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1 RESEARCH PROJECT SUBJECT TITLE: Autism Spectrum Children TOPIC: Produce an educational picture book for Autism Spectrum Children to assist them with facial recognition and emotional awareness. ASSESSMENT TYPE 1: FOLIO Proposal Defining and clarifying my topic My main aim is to create an educational picture book for Autism Spectrum children and to develop my ideas through volunteering to work with them each week at K Special School. (I have already obtained permission for this). Chosen Capability Because I want to create an educational book for children with Autism Spectrum Disorder, I believe that the capability of Communication will be most relevant. My preliminary reading has shown that communication for Autism Spectrum children is not easy and straightforward and so I will need to be assisted by skilled experts in this field, and to consider what methods to use in my picture book to develop their emotional awareness. I will also have to develop and show awareness of age appropriateness, context, ability and modes of communication in designing the picture book. My communication capability will be developed through negotiating with the teachers at K Special School and interviewing experts at Autism S.A. to ensure that I understand as much as I can about the children I am working with. I must also negotiate with one of the Media Studies teachers, to assist me with Photoshop if I use this to finalise the illustrations in my book as I have never used Photoshop before. Research Processes I plan to use both qualitative and quantitative research processes. I have a list of people whom I could possibly interview who are all involved in children s literature in some way. I also plan to visit Autism SA and hope to volunteer at K Special School. I will also be doing web-based and library research. There are a number of ethical considerations. I will also need to be sensitive to using correct protocols with the children and show respect at all times and to ensure that I have parental permission to work with the children; and to understand how my book needs to be formatted. There are also copyright issues regarding using other people s images. I have a strict timeline to achieve my goals: In my holidays: Attend a children s writing workshop at WEA centre Read as much as I can on Autism Spectrum Disorder Critique a range of children s picture books. In Term 1: Obtain permission to volunteer at K Special School and spend one day a week there (write letters to parents and school) Interview two workers at K Special School Visit Autism SA to conduct interviews and use resources Complete secondary research of library and web-based resources on autism Decide on a topic for my book: (possibly something to do with emotional recognition) Complete first draft of book s and test ideas with experts Take photos for inclusion in my book In Term Two: Complete further drafts + get written feedback Get necessary copyright permissions Print book Get permission to trial my book with the children at K Special School Finalise my outcome and folio. Page 1 of 39 Stage 2 Research Project annotated student work for use from 2011

2 Planned Reading List Attwood, T (2007) The Complete Guide to Asperger s Syndrome, Jessica Kingsley Publishers, United Kingdom Hannah, L (2001) Teaching Young Children with Autism Spectrum Disorders to Learn, National Autistic Society, London Base, G (1986) Animalia, Viking Kestrel, New York Curtis, N (2003) Cat and Fish, Thomas C. Lothian Pty Ltd, Victoria Ahlberg, A (1989) Each Peach Pear Plum, Picture Puffin, United Kingdom Campbell, R (2007 ) Dear Zoo, Simon and Schuster children s publishing, U.K Fox, M (2006) Writing a Picture Book, [internet]. Available Children s Book of the Year award at ASSESSMENT TYPE 1: FOLIO - RESEARCH DEVELOPMENT SUMMARY OF RESEARCH DEVELOPMENT As the student s research development was presented in large scrap book folios, it was too large to reproduce in full. Examples of the research development follow. For the purposes of moderation of Assessment Type 1: Folio, the student, together with the teacher, should select no more than 10 pages that reflect the development of the research. The student divided the research development into two main sections: 1) research on Autism in children, and 2) research on creating a children s picture book. 1. RESEARCH ON AUTISM Some ways in which Autism Spectrum disorders affect social skills Documentation and reflection on visit to Autism S.A. including analysis of the difference between Autism and Asperger s syndrome Summary and evaluation of interview with an expert on Asperger s syndrome Contacts with agencies that cater for, and work with, children with Autism Analysis of information about photographing Autistic children, leading to student s decision not to use photographs of Autistic children but to photograph another young child. Ethical issues such as confidentiality, stereotyping, and not causing distress to the children are considered An analysis of effective types of learning for children with Autism Spectrum disorder, including Early Intervention Programs, Applied Behaviour Programs, Individual Difference Relationships-based model, and Floortime. Analysis of an article written by an Autistic 28 year-old, advocating acceptance of Autistic characteristics rather then a cure. (New Scientist 2005) Analysis of article on teaching and developing social adaptive and interactive skills Discussion and analysis of Emotion Recognition Therapy for Autistic Children by Katharine Blocher and Rosalind Picard (2002) Analysis of the ways in which Autism Spectrum children communicate Analysis of facial recognition by Autism Spectrum children, based on various articles and experiences at K Special School Discussion of ways of introducing books and reading to Autism Spectrum children Reflections on visits to K Special School and how what has been learnt applies to the research outcome Bibliography. 2. RESEARCH ON CREATING A CHILDREN S PICTURE BOOK Timeline and evidence of planning Analysis of techniques of writing a picture book Discussion and analysis of learning from attendance at a two-day writing workshop held by WEA Do s and Don ts for writing for children gleaned from interview with MF Analysis of the layout and structure of picture books relying primarily on words and those relying primarily on pictures Page 2 of 39 Stage 2 Research Project annotated student work for use from 2011

