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E-raamat: Adventures in Social Skills: The 'Finding Kite' Teacher Guide

(Manchester Metropolitan University)
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"This teacher resource is filled with worksheets, tasks and activities focused on developing the social skills of autistic children aged 8-12. It has been created to be used alongside the story Finding Kite: An Interactive Tudor Mystery, although activities can stand alone as a programme of intervention. Each task encourages young people to think about their own experiences, challenges and goals, building self-esteem and confidence along the way. Suitable for use in small groups or 1:1, the worksheets are flexible in design, allowing the facilitator to respond to the needs of each child. Key features of this resource include: Engaging activities divided into sections focused on 'Making Sense of my World' and 'Connecting with Others'; Photocopiable and downloadable worksheets, filled with opportunities for reflection and discussion; The option to use it alongside the engaging, choose your own adventure story, Finding Kite, which immerses the reader in a sensory adventure. Designed for students aged 8-12, this resource provides an invaluable opportunity to build an understanding of the complexities of social dynamics. Although created with autistic girls in mind, it can be used with students of different genders and adapted for their needs"--

This teacher resource is filled with worksheets, tasks and activities focused on developing the social skills of autistic children aged 8–12. It has been created to be used alongside the story Finding Kite: A Social Skills Adventure Story, although activities can stand alone as a programme of intervention.

Each task encourages young people to think about their own experiences, challenges and goals, building self-esteem and confidence along the way. Suitable for use in small groups or 1:1, the worksheets are flexible in design, allowing the facilitator to respond to the needs of each child.

Key features of this resource include:

• engaging activities divided into sections focused on ‘making sense of my world’ and ‘connecting with others’;

• photocopiable and downloadable worksheets, filled with opportunities for refl ection and discussion;

• the option to use it alongside the engaging, choose your own adventure story, Finding Kite, which immerses the reader in a sensory adventure.

Designed for students aged 8–12, this resource provides an invaluable opportunity to build an understanding of the complexities of social dynamics. Although created with autistic girls in mind, it can be used with students of different genders and adapted for their needs.

 

Introduction
Part A Making sense of my world
Making sense of my feelings (anger, anxiety, worry, fear)
Mission control ... or out of control
1(1)
Avoiding the panic button
2(1)
Controlling my superpower
3(1)
Treasure chest
4(1)
Making sense of my environment (stressful/relaxing places, sensory information)
A sense of place
5(1)
Super senses!
6(1)
Making sense of what I hear (verbal processing, communication skills, idioms)
Mumble jumble?
7(1)
More than words can say ...
8(1)
Conversations ... now you're talking!
9(1)
Talking in riddles
10(1)
Making sense of what I see (facial expressions, body language)
Emotions: spotting the clues
11(1)
Emotions: putting the clues together
12(1)
Lights, camera, action!
13(1)
Part B Connecting with others
Me (promoting a positive sense of self)
Marvellous me
14(1)
A mind of my own
15(1)
Being me
16(1)
Making connections (interactions with others, friendship)
Interactions and connections
17(1)
Talking my language
18(1)
Making friends: a balancing act ...
19(1)
Managing difference and disagreement
Two heads are better than one?
20(1)
Agree to disagree?
21(1)
Are you having a laugh?
22(2)
When friends get it wrong
24(1)
Thinking positively
24
Rachel Holmes works as special educational needs coordinator (SENCo) within a specialist campus for secondary students with autism and associated mental health diffi culties. She has previously set up a specialist unit for secondary students with autism within a mainstream setting and has led on primary curriculum development within an all-age special educational needs (SEN) school. Rachel has significant experience of providing in-service training (INSET) in both specialist and mainstream settings on a range of topics such as social communication, access to learning and sensory difficulties.