STRATEGIES FOR INCLUDING STUDENTS WITH AUTISM

Presenters:

Dana Allen

Paula Quirk

Pat Gerdeman

Expectations For The Day

Turn of cell phones

Be excited about learning Ask questions/make comments

(participation)

Work well with others = Color in a puzzle piece when you meet the expectation!

Then earn your reward when the circle is all colored in- woo hoo!

Disclaimer

The PowerPoint has been reviewed and edited multiple times up to the last minute.

The most recent version can be viewed on:

duvalasd.wikispaces.com Be sure to check it out!!!

Objectives Participants will gain knowledge about laws,

background and best practice for inclusion of students with autism

Participants will gain knowledge of characteristics/differences specific to individuals with autism spectrum disorder (ASD)

Participants will identify specific challenges for individuals with ASD in the general education setting and gain knowledge of the supports designed to increase their success in the general education setting

Participants will learn and implement educational and classroom best practices for students with ASD within in the general educational setting.

Agenda

Inclusion- Purpose and best practice ASD Overview Break Possible Challenges in the general

education classroom Now what- Strategies to help support

ASD Lunch More strategies Make and Take

INCLUSION- THEORY AND BEST

PRACTICES

Inclusion & IDEIA

IDEIA has a strong preference for educating students with disabilities in regular classes with appropriate aids and services

The general classroom MUST be the FIRST place considered

With the student in mind, educators must consider how supplementary aids, services and other supports can be used to ensure that the student can be educated in the general education classroom to the maximum extent appropriate

Components of Successful Inclusion

Educators in new rolesEffective support systemsMulti-level instructionTeam approachHome-School partnershipsFocus on what children can do

Benefits of Inclusion for Students with Disabilities

Access to the rich core curriculum Opportunities to participate in the

life of the school community Increase in communication and

social interaction opportunities Access to age-appropriate modes of

behavior and communication skills Opportunities to build a network of

friends

Why Inclusion?

http://www.youtube.com/watch?v=t2KF1ZfRip4&safety_mode=true&persist_safety_mode=1&safe=active

ASD OVERVIEWWHAT YOU NEED TO KNOW

PRE-ASSESSMENTLET’S SEE WHAT YOU

KNOW

What Do I Need To Know?

While individuals on the Autism Spectrum have

similar characteristics, no two individuals with Autism Spectrum Disorders (ASD)

will appear the same.

The Autism Umbrella

Characteristics Autism Spectrum Disorders

Social deficits Restricted patterns of behaviors, interests

and activities Communication deficits Sensory differences Cognitive differences Motor differences Emotional vulnerability Known medical or other biological factors

More specific about each

PDD-NOS-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.

Childhood Disintegrative Disorder (CDD)- also known as Heller's syndrome, is a condition in which children develop normally until ages 2 to 4, but then demonstrate a severe loss of social, communication and other skills.

Rett’s Disorder (RTT) – Rett syndrome is a neurodevelopmenal disorder that affects girls almost exclusively. It is characterized by normal early growth and development followed by a slowing of development, loss of purposeful use of the hands, distinctive hand movements, slowed brain and head growth, problems with walking, seizures, and intellectual disability.

High Functioning Autism

Children who are autistic by definition yet are able to communicate

May not have overly severe social impairments

IQ ratings are near normal, normal or even high

Asperger Syndrome

Normal language development Very literal , speak beyond their maturity

level, have difficulty with comprehension and abstract reasoning

Difficulty with social situations and unstructured time

Sensory difficulties Motor functioning issues Organization issues

Prevalence and Causes

1 in 110 Male to female ratio 4:1 Genetic Brain structure Environmental Viral factors

http://www.mtv.com/videos/true-life-i-have-autism/1554937/playlist.jhtml

ASD AND CHALLENGES THAT

OCCUR IN THE GENERAL EDUCATION

CLASSROOM

Basic Challenges in the General Education Environment

Different academic levels

Transitions

Social issues

Communication issues (directions,

interpretations)

Sensory needs

Self-Management

Characteristics That Impact Success in School- Cognition

Maturity

Rote memory

Problem solving skills

Generalization

Special interests

Characteristics That Impact Success in School- Communication and Social

Lack of communication system Lack of interest in socialization Echolalia present Pronoun reversals Perseveration/persistent questioning Lack of understanding that non-verbal

cues such as facial expressions, gestures, proximity and eye contact convey meaning and attitudes

Difficulty using language to initiate or maintain a conversation

-Communication and Socialization Issues continues

A tendency to interpret words and phrases concretely

Difficulty with realizing that other people’s perspective in conversation must be considered

Failure to understand the unstated rules or set of rules that everyone knows, that have not been directly taught

Lack of awareness that what you say to a person in one conversation may impact how they interact with you in the future

Characteristics That Impact Success School- Communication and Social

Characteristics That Impact Success in School- Sensory Awareness

The ability (or inability) to utilize the sensory information in an environment. -Smell, taste, touch, visual input, auditory,

vestibular (balance), proprioception (body awareness)

Student can not self-regulate sensory needs.

