How can Shakespeare ’s iambic pentameter enable inclusion of and encourage participation of autistic pupils in a year 7 boy’s mainstream classroom?

Advances in Autism, Ahead of Print. Purpose The purpose of this paper is to facilitate a greater understanding of verbal and non-verbal communication in an open space learning (OSL) environment. This is an exploration of the premise that by using Shakespeare ’s iambic pentameter as a scaffolding for learners on the autism spectrum, a “safe place” can be accessed. Design/methodology/approach Using an action research model and following government guidelines, using common assessment framework analysing the findings using School’s assessment crit eria model that is used for single exercises through to whole scheme of work: making–performing–evaluating (self-evaluation sheets/peer evaluation sheets/teacher evaluation). Findings There has been hypothesis that people with ASD may be more able to track their heart beats for longer than neu rotypicals. Kimberly et al. (2015) suggest that empathetic abilities and emotional experiences in people with ASD can produce negative experiences, anxiety can occur and the interoceptive awareness and ability to positively relate to self can be caused to dislocate. The use of the rhythm of the hear tbeat may aid communication skills in ASD learners. Research limitations/implications In the autistic learner, overload, caused by hypersensitivity/hyposensitivity, can also affect and be effected by environmental issues in OSL environment. The autistic learner can be deeply affected. Unlike a des k-based class there is nowhere to hide,...
Source: Advances in Autism - Category: Child Development Source Type: research