Coordination strategies - Module 5
2. COORDINATION WITH OTHER ASSOCIATIONS AND SPECIALISED PROFESSIONALS
2.2. Coordination strategies with specialised professionals
Children with autism may need special support besides primary school teaching. Psychologist, speech therapist, occupational therapist, support assistant or others have assisted these children with special needs or comorbidities during primary school.
The family and the person in charge in the Primary School must establish contact with the Secondary School head master or the person in charge of that area to discuss treatment or strategies used with success with the student.
For example: the strategies used to control tantrum crises, to alleviate anxiety or to stop an epilepsy crisis.
It will be important to know what motivates the child to learn and stay working on a task or how to use a special interest to engage the child in the learning process.
New class teacher or specialised professionals should discuss with parents a list of key phrases or certain behaviours and what these means. For example:
'My son says, “Do you want to play some more?”' when he wants a task to end. He constantly repeats the question when he does not understand it'.
There are often pre-warning signs that occur before a meltdown happens and these can be shared as well as successful/unsuccessful preventative strategies.
It is also important to discuss sleep habits, medications, and special dietary needs. The specialised professional may be the person to be by the child’s side and can often be the first person to spot difficulties.