3 Analysis of various kinds of picture books such as: pop-up picture books; hidden figures; mazes; rhyming texts; water-colour pictures versus bright monochrome pictures, overlay pictures Analysis of an interview with an Autism expert regarding the most appropriate use of colour and pictures in a book for Autistic children Initial draft story boards for the student s book (research outcome) with feedback and student s response Drafts of text for the final research outcome with feedback and responses Experiments with photographs of Emily and animals at the Zoo, used as the basis for final book. Student s response to feedback is evident Draft drawings of the animals planned for inclusion in the final picture book Edited text for the final book with feedback from teacher. Discussion and records of Photo-shopping techniques for deleting background to photos Discussion of the Mayer-Johnson communication symbols and how they are used in education Analysis of copyright information Bibliography. SELECTED EVIDENCE OF THE RESEARCH DEVELOPMENT 1. Examples of annotations to reference books obtained from Autism SA a) Annotations to Chapter 14 Introducing Books and Reading, Moor J (2002) Playing, Laughing and Learning with children on the Autism spectrum. Jessica Kingsley Publication Ltd UK Need for books and literacy to be developed by autistic children to develop language and new concepts Can be developed (via reading) at home too so therefore brings family relationships closer BOOKS create problems initially for some ASD kids to understand and enjoy Perseverance needed Start with specific interests Requirements of books for ASD kids starting to read: Simple Lift the flap = interest/excitement Tone/text of book rhyme, also theme Textures appealing Colour important Illustrations simple and overdetailed General points Autistic children = generally visual thinkers Putting pictures with words create recognition Chapter gives lots of good evidence on how to get children to read, activities to do with them (this could be useful at the start or end of a picture book as good advice for parents REMINDER: have to check for copyright!!! SUMMARY this chapter highlighted the difficulty of getting ASD children to read but also the importance and role literature should play in their lives. Provided a good list of books that have been successful and general guidelines of the liked types of books. Great advice to teach ASD children and concepts to include in my book - took away any doubt I had about creating a lift the flap book & also ideas of photos (personal ) Chapter 4, 6, 7 Developing Literacy Skills These two chapters were great explaining again problems that may arise in teaching literacy and using books as learning sources; however, the information also explained the best way ASD kids read and learn. VISUAL LEARNERS - my study would complement this learning style through the recognition of emotions, and faces via a picture book. Gave me the understanding that my book should use a multisensory approach Page 3 of 39 Stage 2 Research Project annotated student work for use from 2011

4 ASD children have difficulty generalising what they have learnt in different settings my concept this could be developed through my book idea. Applying emotions to faces in situations, maybe it could help them apply these emotions to everyday life. ASD Kids have difficulty interacting with others - hoping my picture book will help. Social Stories good phrases to use words like usually, I will try to.. helps kids to not take stories literally Types of sentences a) Descriptive describing what is happening or what will happen or why b) Perspective describing how people feel and react to certain situations c) Directive describing what should happen in a given situation Page 4 of 39 Stage 2 Research Project annotated student work for use from 2011

5 2 Example of Notes from WEA Workshop Children s Picture Books Page 5 of 39 Stage 2 Research Project annotated student work for use from 2011

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7 3. Example 3 annotations of how to apply information about autism to writing a book for these children Page 7 of 39 Stage 2 Research Project annotated student work for use from 2011

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9 4. Annotations from website on advantages of using social stories Page 9 of 39 Stage 2 Research Project annotated student work for use from 2011

10 5 Annotations from website article on recognising faces and autism Page 10 of 39 Stage 2 Research Project annotated student work for use from 2011

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14 6. Notes on Thomas the Tank Engine Page 14 of 39 Stage 2 Research Project annotated student work for use from 2011

