Homework Hints

Homework for a child with special needs can be overwhelming as well as for the parent. Here are some tips taken from various resources that might help make homework less of a chore and more productive.


1. Create A Learning Environment

• Area must be conductive to concentration and learning.
• Appropriate seating and lighting and removal of any distractions. Visual distractions: toys, television, which are a constant reminder of what the child would rather be doing. Auditory distractions such as the noise form electrical appliances and the chatter of siblings.
• Working environment must also be safe from curious brothers and sisters.
• Structured homework schedule so that your child completes homework at the same time and in the same place every day.
• Put homework schedule on a visual schedule.


2. Daily Homework Timetable

• Can be made by a parent with guidance from the teacher to define the expected duration and content of each homework activity or assignment.
• Helpful if there are problems with the child’s allocation of time to each homework component (sometimes the homework can take hours when the teacher intended only several minutes on a specified task).
• A timer can be used to remind the child how much time is remaining to complete each section of homework.
• It is important to ensure that time scheduled for homework does not coincide with the child’s favorite television program. If it does, they may have priority use of the video recorder and can watch the program after their homework.
• If regular breaks are necessary to promote concentration, the work can be divided into segments to indicate how much work the child has to complete before they can take a momentary break.


3. Teacher’s Preparation of the Homework

• The teacher can highlight key aspects of the homework sheet, written material and questions so that the child knows which aspects are relevant to their preparation of the assignment.
• Teachers can ask the child to formulate their plan before commencing the assignment to ensure their work is coherent and logical, especially if the homework is an essay.
• If the assignment takes several days to complete, it is important that the teacher regularly reviews the child’s rough drafts and progress, which also increases the likelihood that it will be completed on time.


4. Memory Problems

• If the child has difficulty remembering exactly what was set for homework and remembering relevant information during homework, a small cassette recorder can record the teacher’s spoken instructions and the child can add his or her own comments or personal memo to the recording to remind them of key information. The child and the parent will then know exactly what was said and what is relevant to the task.
• Another strategy is to have the telephone number of another child in the class to ask them for the relevant information.


5. A Homework Diary and Planner

• A homework diary and planner can help the child remember which books to take home and the specific homework for each evening.
• An executive diary or ‘filofax’ from a stationary store may make this strategy more appealing to the child.


6. Supervision

• The child may have difficulty getting started or knowing what to do first. Procrastination can be an issue and a parent may have to supervise the start of the homework.
• A parent will also need to be available if the child requires assistance when they are confused and to ensure that they have chosen the appropriate strategy. There can be a tendency for such children to have a closed mind to alternative strategies and a determination to pursue an approach when other children would have recognized the signs that it would be wise to consider another approach. A technique to show that there is more than one line of thought is to provide the child with a list of alternative strategies to solve the particular problem. The child may need to know there is a plan ‘B’.
• Parents and teachers soon become aware of the degree of supervision required which can be a major problem for a parent with other family commitments when the child is doing their homework. Supervision is also necessary to help the child prioritize, plan, assist with word retrieval problems and maintain motivation. Motivation can be enhanced by specific rewards for concentration and effort.


7. Emotion Management

• Children with an Autistic Spectrum Disorder are notorious for their difficulty coping with frustration and criticism, and their inability to manage their emotions. They can become quite agitated when confused or having made a mistake.
• An adult will need to be available to help the child remain calm and logical.
• The adult will also need to model calmness, which can be difficult when both child and adult are confused as to what to do. It can end in tears for both parties.


8. Cognitive Style

• Special consideration should be given to the child’s cognitive strengths and weaknesses.
• If the child’s relative strength is in visual reasoning, then flow diagrams, mind maps and demonstrations will enhance their understanding.
• If their strength is in verbal skills then written instructions and discussion using metaphors (especially metaphors associated with their special interest) will help.
• Additional strategies include the use of a computer and keyboard, especially for those children who have problems with handwriting.
• Sometimes a parent acts as an ‘executive’ secretary and types the material for the child and proof reads their answers.


9. Learning New Material

• Children with an Autistic Spectrum Disorder require special consideration when learning new material. Homework should primarily be designed to consolidate and practice known information rather than introducing new concepts.


10. Breaks

• Timed breaks or after a specified amount of productive homework (Example: the child earns a 5- minute computer break, etc.)
• Give your child a break after each assignment or subject is finished.
• Providing a break or other type of positive reinforcement (maybe a special food treat or a token that can be redeemed for bigger rewards) during or upon completion of homework, will increase your child’s motivation.
• Completing favorite homework last serves as reinforcement for working on less interesting subject matter.


11. Collaboration

• Communication with the teacher about strategies that have been successful at school and share techniques that have worked at school.
• Use the same schedule the teacher uses (breaks every 20 minutes instead of 30, etc.) at home.
• If the teacher reinforces correct work with stickers or check marks, rather than tokens, use those instead.
• When a child has a single set of rules to follow across multiple setting, he or she has an easier time knowing what is expected and is more likely to behave accordingly.




Other Info

Homework

1. Identify which class subjects will include homework responsibilities.


2. Determine homework modifications:

• Present homework assignments visually (on board, etc.) in addition to orally.
• Provide the student with a homework sheet, planner, or agenda book.
• Provide peer or teacher assistance in recording homework assignments.
• Provide student with the assignment in written format.
• Reduce the amount of homework.
• Provide a study hall period to allow the student time to complete homework at school.
• All classroom teachers need to provide a daily review of behavior, assignments, missing work, materials needed, deadlines, tests, etc. and to see that they are written in student's agenda book. The teacher will sign to show that s/he has reviewed the previously mentioned.
• Due to stress some ASD student cannot handle homework after a long day at school because the homework is more than they can cope with so therefore, it should not be required for them.
• Parents acts as an ‘executive’ secretary and types the material for the child and proof reads their answers.


3. Identify home strategy for completing homework:

• Designate place and time for homework completion.
• Define organization to get homework back to school.
• Name contact if additional clarification of homework is needed.



Executive Function Help

1. Determine the type of Executive Function help needed.

• Daily homework log/agenda book is sent from school to home and back, keeping all parties informed of work due and progress on it. A description of the homework and the due date are entered in the log by your child and the teacher will check and sign that they have read it. An aide may need to check that your child has all homework and associated materials before leaving school. Parents can then enter their initials in the log to indicate that their child has worked on the assignment at home, and teachers can sign off when it has been turned in. Teachers can indicate grades received as well as the number of times that homework was not completed on time. A good place to keep the agenda book is in a large binder that the student brings to all classes.
• Assignment checklists (breaks large tasks into manageable units).
• Day planner
• “To do” lists.
• Keep papers and assignments in a binder for organization.
• Set of books for home use.
• Place to store books in the classroom.
• Color coded dividers for the binder for keeping school work organized. A color coded dot can be placed on the spine of the textbooks that match the corresponding divider.
• Section in the binder for papers going home and papers that need to be returned to school.
• Use a multi-compartment backpack. Have a separate section for school supplies, lunch money, binder, etc.