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“You’re Going To Love this Kid!” Educating Students with Autism in Inclusive Schools

Paula Kluth, Ph.D. pkluth@earthlink.net

website: www.paulakluth.com

MAASE 2008

The contents of these pages are intellectual property. This material may not be used, transmitted or reproduced unless in accordance with prior written instructions issued by Paula

Kluth.

The many folders of Jay

Jay doesn’t ….

Jay won’t…

Jay can’t …

Jay refuses to…

1.  Share something a person with autism (or another disability) has taught you.

2. Share something you have taught a person with autism (or another disability).

3. What is one question you have about including students with autism in general education classrooms, curriculum, & instruction?

Musical Pairs ** Move when you hear the music.

** When the music stops, find a partner and answer the question.

Why begin with this activity?

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AUTISM •  Qualitative impairment

in social interaction •  Qualitative impairment

in communication •  Restricted repetitive and

stereotyped patterns of behavior, interests, and activities

Who are these students? The medical model

What story are we telling about autism? Is it accurate? Useful?

Who is telling the story?

Unique & highly individualized social skills and abilities

Communication differences and complexities

Often have expertise or deep interest in one or several topics; may have fascinations with objects as well

Some stories enhance life; others degrade it.

So we must be careful about the stories we tell,

about the ways we define ourselves and other people.

-Burton Blatt

How can we effectively and

sensitively support individuals

with autism in inclusive schools?

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Understand Inclusive Schooling as an PROCESS

[inclusive schooling] propels a critique of contemporary school culture and thus, encourages practitioners to reinvent what can be and should be to realize more humane, just and democratic learning communities. (Udvari-Solner, 1997)

Mistakes we might make: -  Providing only the “real estate” of

inclusion & not related supports -  Not experimenting with a range of

supports (assuming that one set of supports works for everyone)

-  Thinking that “inclusion” means that all students engage, perform, participate in the same way, with the same materials, and with the same targeted outcomes.

So what does this “process” of inclusion look like?

At the very least, we should see….

a top ten list

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10. classroom schedule Morning Schedule

Housekeeping 8:00-8:10

Free Write 8:10-8:30

Partner Write *focus on science observations from yesterday

8:30-9:00

Gym 9:00-9:50

DEAR 9:50-10:05

Social Studies 10:05-11:00

SCHEDULE MAY CHANGE!

9. sensory help & 8. adaptations to the environment

• sensory box for all • changes in lighting • changes in seating • reduction of visual clutter

Bright lights, mid-day sun, reflected lights, strobe lights, flickering lights, fluorescent lights; each seemed to sear my eyes…my head would feel tight, my stomach would churn, and my pulse would run my heart ragged until I found a safety zone. (Lianne Holliday Willey, 1999)

I hear things that many people can’t hear. For example, I can be in one room of the house and hear what my

mother is saying on the telephone even when she has the door shut. There are also certain sounds that are painful

to listen to like the microwave, the telephone ring, lawnmowers, leaf blowers, the blender, babies crying,

vacuum cleaners… (Tyler Fihe, 2000)

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7. lists, manuals, & guides

choices for study hall (when homework is done) • SSR/reading • cartooning • crossword book • work on screen play • get a pass to work in AV

How to create & submit

an appropriate book

report

9th graders guide to Navigating the hallway 1.  You only have 6 minutes to pass so don’t

linger to talk to friends between classes. 2.  On the stairs and in the hallways, walk on the

right side (otherwise people might run into you.)

3.  Put your earplugs in if you are feeling overwhelmed and the noise is bothering you.

4.  Don’t run. It isn’t safe. 5.  Look up and say “hello” to the kids you know.

6. differentiated materials •  to boost participation (e.g.,

story kits) •  to motivate (e.g., Bob Barker

microphone) •  to enhance learning (e.g.,

guided notes, manipulatives) •  to meet sensory needs (e.g.,

vibrating pen, inflatable globe)

•  to target individual objectives (e.g., lap-top lectures)

•  to connect students to peers (e.g., buddies notebook)

5. video modeling & 4. other visual supports

• see-me-strong book • first/then board • cues & directions (e.g., STOP) • diagrams, maps, illustrations

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3. safe space (prevention not punishment)

•  study area •  alternative space

(hallway) •  another room if

needed

2. breaks & movement (proactive vs. reactive)

1. understanding, flexibility

& sense of humor

Advocate for Academics

• All learners need an academic education

• Academics are functional

• Curriculum matters!

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Station Teaching: Reese Station #1: Internet: Geology Websites

Station #2: Fossils

Station #3: Textbook Questions

Station #4: Discussion with Teacher

Station #5: Sandwich Demonstration (bread, chunky peanut butter, jelly, and raisins). The various sandwich layers represent sedimentary rock, aggregate, magma, and sandstone.

“Well…he did spell TOYOTA the other day.”

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Question the “Color Curriculum” (Focus on Developmental Milestones) & Question the “Cooking Curriculum” (Focus on Functional Skills)

•  Beware of the “12 years of color identification”

•  What beliefs are at the heart of this curriculum?

If you MUST teach color I.D.

Mercury by Ashley Mercury is the closest planet to the sun and the eighth

largest. Do you like Mercury? Mercury is grey.

