the teacher establishes a solidly structured “School Family” with a Friends and Family Board, a School Family song, a Safe Place, greetings/goodbyes, clear routines, and rituals that call for children to connect, touch, interact and partner up together. The goal of the School Family is to help every child feel safe enough and connected enough to participate, learn and flourish. It is solidly committed to a “we” model, rather than a “me” model of being. Students with autism, Asperger’s, developmental issues, physical limitations, etc., are part of the School Family just like all the other students. Differences and uniqueness are acknowledged and embraced in this compassionately connected environment. In a Cons
Related Questions
- Since Autism Spectrum Disorder (ASD) presents communication barriers, how does Conscious Discipline address the difficulty with language?
- What is the chance that a younger brother or sister of a child with Autism Spectrum Disorder (ASD) will also have an ASD?
- Children with Autism Spectrum Disorder (ASD) need structure. How does Conscious Discipline help?
