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STAND UP!
• Suzy is going to give you a few statements. If they apply to you, stand up and look around the room to see who else is standing before taking your seat. Be prepared to share your answer .
I am a GOLD STAR STRATEGY; use me in your classroom!
Targets• Identify some key components of Autism• Identify the 4 “Habits of Mind” to consider
with peers and others on the spectrum• Recognize specific tools/supports you use to
help a peer/student with Autism or ANYONE• Ask questions!
WHAT IS AUTISM?
• Autism is a complex developmental disability that impacts the normal development of the brain in the areas of social interaction and communication skills.
How do they get it?
People with autism typicallyhave trouble
• communicating with others• social interactions• leisure activities• imaginative play
People with autism may exhibit
• aggressive behavior• repeated body movements• unusual responses to people• resistance to changes in routines• sensory sensitivity• unusual attachments or interests in objects.
Autism is a spectrum disorder; symptoms can vary greatly from
mild to severe
Social Communication contiuum
Thasya - Severely impaired as a
Social Communicator
Kira – Emergent Social
Communicator
Sheldon- Impaired Interactive/Nuance
Challenged as a Social
Communicator
4 Habits of Mind
• Be open, LISTEN, & wait• Watch your language• Presume competence• ALL behavior is communication
Video break…
Everybody wins!• How does inclusion help ALL
students and what does it look like?
Presume Competence & be patient for communication!
• Carly’s voice
STRATEGIES!
• How can we stretch our thinkng regardingstrategies for integratingstudents?
STOP TALKING!
The more you talk, the less they hear…
• 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
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
If I knew you were coming…
A couple of my favorite resources 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!
MORE 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
Exit Slip
On a post-it, write one or all of the following:
• + (Plus) – what is one positive or new idea you gleaned from today’s presentation?
• - (Minus) – what is one minus from today’s presentation or something you would change?
• - !/? (Interesting) – what is something you found to be interesting from today’s presentation?
Video Break!
• Let’s hear from some kids who have autism (they have great accents as they live in the United Kingdom)!
• My Autism and Me