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Autism in the Classroom

Autism in the Classroom
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. Related:  A Sense of Belonging: Diversity in the Classroom

Teaching Strategies for Students with Intellectual Disabilities written by: Sharon Dominica • edited by: Elizabeth Wistrom • updated: 9/11/2012 Students with intellectual disabilities can learn math, literacy and science. They just need to be taught in a different way. Here are some effective teaching strategies for students with intellectual disabilities that you can use in your classroom. When we teach children with intellectual disabilities, we need to keep in mind several factors.

Sites for Autistic Support Teachers! AdaptedLearning.com A new site from Mayer-Johnson! This site provides an endless amount of Boardmaker files! You must have Boardmaker to open the files. Southern California Autism Training Collaborative Website Lots of examples of structured work jobs. Visual Aids for Learning Some free, printable, visuals to help people learn everyday activities. Spectronics Symbol Activity Exchange Assistive Technology Team Lots of free, printable Boardmaker activities. OMAC Consulting A fantastic site by Cindy Golden. Crafty Chic Some free, printable file folder games. ZAC Browser - Zone for Autistic Children ZAC is the first web browser developed specifically for children with autism, and autism spectrum disorders such as Asperger syndrome, pervasive developmental disorders (PDD), and PDD-NOS. Special thanks to my father, Thomas Glew for sending in this site. Create A Graph Make many different types of graphs. Positively Autism Free resources, lesson plans, teaching materials, and more! Slater Software Inc.

Educational Interventions for Students with Low Vision Approximately 90% of individuals with visual impairments have functional or low vision; just 10% are functionally blind. However, students with low vision are often an overlooked majority in the population of children who are visually impaired. Difficulties of students with low vision are often not as apparent as they are for students who are blind. Nonetheless, students with low vision require direct instruction in literacy, visual efficiency, accessing the core curriculum, compensatory skills and more. The following educational interventions are beneficial to students in any school setting. Teacher of Students with Visual Impairments Every child who meets the criteria of visual impairment in his/her state is eligible to receive services from a certified teacher of students with visual impairments (TVI). Accessing the Visual Environment One of the principal concerns for students with low vision is their ability to access the visual environment. Access to Information Psychosocial Issues

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

Teaching Tips for Children and Adults with Autism Resources > Articles Temple Grandin, Ph.D. Assistant Professor Colorado State UniversityFort Collins, CO 80523, USA (Revised: December 2002) Good teachers helped me to achieve success. I was able to overcome autism because I had good teachers. Between the ages of 2 1/4 and 5 my day was structured, and I was not allowed to tune out. Many people with autism are visual thinkers. December 2002

| Welcome to AutismFitness.com! Developmental Delays: Tips for Teachers written by: Lisa Pulsifer • edited by: Elizabeth Stannard Gromisch • updated: 8/2/2012 As a teacher, you will need to provide special teaching accommodations to students with a developmental delay. Some instructional strategies that help students achieve their educational goals include setting up a proper learning environment, developing classroom routines and more. When teaching students with disabilities, it is important to realize their educational goals are about more than academics.

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.

Teaching Learners with Multiple Special Needs 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.

Additional Resources for Children with Autism Teaching Hearing Impaired Children Teaching Hearing Impaired Children By Ron Doorn Hearing is what keeps us in touch with our world. It plays a significant role in expressing and receiving language. Hearing loss creates problems in how an individual expresses and receives language in turn causing social, communication, and educational problems (Hall, Oyer, & Haas, 2001). Educational Adaptations and Strategies Teachers need to make special considerations when teaching hearing-impaired children. Teachers need to be sensitive to the social, academic, and emotional challenges a child with hearing loss has in any given day. Teachers need to be sensitive to the reality that there is usually more than one visual thing happening at one time like a teacher talking while expecting students to take notes of the lecture. Hall, Oyer, and Haas (2001) suggest that teachers support hard of hearing students by frequently checking to ensure the child understands information provided in class. n with mild hearing losses (Anderson, 1999).

Teaching Students who are Deaf, Deafened or Hard of Hearing There are many teaching strategies you can use to ensure effective and productive learning environments and experiences for all students, including those with disabilities. Accessible Education[i] is the process of designing courses and developing a teaching style to meet the needs of people who have a variety of backgrounds, abilities, and learning styles. Just as there is no single way to teach, people learn in a variety of ways; using different instructional methods will help meet the needs of the greatest number of learners[ii]. Under the Accessibility for Ontarians with Disabilities Act, you have a responsibility to learn about accessibility for persons with disabilities and how it relates to the development and delivery of accessible programs and courses. What does it mean if someone is Deaf, deafened or hard of hearing? People who have hearing loss may be Deaf, deafened or hard of hearing. Suggested tips on teaching a person who is Deaf, deafened or hard of hearing While in session:

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