STRATEGIES FOR INCLUDING STUDENTS WITH AUTISM
description
Transcript of STRATEGIES FOR INCLUDING STUDENTS WITH AUTISM
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STRATEGIES FOR INCLUDING STUDENTS WITH AUTISM
Presenters:
Dana Allen
Paula Quirk
Pat Gerdeman
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Expectations For The Day
Turn of cell phones
Be excited about learning Ask questions/make comments
(participation)
Work well with others = Color in a puzzle piece when you meet the expectation!
Then earn your reward when the circle is all colored in- woo hoo!
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Disclaimer
The PowerPoint has been reviewed and edited multiple times up to the last minute.
The most recent version can be viewed on:
duvalasd.wikispaces.com Be sure to check it out!!!
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Objectives Participants will gain knowledge about laws,
background and best practice for inclusion of students with autism
Participants will gain knowledge of characteristics/differences specific to individuals with autism spectrum disorder (ASD)
Participants will identify specific challenges for individuals with ASD in the general education setting and gain knowledge of the supports designed to increase their success in the general education setting
Participants will learn and implement educational and classroom best practices for students with ASD within in the general educational setting.
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Agenda
Inclusion- Purpose and best practice ASD Overview Break Possible Challenges in the general
education classroom Now what- Strategies to help support
ASD Lunch More strategies Make and Take
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INCLUSION- THEORY AND BEST
PRACTICES
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Inclusion & IDEIA
IDEIA has a strong preference for educating students with disabilities in regular classes with appropriate aids and services
The general classroom MUST be the FIRST place considered
With the student in mind, educators must consider how supplementary aids, services and other supports can be used to ensure that the student can be educated in the general education classroom to the maximum extent appropriate
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Components of Successful Inclusion
Educators in new rolesEffective support systemsMulti-level instructionTeam approachHome-School partnershipsFocus on what children can do
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Benefits of Inclusion for Students with Disabilities
Access to the rich core curriculum Opportunities to participate in the
life of the school community Increase in communication and
social interaction opportunities Access to age-appropriate modes of
behavior and communication skills Opportunities to build a network of
friends
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Why Inclusion?
http://www.youtube.com/watch?v=t2KF1ZfRip4&safety_mode=true&persist_safety_mode=1&safe=active
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ASD OVERVIEWWHAT YOU NEED TO KNOW
PRE-ASSESSMENTLET’S SEE WHAT YOU
KNOW
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What Do I Need To Know?
While individuals on the Autism Spectrum have
similar characteristics, no two individuals with Autism Spectrum Disorders (ASD)
will appear the same.
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The Autism Umbrella
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Characteristics Autism Spectrum Disorders
Social deficits Restricted patterns of behaviors, interests
and activities Communication deficits Sensory differences Cognitive differences Motor differences Emotional vulnerability Known medical or other biological factors
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More specific about each
PDD-NOS-The diagnostic category of pervasive developmental disorders (PDD) refers to a group of disorders characterized by delays in the development of socialization and communication skills.
Childhood Disintegrative Disorder (CDD)- also known as Heller's syndrome, is a condition in which children develop normally until ages 2 to 4, but then demonstrate a severe loss of social, communication and other skills.
Rett’s Disorder (RTT) – Rett syndrome is a neurodevelopmenal disorder that affects girls almost exclusively. It is characterized by normal early growth and development followed by a slowing of development, loss of purposeful use of the hands, distinctive hand movements, slowed brain and head growth, problems with walking, seizures, and intellectual disability.
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High Functioning Autism
Children who are autistic by definition yet are able to communicate
May not have overly severe social impairments
IQ ratings are near normal, normal or even high
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Asperger Syndrome
Normal language development Very literal , speak beyond their maturity
level, have difficulty with comprehension and abstract reasoning
Difficulty with social situations and unstructured time
Sensory difficulties Motor functioning issues Organization issues
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Prevalence and Causes
1 in 110 Male to female ratio 4:1 Genetic Brain structure Environmental Viral factors
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http://www.mtv.com/videos/true-life-i-have-autism/1554937/playlist.jhtml
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ASD AND CHALLENGES THAT
OCCUR IN THE GENERAL EDUCATION
CLASSROOM
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Basic Challenges in the General Education Environment
Different academic levels
Transitions
Social issues
Communication issues (directions,
interpretations)
Sensory needs
Self-Management
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Characteristics That Impact Success in School- Cognition
Maturity
Rote memory
Problem solving skills
Generalization
Special interests
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Characteristics That Impact Success in School- Communication and Social
Lack of communication system Lack of interest in socialization Echolalia present Pronoun reversals Perseveration/persistent questioning Lack of understanding that non-verbal
cues such as facial expressions, gestures, proximity and eye contact convey meaning and attitudes
Difficulty using language to initiate or maintain a conversation
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-Communication and Socialization Issues continues
A tendency to interpret words and phrases concretely
Difficulty with realizing that other people’s perspective in conversation must be considered
Failure to understand the unstated rules or set of rules that everyone knows, that have not been directly taught
Lack of awareness that what you say to a person in one conversation may impact how they interact with you in the future
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Characteristics That Impact Success School- Communication and Social
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Characteristics That Impact Success in School- Sensory Awareness
The ability (or inability) to utilize the sensory information in an environment. -Smell, taste, touch, visual input, auditory,
vestibular (balance), proprioception (body awareness)
Student can not self-regulate sensory needs.
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Characteristics That Impact on Success in School- Behavior
Anxiety, stress and depression
Distractibility and inattention
External and internal tantrums and meltdowns
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NOW WHAT?