If you MUST teach sequencing

Rosa Parks sits in the front of the bus, 1955

Bus Boycott, 1955

March on Washington, 1963

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standard: explain to others how to

solve a numerical problem

change how the

student “explains”:

-by writing it out

-by drawing it

-collaboratively

with a friend

change the complexity of the problem: - subtraction - -adding fractions - -multiplying binomials

Build From Strengths &

Don’t Use Comforts As Rewards

• Plan the schedule in reverse • Avoid using favorite activities

as rewards…instead use them as tools for including the student

“Just Give Him the Whale” What does Pedro’s story mean for us in our work with students?

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Emeril as Inclusion Facilitator •  “Today’s Menu” •  Chef’s hat & “bam” •  Desk Emeril •  Cooking-related lessons •  Pampered chef-inspired writing supports

Cursive writing is cool!

http://www.paulakluth.com/articles/usingstrengths.html for more on using strengths to support learners with autism

language arts • introduce weather section of newspaper • disaster fiction • teach e-mail & web skills – surf for weather stats, info.

Example of strengths-based curriculum map: WEATHER

science • how to read barometer and other gadgets • hand-on science experiments • have student learn about jobs like weather person, volunteer with disaster relief

social skills/relationships • teach about feelings- “are you feeling gloomy and rainy today or sunny”? • teach music- “Singing in the Rain”; “Sunny Weather”

communication skills • support communication skills; have student teach others about weather or give daily weather fact

math • study the distance certain storms travel • focus on weather statistics, look for patterns across regions • graph the weather daily

Communicate with Students & Honor Their Communication

•  If you want a good communication partner, BE a good communication partner

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More Communication Strategies

•  Use communication that is less direct (e.g., puppets, funny voice, microphone)

•  Be clear & precise (e.g., “Open your math book and complete problems 1-5” instead of “Get started on your work”)

•  Incorporate visual supports (e.g., sign language, written language)

•  Give as many communication opportunities as possible (& connect to content)

•  Teach AAC to ALL students (e.g., yes/no cards, sign language)

see: http://www.paulakluth.com/articles/commdifferences.html for more ideas on supporting communication

Share “What Works”

•  Share success instead of only difficulties

•  Share the very UNIQUE & HIGHLY INDIVIDUALIZED ways that students with disabilities learn and show their skills

Strengths & Strategies Pages Gifts, Strengths, Talents, Interests: MISCHA

–  Very polite –  Knows how to add with a calculator –  Enjoys doing class jobs (e.g., watering plants) –  Likes to look at magazines- especially those featuring animals –  Knows left from right –  Knows how to use her CD player –  Loves the “Dixie Chicks” –  Can read her “All About Me” book independently –  Likes to talk in front of the class –  Plays with Mega-bots and creates neat stories with the characters –  Loves to sing folk songs- especially “Peter, Paul, & Mary” –  Exceptional memory- knows all of the birthdays of friends and staff

members –  Knows how to play 4 computer games on her own

http://www.paulakluth.com/articles/strengthstrateg.html for a blank template of this tool and an article about uses

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Strengths & Strategies Pages Things That Work: MISCHA

–  encouraging her to “do her positive self-talk” if she seems frustrated by a task –  letting her review her “recess choice” book before going on the playground –  having her start the day by looking at her favorite farm magazine –  letting her “read” more than one book at a time, she likes to spread them out and review two

at once –  allowing her to occasionally do her math problems on the chalk board (this is very

motivating for her) –  letting her send e-mail to friends (helps her work on her writing skills) –  ask her to help with organizing things in the classroom (e.g., straighten library books)- she

loves it –  challenge her with hard questions related to her areas of interest (farm animals, Sponge

Bob, cartoons) –  give her opportunities to share her “All About Me” book with friends –  she may need to circle the table before he takes a seat- allow her to do this –  sometimes likes to know exactly where her work space is (you can tape it off to show her) –  helping her to change topics by bringing up special interests –  may need to take little “safe spot” or relaxation breaks –  use Sponge Bob to interest her in activities- for instance, let her write stories about him –  using photographs to interact with her (have students bring photos to show her and let her

show her photos to others) –  letting her help to teach a part of a lesson (she likes to help the teacher)

What does all of this mean for administrators? •  Emphasize that “absence of evidence is not evidence

of absence” •  Ask teachers to “presume competence” •  Think beyond “rewards & punishments” – look for

creative solutions (e.g., visuals, sensory) •  Put the focus on curriculum & instruction (you can’t

focus on behavior without context) •  For those who are/will be included, ask teachers to

focus on process and progress

For more information, please visit me at www.paulakluth.com

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Autism means a different way of seeing the world and I always invite my teachers to buy a ticket on the journey to reaching the station called acceptance and full knowledge. Some reach the final destination and some hop off at the beginning. They need to be as a conductor and guide me through the many places I may get lost in. The math maze I am the leader. The English maze is confusing and then I need my conductor. And so remember that teachers need patience, and curiosity, desire to give life to education and all persons who place their dollar in the gate and deem it possible to come out a world class traveler.

Jamie Burke (The Advocate, 2002)