Resource Teaching Programme for Students with Autism Spectrum Disorder

Three-tier Support Framework

1. Whole-school environment support: provide flow charts, schedules, key phrases, prompt cards, etc. in the school or classroom.
2. Small group learning support: provide group counseling and teaching.
3. Individual learning support: provide individual counseling and teaching.

Overview of Small Group Learning Plan

1. SCERTS Center
Goals:
1. Social Communication
2. Emotional Regulation
3. Peer Support Network

Service targets:
Primary and Secondary School Students
2. Social Adaptation Group
Goals:
1. Social Norms
2. Social Communication
3. Healthy Living

Service targets:
Secondary School to High School
3. In-Class Support
Goals:
Support students with individual emotional needs

Service targets:
Individual Students
4. CRAFT
Goals:
Strengthen the communication skills of students with low verbal abilities

Service targets:
Whole School
5. Progress Workshop
Goals:
1. Social Communication
2. Work Preparation
3. Community Learning

Service targets:
High School Students

1. SCERTS CENTER

Enhances students' "social communication" and "emotional regulation" through "transactional supports," allowing them to spontaneously communicate and express emotions with others and maintain a stable emotional state for learning and social interactions.


2. Social Adaptation Group

For students at different stages, there are different groups (4-6 people), including: emotional decoding (upper primary), social interaction (upper primary/middle school), mental decoding (upper primary/middle school), health and appearance (secondary school), invisible culture in society (high school), and self-determination (high school).


3. In-class Support

Supports teachers in designing individualized tools according to students' characteristics and assists students in adapting to classroom routines, effectively expressing personal needs, opinions, feelings, and relieving emotions to maintain a stable state for learning in class.


4. CRAFT

Through individual support, build mutual trust with students with low oral or expression skills, and use their interests or strengths, such as picture cards, text, Cantonese phonetics, etc., to enhance communication motivation and establish diverse channels of communication.


5. Progressive Workshop

Simulates a sheltered workshop environment for group work training, allowing students to understand and experience the workflow and rules of a sheltered workshop, master basic job skills and social communication skills, and prepare for future work.