Educating the Student with Autism Spectrum Disorder in the General Education Classroom
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Transcript of Educating the Student with Autism Spectrum Disorder in the General Education Classroom
MEREDITH PENNER, M.ED.P R O G R A M & T R A I N I N G S P E C I A L I S T, B C I U # 2 2
Educating the Student with Autism Spectrum Disorder in the General Education Classroom
Gaskins Overview
Formal resolution between the Pennsylvania Department of Education (PDE) and a group of families and advocacy organizations who had filed a class-action lawsuit against PDE on behalf of a group of children with disabilities in 1994.
Gaskins…
Goal is to ensure that the IEP team first considers the regular classroom with supplementary aids and services before considering a more restrictive environment
Increase opportunities for students with disabilities to receive the supports and services needed to be educated with nondisabled peers in regular classrooms in their home schools
General Education
General Education with accommodations & modifications
General Education with modifications & adaptations
General Education with focus on IEP goals NOT grade level curriculum (collaboration with special education
teacher)
General Education with 1 on 1 supports
% of day spent in alternate setting (smallest amount
possible)
Separate setting for majority of
day within public school
APS
•
% of special education students placed in:
General Ed >80% 65%General Ed 40-79% 24%General Ed < 40 8.7%Alternate Placements 3.3%
100 schools were identified over the last 5 years in PA for improvement plans in these various categories as a result of the Gaskins Settlement
Approximate State Targets (2010)
Least Restrictive Environment
Child must be educated in the general education setting to the greatest extent possible considering all of the possible supplemental aids and services
Inclusion does not mean that the student’s progress must be measured by mastery of general education curriculum, but could be measured by progress made toward IEP goals and objectives
The levels of supports and accommodations needed are to provide students the opportunity to participate with their non-disabled peers in a general education setting NOT to be used as a basis for placing them in an alternate (more restrictive) setting
Burns,Edward. (2003) A Handbook for Supplementary Aids and Services. Springfield Ill: Charles C. Thomas
Supplemental Aids and Services
Collaborative Adults working together to support students
Instructional development and delivery of instruction that
addresses diverse learning needsPhysical
adaptations and modifications to the physical environment
Social-Behavioral supports and services to increase appropriate
behavior and reduce disruptive or interfering behavior
DSM-IV General Deficit Areas of ASD
CommunicationSocial skillsRestricted interestsSensory integrationBehavior
Additional Core Deficits
Difficulty identifying important global concepts and elements of tasks
Difficulty with processing auditory information-understanding, retaining and retrieving
Difficulty generalizing skills-skills must be taught in context
Difficulty with sequencing information or steps in a taskDifficulty with transitioningDifficulty with time concepts and time managementUneven academic, social, or emotional development
(high functioning in some areas, low in others
What specifically is ASD???
Classic Autism usually non-verbal, unengaged, and unable to
perform well on standard diagnostic tests. Affects communication, social skills, and
verbal/nonverbal play Sometimes paired with Intellectual Disabilities
High Functioning Autism use meaningful language, read, write, do math, show
affection, complete daily tasks but can't hold eye contact, maintain a conversation, engage in play, pick up on social cues
PDD-NOS “catch all” all function levels whose symptoms don't fully
correlate with classic autism
Asperger’s Syndrome Affects the same triad of impairments as autism Usually average to above average intelligence Diagnosed around or after age 3
Characteristics of Asperger’s Syndrome
Engaging in one-sided, long-winded conversations, without noticing if the listener is listening or trying to change the subject
Displaying unusual nonverbal communication, such as lack of eye contact, few facial expressions, or awkward body postures and gestures
Showing an intense obsession with one or two specific, narrow subjects, such as baseball statistics, train schedules, weather or snakes
Appearing not to understand, empathize with or be sensitive to others' feelings
Having a hard time "reading" other people or understanding humor Speaking in a voice that is monotonous, rigid or unusually fast Moving clumsily, with poor coordination
http://www.mayoclinic.com/
Why do educators need to know about ASD?
U.S. FACTS: A new case of autism is diagnosed nearly every 20
minutes There are 24,000 new cases diagnosed in the U.S.
each year The economic impact of autism is more than $90
billion and is expected to more than double in the next decade.
Autism receives less than 5% of the research funding of many less prevalent childhood diseases.
There is no medical detection or cure for autism.
http://www.talkaboutcuringautism.org/autism/latest_autism_statistics.htm
How does ASD affect learning and behavior?
