Mindstretch School - Special needs school in Cape Town - Autism, ADHD, Learning delays.
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Structured Teaching – for ASD and Related Communication Disorders

Shared by Kellie-Jane and Pam – Mindstretch Development and Support Leads.

We’ve recently introduced TEACCH, modified to our classes and the needs of our learners. It’s a proven structured teaching approach with a communications focus. We appreciate that it takes account of both the strengths and weaknesses of the child with communication-related learning challenges.

TEACCH®, Structured Teaching the Mindstretch Way

TEACCH builds on the unique learning needs of children with autism and related communication disorders:

  • Strengths in visual information processing. 
  • Difficulties with communication, attention, and executive function. 
  • Teaching
  • Expanding
  • Appreciating
  • Collaborating
  • Cooperating
  • Holistic Approach

TEACCH consists of three fundamental areas covering physical structure, visual structure, and work systems.

With TEACCH we empower our children to work independently in a way that best suits them.

Physical Structure

By refining the structure of the classroom we ensure that a child knows when and where to move after completing an activity. We carefully identify specific workstations: for example, Table 1, 2 and 3. All tasks are clearly displayed and explained to a child before we ask them to follow through. Depending on the child’s skill level, we assist them in transitioning from one station to another until they get the hang of it. It helps their confidence as they get to learn the logical flow.

Visual Structure

We use many visual tools and cues to show our learners what to do and when to change activities. This visual reinforcement is vital for helping a child remain calm and in control as they take time to understand what is expected.

The tools we use include objects of reference, visual schedules, and visual timers, among others. We use them in different combinations and create individual timetables for each child, making sure we identify an approach that’s best for them.

Our article on Visual Timers gives an idea of how we utilize these kinds of tools.

Work Systems

We devise work systems for the child who may need additional detail and a calmer and more controlled space to work in.

By simplifying the workstations we ensure every child knows exactly what to do and how to follow through. For example, we will take extra care to show the child how they must work from right to left, or from top to bottom. We keep the instructions simple. Say we are following a pattern with beads on a string, we limit the number of beads we give the child to a manageable handful rather than giving them a whole bucket of beads.

We carefully plan our individual workstations and tailor them to the specific child. By doing this we empower every child to follow through independently.

TEACCH Applied in our Classrooms

Pam’s Grade R Remedial Classroom

Mindstretch School - Special needs school in Cape Town - Autism, ADHD, Learning delays.

The TEACCH structured teaching approach has brought much contentment to my class. It helps my children become more confident and independent in their daily activities. This allows them to excel in all developmental areas. I personally am pleased to be able to teach holistically, ensuring the well-being of each child in their overall development.

These are some of the concepts the TEACCH approach has helped me enhance:

  • Working memory: keeping key information in mind; also keeping track of what you are presently busy with.
  • Task initiation: helping to keep focus until completion of the task.
  • Organizing: keeping track of things mentally and physically.
  • Critical thinking: evaluating information and implementing it independently.

Working together, I find these steppingstones help to make an independent learner.

Kellie-Jane’s Grade R Amended Classroom

Mindstretch School - Special needs school in Cape Town - Autism, ADHD, Learning delays.

The TEACCH group stations have helped my learners with their social and time management skills. They have been very effective in allowing my children to go from being dependent on an external form of help to working semi-independently or completely by themselves. My children get a chance to experience different types of equipment, and this allows me the space to observe and assist where needed.

Once a child shows signs of development working in the group stations, I move them onto working independently. They might work on a task that is broken down into actions that have a clearly signposted order. This helps them move logically through a task. For example, I might have a learner take a piece of equipment from ‘Number 1’ on the left side of a workstation, then work in the space in the middle, and then ‘post’ their completed work at ‘Number 1’ on the right side. Structured teaching helps empower my children to become more confident and acquire knowledge through exploration.

TEACCH is being applied in all classes in 2024, tailored to the age and abilities of the group.

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