Education beating Autism

The Learning Preferences and Strengths (LPS) model is comprised of three key components: structure, content and process. Excellent teaching is the fine art of connecting and integrating these key components for each child.

The individual child’s preferences and strengths are at the heart of this model, guiding the structure, content and processes of his program. When there is a match between Learning Preferences and Strengths and program structure, process and content, a synergy is created that is greater than the sum of the parts. When the child’s Learning Preferences and Strengths are engaged, his learning can be optimized and used in tandem to enhance other areas of preference and strength.
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There has been increasing discussion of autism as being less a disability than a ‘cognitive style’ or ‘learning difference’. Simon Baron-Cohen (2000) cited 12 differences in children with autism to support his argument that “behavior in Asperger Syndrome and High Functioning Autism is not better or worse than that seen in typical development” (p.490); it is simply different.The list includes:

• the child spends more time involved with objects and physical systems than with people
• the child communicates less than other children do
• the child tends to follow his own desires and beliefs rather than paying attention to or being easily influenced by others’ desires and beliefs Read the rest of this entry »