Affects the neurodevelopment, resulting in distinct learning and behavioral styles
Underlying biological/genetic cause that produces organic and/or physical changes during brain development-resulting in atypical cognitive and social development
Affects individuals uniquely
Affects the ability to integrate sensory information and regulate emotions
Role of General Educators in the IEP
Provide information about how the included student performs academically and socially in the general education setting
Identify types and amounts of support students may need in their classroom (SaS)
Develop accommodations and modifications to allow students to access the general education curriculum
Regular education classroom teachers are an integral member of the IEP team for the included student
Activity/lesson
Goal/Objective of
target student
Accommodations &
Modifications
Prompting level
Assessment Tool
Sample Planning Template:
Interventions and Strategies for Students with ASD
No single intervention or strategy has proven to be successful for all students with ASD
To maximize the effect of the intervention, consider the student’s following: Communication proficiency Preferred mode of communication Cognitive ability Learning style Interests and motivators
Interventions and Strategies for Students with ASD
Students with ASD require direct instruction in all areas due to the difficulty with generalization
Interventions/strategies must be connected to and generalized across settings, partners, materials, etc.
Use of video modeling helps students with ASD to see first hand examples of target behaviors in authentic environments
Strategies to Facilitate Successful Inclusion
Consistent classroom routinesProvide visual schedules, rules, choice boards
and instructions (either pictures or words)Social Stories
http://www.polyxo.com/socialstories/Be aware of situations causing anxiety and
stress-use pre-teaching, priming, and sensory breaks to reduce anxiety
Strategies…
Plan for transition or changes in schedule-transition cue, schedule changes written in different color, discuss changes with student prior to event happening if possible
Be cognizant of specially-designed instruction as per IEP-preferential seating, peer buddy, writing accommodations, etc. (Goals at a Glance or Meet ____)
Highlight directions or tasks, number steps, provide an example
Simplify directions
More strategies
Make sure purpose of activity is clearly explained…students with ASD have difficulty making inferences
Use subjects or items of interest to increase motivation and participation
Use scripts and model expectations for group work
Color coding subject areas…folders and notebooks for organization
Communication Concerns
Difficulty with answering “wh” questionsDifficulty with understanding figurative
language, persuasive techniques, idioms, words with multiple meanings
Difficulty finding most important details or information-stories and text
Strategies for Improving Communication Skills
Pre-teach new concepts and content vocabulary prior to group instruction using visual cues
Model procedures, expectations, thinking strategies, or directions
Post visual reminders for components of essential concepts or questions (posting subject goals, objectives, content vocabulary)
Communication Strategies
Pair verbal instructions with visual cuesIdentify verbally and visually when
transitions occurUse auditory signals to alert students of
important information, repeat informationProvide handouts for information being
taught orally (key words, open notes)
Communication Strategies
Be careful of comments or information you say around students with ASD, they may copy it or repeat it out of context
Try to avoid assessments that rely heavily on essay or short answer questions (fill in the blank or multiple choice are better)
Allow students to dictate open ended responses to reading assignments if there is a processing or writing deficit that could impact their reading assessment (also an allowable accommodation on the PSSA)
More Communication Strategies
Provide communication supports to help with student independence in initiating conversations (choice cards for asking for help)
Encourage conversations, pull more language, don’t except one word answers
If you know about an event a student participated in ask the student about it, try to engage student in a conversation about it
Sensory Integration Issues
Sensory integration refers to the manner in which the brain processes, organizes and interprets information coming from the sensory system
Students with ASD have a variety of sensory impairments
Difficulty with gross and fine motor movements, locating their bodies in space, and regulating the level of sensory input
Sensory Difficulties
Students with ASD may have difficulty with sensory processing in the following areas: -Sensitivity/insensitivity to sensory
information -Attention and focus
-Regulation of activity level-Transitions to between activities-Control of impulses, behaviors, and/or fear in dangerous situations-Oral Motor (objects in mouth, etc)-Recognition of personal space
Sensory Accommodations to Promote Focus
Locate student desk in an area that will allow the students to adjust to changes
