Effective strategies for teaching children with autism spectrum disorders - Autism-World
1. Environmental Considerations Visual and auditory stimulation in the classroom must be taken into consideration. Many students with autism are sensitive to auditory input and have a more difficult time processing auditory stimulation. Their work stations should be placed away from excessive auditory stimulation and away from unnecessary movement. 2. Visual Schedules Students with autism perform best when their daily routine is predictable, with clear expectations. A “check schedule” transition cue is then given to the student each time he is to transition to a new activity or class. 3 .Visual StructureThe environment needs to be structured visually to help the student clearly see and understand what is expected of him. 4 .Alternatives to Verbal CommunicationMany students with autism have impairments in communication, particularly expressive communication. 5. 6. 7 .Consistency All students do best when the daily program remains consistent with clear expectations. 9. 10.
Teaching Strategies
The book “Teaching Infants and Preschoolers with Disabilities”, by Donald B. Bailey and Mark Wolery, suggests 10 intervention strategies to promote learning. These intervention strategies are also applicable to teaching older students. Structuring the physical space to promote engagement and learning The physical environment should be structured to promote experiences that will cause children to learn important skills. Structuring the social environment by using models, proximity, and responsive adults to promote engagement and learning The adult should be sensitive to the child’s behavior and assume the role of observer or monitor. The adult should read the child’s behavior as intents to interact. The physical and social environment should be responsive to the children’s behavior. The adult should encourage children’s ongoing interactions. The adult should support and encourage children’s attempts to display more complex behaviors. Using children’s preferences to promote learning
Reading Lessons: 12 Ways to Scaffold Texts for Students
Would you dump a load of building supplies on a lot and tell a random person to "build a house"? Hopefully not! For the same reason, it is unwise to deposit an academic novel and some study guide questions on a student’s desk and say, “read it.” Student readers, like builders, need a foundation and a blueprint to be successful. Getting students to read academic novels can be difficult. 1. they lack prior knowledge to support their comprehension,2. they don’t know the words on the page and3. they don’t understand the format of the particular genre. If we are going to really teach, and not just assign, we have to do some prep work. Let’s face it, interested readers are better readers.Students of all levels need some scaffolding; they need a plan and some knowledge in order to build a foundation for deeper understanding. According to the National Council of Teachers of Mathematics, educators should... How do Asian nations make it to the top educational spots, and how does the U.S... Read Aloud
Teaching Autism Students in Inclusive Classrooms
Teaching Autism Students in Inclusive Classrooms Are we teaching autism students effectively in inclusive classrooms so that they are able to benefit from their educational programs? The information, research and articles below offer teachers practical tips and strategies on how to teach students with autism in inclusive classrooms. Parents may find the information useful as well. Please consider sharing it with your child's teacher. Intervention Strategies for Teaching Students with ASD in Inclusive Classrooms Although there is a range of intervention strategies designed for students with ASD and used in many educational settings, there is no one intervention or approach proven effective for every child with ASD (National Research Council 2000). Strategies to Promote Successful Inclusion Experiences The following suggestions may help teachers provide better learning experiences in an inclusive classroom: Use consistent classroom routines.
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Students with a Cognitive Impairment - Teaching and Assessment - JCU
Toolkit for Staff Home | Inclusive Teaching Strategies| Appropriate Language | Reasonable Adjustments | Disclosure and Confidentiality | Legislation | University Support Services| FAQ’s | A – Z Index| Students with a cognitive impairment may experience difficulties with various functions of the brain, particularly, short term memory, concentration and planning.Each student has different needs and will require various support mechanisms. This section provides specific strategies to assist and support students with a cognitive impairment. Inclusive Teaching Strategies provides additional suggestions to benefit all students’ including students with a disability. Teaching Strategies Assessment Strategies Teaching Strategies Group work Assessment Strategies If reasonable to do so, allow for reduced participation in class where participation is assessable. Further Teaching and Assessment Strategies More Information on Reasonable Adjustments What Alternative Assessments are possible?
Pervasive Developmental Disorders Information Page
What are Pervasive Developmental Disorders? 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. Parents may note symptoms as early as infancy, although the typical age of onset is before 3 years of age. Symptoms may include problems with using and understanding language; difficulty relating to people, objects, and events; unusual play with toys and other objects; difficulty with changes in routine or familiar surroundings, and repetitive body movements or behavior patterns. Is there any treatment? There is no known cure for PDD. What is the prognosis? Early intervention including appropriate and specialized educational programs and support services plays a critical role in improving the outcome of individuals with PDD. What research is being done? The NINDS conducts and supports research on developmental disabilities, including PDD.
What is inclusion?
The Index for Inclusion (Booth and Ainscow 2011, 3rd edition) summarises some of the ideas which make up the view of inclusion within the Index as follows: Inclusion in education involves: Putting inclusive values into action.Viewing every life and every death as of equal worth.Supporting everyone to feel that they belong. Increasing participation for children and adults in learning and teaching activities, relationships and communities of local schools.