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Let’s take a look at…http://www.youtube.com/user/ocalivideos#p/u/24/02V_8MvxCmQ
BEST PRACTICES AND STRATEGIES TO SUPPORT STUDENTS WITH ASD IN
THE GENERAL EDUCATION CLASSROOM
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Considerations
Classroom Structure Academic supports Communication supports Behavioral supports Social skills supports Sensory supports
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Classroom Structure Strategies
Communication of expectations is key Teacher expectations must be translated
into rules and routines that students understand
Often rules are posted, but expectations are inferred and vary from task to task
Individuals with ASD have difficulty integrating the social, cognitive, and communication domains, so regulating for different expectations is difficult for them.
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Classroom Structure: Universal Supports
Classroom Design Multi-level Instruction Assistive Technology Routines (transitions/schedules) Positive Behavioral Supports Opportunities for Choice Visual Supports Peer Support Support Team Communication Home-School Connection Focus on what the child can do FLEXIBILITY/PATIENCE
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Activity 1- Classroom Structures Step 1: Review indicators in Topic Column of
the Best Practices Road Map (BPRM). Step 2: Search and find helpful strategies and
tools within the Inclusive Programming book. Step 3: Record page numbers and description
on the what does it look like column on the BPRM.
Step 4: Be prepared to share with the group!!
Bonus- Review the Article “Ten Things Every Child With Autism Wishes you Wishes you Knew” by Ellen Notbhm
Which of the 10 things relate to Classroom Structure?
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Communication Strategies
Add visual cues to verbal directions Get attention before giving direction Restate in simpler language Provide alternate mode of communic
ation
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Activity 2- Communication Strategies
Step 1: Review indicators in Topic Column of the Best Practices Road Map (BPRM).
Step 2: Search and find helpful strategies and tools within the Inclusive Programming book.
Step 3: Record page numbers and description on the what does it look like column on the BPRM.
Step 4: Be prepared to share with the group!!
Bonus- Review the Article “Ten Things Every Child With Autism Wishes you Wishes you Knew” by Ellen Notbhm
Which of the 10 things relate to Communication?
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Behavior Strategies
Accept approximations of desired behavior and shape
Use behavioral momentum Leisure skills instruction Token systems Self-monitoring Use motivators and make it worth it
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Behavior Strategies Cont.
First…, Then… Schedules Verbal warnings Timer Natural cues Give choices (limited)
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Behavior and Reinforcement Natural reinforcers Social reinforcers Activity reinforcers Tangible reinforcers Token reinforcers
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Activity 3- Behavior Strategies Step 1: Review indicators in Topic Column of
the Best Practices Road Map (BPRM). Step 2: Search and find helpful strategies and
tools within the Inclusive Programming book. Step 3: Record page numbers and description
on the what does it look like column on the BPRM.
Step 4: Be prepared to share with the group!! Bonus- Review the Article “Ten Things Every Child With Autism
Wishes you Wishes you Knew” by Ellen Notbhm Which of the 10 things relate to Behavior Strategies?
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Sensory Strategies
Sensory diet-a planned and scheduled activity program designed to meet a child’s specific sensory needs
Incorporates naturally occurring opportunities for children to get the sensory stimulation they need
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Activity 4- Sensory
Step 1: Review indicators in Topic Column of the Best Practices Road Map (BPRM).
Step 2: Search and find helpful strategies and tools within the Inclusive Programming book.
Step 3: Record page numbers and description on the what does it look like column on the BPRM.
Step 4: Be prepared to share with the group!! Bonus- Review the Article “Ten Things Every Child With Autism
Wishes you Wishes you Knew” by Ellen Notbhm Which of the 10 things relate to Sensory?
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Lunch
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Social Skills Strategies
http://www.youtube.com/user/ocalivideos#p/u/25/4iDQimz317M
Social Skills Training- group or individual Social Stories http://www.youtube.com/watch?v=jSFYpITvNHI http://www.youtube.com/watch?v=sHZEvVIRudw&feature=related
Video modeling http://www.youtube.com/watch?v=7zoi_lMkXKI&feature=relmfu
Direct instruction of available curriculumsElementary -
Secondary- http://www.cccoe.net/social/skillslist.htm
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Social Skills Strategies
Peer buddy programs (including modeling)
Hidden Curriculum Self-monitoring Embedded social activities Goal Setting & Contracts
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Activity 5- Social Skills
Step 1: Review indicators in Topic Column of the Best Practices Road Map (BPRM).
Step 2: Search and find helpful strategies and tools within the Inclusive Programming book.
Step 3: Record page numbers and description on the what does it look like column on the BPRM.
Step 4: Be prepared to share with the group!! Bonus- Review the Article “Ten Things Every Child With Autism
Wishes you Wishes you Knew” by Ellen Notbhm Which of the 10 things relate to Social Skills?
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Academic Strategies
Breakdown tasks First…, Then… Schedules Verbal warnings Timer Give choices (limited) Response Cards
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Activity 6- Academic Strategies Step 1: Review indicators in Topic Column of
the Best Practices Road Map (BPRM). Step 2: Search and find helpful strategies and
tools within the Inclusive Programming book. Step 3: Record page numbers and description
on the what does it look like column on the BPRM.
Step 4: Be prepared to share with the group!! Bonus- Review the Article “Ten Things Every Child With Autism
Wishes you Wishes you Knew” by Ellen Notbhm Which of the 10 things relate to Academic Supports?
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Real World Experience
It can be done!!!!
Let’s take a look at the goal: http://www.youtube.com/watch?
v=gSactvpsla0
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Make and Take
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THE END
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