Clearly defined areas within the classroom (work, leisure, break, prohibited areas)
Seat cushionsProvide opportunities for movement (songs,
exercises during transitions)Suggest a sensory break (walk, deliver note
or books to other teacher)
Sensory Accommodations: Writing
Allow student to type assignments (Alpha Smart)
Use graph paper to organize math problems and lined paper for writing tasks
Pencil gripsMechanical pencils (students who press too
hard)Markers (students who press too lightly)
More Writing Accommodations
Use slant boardRemind students to hold paper with non
dominant hand Shortened writing assignments, multiple
choice options, fill in the blank, provide answers orally
Peer note taker
Accommodations for Sensory Sensitivities
Menu or choice card for sensory breaks/stress release activities (leave noise environment, etc)
Have “obsessive”/stress release items in a designated place. Provide clears instructions of when, where and how items can be used
Approach student from front if possibleHave student use headphones in loud/over
stimulating situations Students with sensory difficulties should not
be denied breaks, recess or P.E class
Socialization/Social Skills
Students with ASD may exhibit deficits in some or all of the following:
Engaging in reciprocal interactionsMaintaining eye contact Attention to gestures or facial expressionsConforming to rules of social behaviorEngaging in conversations on nonpreferred
topics
Social Skill Deficits:
Transitioning between conversation topicsFeeling empathyEngaging others appropriately in social
situations Initiating, terminating, and repairing
conversations Understanding importance of small talk and
other social speech
Strategies to Improve Social Skills
Provide explicit instruction and reminders of conversation etiquette
Teach students to recognize facial features/emotions in others
Practice newly learned skills in various settings
Practice a menu of relaxation strategies and/or establish code words to use when they are upset
Card system for high stress timeStress thermometer
Strategies to Improve Social Skills, cont.
Social storiesPractice transitionsTeach acceptance of student differences Increase student engagement with visual
cues
Behavioral Issues
Students with ASD may exhibit immature or developmentally inappropriate behaviors
Outbursts may result from frustration, anxiety, communication frustration, social interactions
Strategies for Minimizing Inappropriate Behaviors
Ritualistic and Compulsive Intervene early before behavior turns into a habit Teach when the behavior may occur Teach replacement behavior
Strategies for Minimizing Inappropriate Behaviors
Impulsivity Manage the environment to minimize impulsive
behaviors Social stories Rehearse appropriate behaviors
Strategies for Minimizing Inappropriate Behaviors
Stereotypic Develop a sensory diet Develop a menu of appropriate sensory interventions
to aid with sensory regulation Squeezing a koosh ball, swinging, asking for a break,
computer time, weighted belt
Strategies for Minimizing Inappropriate Behaviors
Aggression Remove or minimize environmental stressors that
trigger behaviors Clearly define all components of a task Provide clear directions Be aware of any possible aggressive behaviors via
individual behavior plans as designed by the classroom teacher-follow plans as directed
If a behavior is escalating to a form of physical aggression, notify the teacher immediately
Do not intervene or try to deal with behavior if child is in physical danger or others are in danger
Strategies for Minimizing Inappropriate Behaviors
Inappropriate social interactions Rehearse appropriate social interactions Reward appropriate behaviors Use social stories
Restricted Interests
These subjects dominate their concentration and contribute to their inability to transition and their inflexibility
Stereotypical behaviors may include Repeated hand and body movements Atypical response pattern to stimuli Difficulties with attention Obsession with certain objects or parts of objects Watching environmental stimuli such as lights,
sounds, etc.
Strategies for Accommodating Restrictive Interests
Allow breaks to pursue their own interests-strict time limit
Introduce new activities related to interest
Teaching and Promoting Disability Awareness
Model it yourselfUse person first languageGive age appropriate examples of ways we are all
the same and differentIf necessary to talk about a specific student, do so
ONLY with parent permissionAllow students to talk about their own challenges
(with parent permission)Use nationally recognized months to springboard
activities (March- Disability awareness, April- Autism Awareness,
http://www.ctserc.org/library/bibfiles/childlit-disab.pdf
References
(2005).http://www.pde.state.pa.us/special_edu/lib/special_edu/Settlement_Agreement-FINAL_%28no_draft%29.pdf. Retrieved October 21, 2007, from Pennsylvania Department of Education Web site: http://www.pde.state.pa.us/
View the entire Settlement Agreement at: www.pde.state.pa.us/special_edu/lib/special_edu/Settlement_Agreement.pdf.
National Education Association, (2006).The Puzzle of Autism. 1, 1-33. http://www.talkaboutcuringautism.org/autism/latest_autism_statistics.htm http://www.mayoclinic.com/