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16 7. Analysis of picture books Spot Goes to School Page 16 of 39 Stage 2 Research Project annotated student work for use from 2011

17 8. Ethical issues photographing autistic children Page 17 of 39 Stage 2 Research Project annotated student work for use from 2011

18 9. Copyright issues Page 18 of 39 Stage 2 Research Project annotated student work for use from 2011

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22 ASSESSMENT TYPE 1 FOLIO: Discussion The podcast link to the discussion can be found on the Sample Materials page. Comments The evidence selected from the folio, inclusive of the discussion recording, is indicative of an A standard. Planning: The topic is considered thoroughly and defined, with highly appropriate research processes being used, including consideration of ethical issues such as photographing children and obtaining copyright permission for use of images. Application: The research has been thoroughly developed. In-depth analysis of information and ideas is provided which shows the way the key findings of the research emerged, such as literacy issues for ASD children, the ways the special needs of ASD children will affect the content of the book, and how the book could be an educational tool to assist ASD children to develop their skills in facial recognition. Application of topic specific knowledge and skills is highly effective. Knowledge obtained about autism and also the features of children s books has been applied to the development of the concept for the book and the early drafts and story board. Page 22 of 39 Stage 2 Research Project annotated student work for use from 2011

23 Stage 2 Research Project Performance Standards Planning Application Synthesis Evaluation Assessment Type 1: Folio Assessment Type 2: Research Outcome Assessment Type 3: Evaluation A Thorough consideration and refinement of a research topic. Thorough planning of research processes that are highly appropriate to the research topic. Thorough and highly resourceful development of the research. In-depth analysis of information and exploration of ideas to develop the research. Highly effective application of knowledge and skills specific to the research topic. Insightful synthesis of knowledge, skills, and ideas to produce a welldeveloped research outcome. Insightful and thorough substantiation of key findings central to the research outcome. Clear and coherent expression of ideas. Insightful evaluation of the research processes used. Insightful reflection on the nature of the chosen capability and its relevance to themselves and the research project. Well-considered and insightful reflection on the research outcome and its value to themselves and, where applicable, to others. B Consideration of the main area of research and some refinement of a research topic. Considered planning of research processes that are appropriate to the research topic. Considered and mostly resourceful development of the research. Some complexity in analysis of information and exploration of ideas to develop the research. Effective application of knowledge and skills specific to the research topic. Considered synthesis of knowledge, skills, and ideas to produce a well-developed research outcome. Substantiation of most key findings central to the research outcome. Mostly clear and coherent expression of ideas. Considered evaluation of the research processes used. Considered reflection on the nature of the chosen capability and its relevance to themselves and the research project. Considered reflection on the research outcome and its value to themselves and, where applicable, to others. C Adequate consideration of a broad research topic, but little evidence of refining the topic. Satisfactory planning of research processes that are appropriate to the research topic. Adequate development of the research. Adequate analysis of information and exploration of ideas to develop the research. Adequate application of knowledge and skills specific to the research topic. Adequate synthesis of knowledge, skills, and ideas to produce a research outcome. Substantiation of some key findings central to the research outcome. Generally clear expression of ideas. Recount with some evaluation of the research processes used. Reflection on the relevance of the chosen capability to themselves and the research project. Reflection on the research outcome and its value to themselves and, where applicable, to others. D Basic consideration and identification of some aspects of a research topic. Partial planning of research processes that may be appropriate to the research topic. Development of some aspects of the research. Collection rather than analysis of information, with some superficial description of an idea to develop the research. Superficial application of some knowledge and skills specific to the research topic. Basic use of information and ideas to produce a research outcome. Basic explanation of ideas related to the research outcome. Basic expression of ideas. Superficial description of the research processes used. Superficial reflection on the relevance of the chosen capability to themselves and the research project. Some reflection on aspects of the research outcome and its value to themselves and, where applicable, to others. E Attempted consideration and identification of an area of interest. Attempted planning of an aspect of the research process. Attempted development of an aspect of the research project. Attempted collection of basic information, with some partial description of an idea. Attempted application of one or more skills that may be related to the research topic. Attempted use of an idea to produce a research outcome. Limited explanation of an idea or an aspect of the research outcome. Attempted expression of ideas. Attempted description of the research process used. Attempted reflection on the relevance of the chosen capability to themselves and the research project. Emerging awareness that the research can have a value to themselves and, where applicable, to others. Page 23 of 39 Stage 2 Research Project annotated student work for use from rp10-at123-wsann01-a-v0.1_changed photos (December 2010)