You’re Going to LOVE This Kid!®-- Including Students with Autism

You’re Going to LOVE This Kid!®-- Including Students with Autism

Suzy DeesBloomington Public Schools District 87

For this activity, as Suzy reads a statement, stand if the statement applies to you. If you

stand, please be prepared to share with the group

Why is this a good

STAND UP!

I am a GOLD STAR STRATEGY; use me in your classroom!

Identify some key components of Autism Identify the 4 “Habits of Mind” to consider with

students on the spectrum (and ALL kids) Describe how inclusion will benefit all students in

my classroom Participate in group discussions surrounding the

topic of including students with autism in classrooms Recognize specific tools/supports I can use

immediately to assist in including kids on the spectrum (and ALL kids)

Identify how we, can help facilitate legitimate academic and social success for our students on the spectrum in all settings

Targets

Inclusive Schools from Paula Kluth

Pass the plate

Habits of Mindfrom Paula Kluth

Carly’s Voice http://www.goldenhatfoundation.org/about-u

s/blog/119-meet-carly-fleischmann

Carly

Autism is a complex developmental disability that impacts the normal development of the brain in the areas of social interaction and communication skills.

WHAT IS AUTISM?

If I knew you were coming…

How can we stretch our thinkng regardingstrategies for integratingstudents?

STRATEGIES!

Individualizing Objectives and Standards

Statement: The student will write for five different audiences

Adaptations: The student will independently write an e-mail

Individualizing Objectives and Standards

Statement: The student will be able to explain the causes of the Civil War

Adaptation: The student will identify a cause of the Civil War

Individualizing Objectives and Standards

Statement: The student will know that the Earth is a planet.

Adaptation: Given a picture of all of the planets, the student will identify the Earth.

Getting it Off the Page

Responding to Sensory Needs

Focusing on Relationships

Evaluating Curriculum and Instruction

Tapping into Interests

Teaching New Skills

Offering Safe Spaces and Breaks

Employing Positive Behavior Supports

Common Causes of challenging behavior in students with Autism include:

Curriculum that is dull and lacks variety Curriculum that is not age appropriate Instruction is a poor match for learning style Not enough opportunities for conversation,

communication and choice making Not enough social interaction (too much

1:1) Not enough fun or joy in the day

Evaluating Curriculum and Instruction

Activity Schedules

First/Then Boards

Choice Menus

Written Words

Using Visuals

Visual cues Social stories – stable ones that can be

laminated and used over and over and over and “on the fly” ones

Visual schedule (see next few slides) Gestures Timers First______ then____________ High tech and low tech work equally well

The more you talk, the less they hear…

Courtesy of www.do2learn.com

Visual Schedules

Schedule Change

First/Then Schedules(home and school)

For especially challenging transitions at school, an “First/Then” mini schedule can be used

FIRST THEN

Build relationships through activities◦ Role Play◦ Social Secrets◦ Friendship-Focused Individualized Education

Program Goals◦ Lunch Bunch (as seen in the video)

Creating Peer and Social Supports

Duet teaching

One Teach/One Assist

Parallel Teaching

Collaborating and Co-Teaching

Successful strategies for including students:◦ Using technology◦ First day/first week of school?◦ In Specials/lunch/recess◦ Creative/effective use of staff◦ Communication between adults◦ School culture

Carousel Activity

Thumb up = This IS inclusion

Thumb down = This is NOT inclusion

Thumbs Up/Thumbs down

Inclusion Statement Evaluation Statement: Inclusion is real estate (meaning, it is

enough for a student to simply BE in the gen ed classroom)

Problems: It is more than an extra chair in the room; a student needs to be an interregnal part of the class, feel welcome from the very beginning, and have a clear purpose for the integration. When the student is not engaged with the content, it is not OK to simply let him color or NOT engage with the content. What can we do to ensure engagement with the content?

Rewrite: Inclusion is more than just real estate.

Inclusion Statement Evaluation

Statement: Inclusion ensures all students have the same learning targets.

Problems: Students are included for all different types of reasons. Targets may need to be modified to address the needs of the student.

Rewrite: In an inclusion classroom, all students have clear learning targets, but the targets may be modified.

Inclusion Statement Evaluation

Statement: Successful inclusion depends on frequent communication and planning among staff.

Problems: None

Inclusion Statement Evaluation

Statement: Inclusion is only possible when class sizes are manageable.

Problems: There is always room for one more. Find a way, make a way—over, under, around, or through. Presume competency. Remember the Habits of mind.

Rewrite: Inclusion can benefit all students regardless of class size and manpower.

Trust me, you need to subscribe to Paula’s blog and her differentiation site

http://differentiationdaily.com/ http://www.paulakluth.com/ http://lovethiskidbookstudy.wikispaces.com/ Suzy’s wiki http://

lindahodgdon.com/visual-strategies-samples-examples http://www.autisminternetmodules.org you MUST explore

this one!

A couple of my favorite resources

Power Point from Michigan on Visual supports

http://www.iidc.indiana.edu/?pageId=394 http://stokesctg2012.pbworks.com/w/page/5

9986689/FrontPage http://autismpdc.fpg.unc.edu/   http://www.education.com/reference/article/

visual-schedule-classroom-autism-ASD/ http://room5ideas.com/examples.html http://www.nationalautismresources.com/vis

ual-supports-for-autism-classroom.html

MORE Resources!!!

The first follower

Something to ponder as you begin your journey…