52
You’re Going to LOVE This Kid!®-- Including Students with Autism Suzy Dees Bloomington Public Schools District 87

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

  • Upload
    mihaly

  • View
    37

  • Download
    0

Embed Size (px)

DESCRIPTION

You’re Going to LOVE This Kid!®-- Including Students with Autism. Suzy Dees Bloomington Public Schools District 87. STAND UP!. 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  - PowerPoint PPT Presentation

Citation preview

Page 1: 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

Page 2: You’re  Going to LOVE This Kid!®--  Including Students  with Autism

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!

Page 3: You’re  Going to LOVE This Kid!®--  Including Students  with Autism
Page 4: You’re  Going to LOVE This Kid!®--  Including Students  with Autism
Page 5: You’re  Going to LOVE This Kid!®--  Including Students  with Autism

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

Page 6: You’re  Going to LOVE This Kid!®--  Including Students  with Autism

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

Page 7: You’re  Going to LOVE This Kid!®--  Including Students  with Autism

Inclusive Schools from Paula Kluth

Page 8: You’re  Going to LOVE This Kid!®--  Including Students  with Autism

Pass the plate

Page 9: You’re  Going to LOVE This Kid!®--  Including Students  with Autism

Habits of Mindfrom Paula Kluth

Page 11: You’re  Going to LOVE This Kid!®--  Including Students  with Autism
Page 12: You’re  Going to LOVE This Kid!®--  Including Students  with Autism

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?

Page 13: You’re  Going to LOVE This Kid!®--  Including Students  with Autism
Page 14: You’re  Going to LOVE This Kid!®--  Including Students  with Autism
Page 15: You’re  Going to LOVE This Kid!®--  Including Students  with Autism
Page 16: You’re  Going to LOVE This Kid!®--  Including Students  with Autism

If I knew you were coming…

Page 17: You’re  Going to LOVE This Kid!®--  Including Students  with Autism

How can we stretch our thinkng regardingstrategies for integratingstudents?

STRATEGIES!

Page 18: You’re  Going to LOVE This Kid!®--  Including Students  with Autism

Individualizing Objectives and Standards

Statement: The student will write for five different audiences

Adaptations: The student will independently write an e-mail

Page 19: You’re  Going to LOVE This Kid!®--  Including Students  with Autism

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

Page 20: You’re  Going to LOVE This Kid!®--  Including Students  with Autism

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.

Page 21: You’re  Going to LOVE This Kid!®--  Including Students  with Autism

Getting it Off the Page

Page 22: You’re  Going to LOVE This Kid!®--  Including Students  with Autism

Responding to Sensory Needs

Page 23: You’re  Going to LOVE This Kid!®--  Including Students  with Autism

Focusing on Relationships

Evaluating Curriculum and Instruction

Tapping into Interests

Teaching New Skills

Offering Safe Spaces and Breaks

Employing Positive Behavior Supports

Page 24: You’re  Going to LOVE This Kid!®--  Including Students  with Autism

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

Page 25: You’re  Going to LOVE This Kid!®--  Including Students  with Autism

Activity Schedules

First/Then Boards

Choice Menus

Written Words

Using Visuals

Page 26: You’re  Going to LOVE This Kid!®--  Including Students  with Autism

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…

Page 27: You’re  Going to LOVE This Kid!®--  Including Students  with Autism

Courtesy of www.do2learn.com

Visual Schedules

Page 28: You’re  Going to LOVE This Kid!®--  Including Students  with Autism
Page 29: You’re  Going to LOVE This Kid!®--  Including Students  with Autism
Page 30: You’re  Going to LOVE This Kid!®--  Including Students  with Autism
Page 31: You’re  Going to LOVE This Kid!®--  Including Students  with Autism

Schedule Change

Page 32: You’re  Going to LOVE This Kid!®--  Including Students  with Autism

First/Then Schedules(home and school)

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

FIRST THEN

Page 33: You’re  Going to LOVE This Kid!®--  Including Students  with Autism
Page 34: You’re  Going to LOVE This Kid!®--  Including Students  with Autism
Page 35: You’re  Going to LOVE This Kid!®--  Including Students  with Autism
Page 36: You’re  Going to LOVE This Kid!®--  Including Students  with Autism
Page 37: You’re  Going to LOVE This Kid!®--  Including Students  with Autism
Page 38: You’re  Going to LOVE This Kid!®--  Including Students  with Autism
Page 39: You’re  Going to LOVE This Kid!®--  Including Students  with Autism

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

Page 40: You’re  Going to LOVE This Kid!®--  Including Students  with Autism
Page 41: You’re  Going to LOVE This Kid!®--  Including Students  with Autism

Duet teaching

One Teach/One Assist

Parallel Teaching

Collaborating and Co-Teaching

Page 42: You’re  Going to LOVE This Kid!®--  Including Students  with Autism

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

Page 43: You’re  Going to LOVE This Kid!®--  Including Students  with Autism

Thumb up = This IS inclusion

Thumb down = This is NOT inclusion

Thumbs Up/Thumbs down

Page 44: You’re  Going to LOVE This Kid!®--  Including Students  with Autism

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.

Page 45: You’re  Going to LOVE This Kid!®--  Including Students  with Autism

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.

Page 46: You’re  Going to LOVE This Kid!®--  Including Students  with Autism

Inclusion Statement Evaluation

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

Problems: None

Page 47: You’re  Going to LOVE This Kid!®--  Including Students  with Autism

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.

Page 48: You’re  Going to LOVE This Kid!®--  Including Students  with Autism

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

Page 50: You’re  Going to LOVE This Kid!®--  Including Students  with Autism
Page 51: You’re  Going to LOVE This Kid!®--  Including Students  with Autism
Page 52: You’re  Going to LOVE This Kid!®--  Including Students  with Autism

The first follower

Something to ponder as you begin your journey…