Characteristics That Impact on Success in School- Behavior

Anxiety, stress and depression

Distractibility and inattention

External and internal tantrums and meltdowns

NOW WHAT?

Let’s take a look at…http://www.youtube.com/user/ocalivideos#p/u/24/02V_8MvxCmQ

BEST PRACTICES AND STRATEGIES TO SUPPORT STUDENTS WITH ASD IN

THE GENERAL EDUCATION CLASSROOM

Considerations

Classroom Structure Academic supports Communication supports Behavioral supports Social skills supports Sensory supports

Classroom Structure Strategies

Communication of expectations is key Teacher expectations must be translated

into rules and routines that students understand

Often rules are posted, but expectations are inferred and vary from task to task

Individuals with ASD have difficulty integrating the social, cognitive, and communication domains, so regulating for different expectations is difficult for them.

Classroom Structure: Universal Supports

Classroom Design Multi-level Instruction Assistive Technology Routines (transitions/schedules) Positive Behavioral Supports Opportunities for Choice Visual Supports Peer Support Support Team Communication Home-School Connection Focus on what the child can do FLEXIBILITY/PATIENCE

Activity 1- Classroom Structures Step 1: Review indicators in Topic Column of

the Best Practices Road Map (BPRM). Step 2: Search and find helpful strategies and

tools within the Inclusive Programming book. Step 3: Record page numbers and description

on the what does it look like column on the BPRM.

Step 4: Be prepared to share with the group!!

Bonus- Review the Article “Ten Things Every Child With Autism Wishes you Wishes you Knew” by Ellen Notbhm

Which of the 10 things relate to Classroom Structure?

Communication Strategies

Add visual cues to verbal directions Get attention before giving direction Restate in simpler language Provide alternate mode of communic

ation

Activity 2- Communication Strategies

Step 1: Review indicators in Topic Column of the Best Practices Road Map (BPRM).

Step 2: Search and find helpful strategies and tools within the Inclusive Programming book.

Step 3: Record page numbers and description on the what does it look like column on the BPRM.

Step 4: Be prepared to share with the group!!

Bonus- Review the Article “Ten Things Every Child With Autism Wishes you Wishes you Knew” by Ellen Notbhm

Which of the 10 things relate to Communication?

Behavior Strategies

Accept approximations of desired behavior and shape

Use behavioral momentum Leisure skills instruction Token systems Self-monitoring Use motivators and make it worth it

Behavior Strategies Cont.

First…, Then… Schedules Verbal warnings Timer Natural cues Give choices (limited)

Behavior and Reinforcement Natural reinforcers Social reinforcers Activity reinforcers Tangible reinforcers Token reinforcers

Activity 3- Behavior Strategies Step 1: Review indicators in Topic Column of

the Best Practices Road Map (BPRM). Step 2: Search and find helpful strategies and

tools within the Inclusive Programming book. Step 3: Record page numbers and description

on the what does it look like column on the BPRM.

Step 4: Be prepared to share with the group!! Bonus- Review the Article “Ten Things Every Child With Autism

Wishes you Wishes you Knew” by Ellen Notbhm Which of the 10 things relate to Behavior Strategies?

Sensory Strategies

Sensory diet-a planned and scheduled activity program designed to meet a child’s specific sensory needs

Incorporates naturally occurring opportunities for children to get the sensory stimulation they need

Activity 4- Sensory

Step 1: Review indicators in Topic Column of the Best Practices Road Map (BPRM).

Step 2: Search and find helpful strategies and tools within the Inclusive Programming book.

Step 3: Record page numbers and description on the what does it look like column on the BPRM.

Step 4: Be prepared to share with the group!! Bonus- Review the Article “Ten Things Every Child With Autism

Wishes you Wishes you Knew” by Ellen Notbhm Which of the 10 things relate to Sensory?

Lunch

Social Skills Strategies

http://www.youtube.com/user/ocalivideos#p/u/25/4iDQimz317M

Social Skills Training- group or individual Social Stories http://www.youtube.com/watch?v=jSFYpITvNHI http://www.youtube.com/watch?v=sHZEvVIRudw&feature=related

Video modeling http://www.youtube.com/watch?v=7zoi_lMkXKI&feature=relmfu

Direct instruction of available curriculumsElementary -

Secondary- http://www.cccoe.net/social/skillslist.htm

Social Skills Strategies

Peer buddy programs (including modeling)

Hidden Curriculum Self-monitoring Embedded social activities Goal Setting & Contracts

Activity 5- Social Skills

Step 1: Review indicators in Topic Column of the Best Practices Road Map (BPRM).

Step 2: Search and find helpful strategies and tools within the Inclusive Programming book.

Step 3: Record page numbers and description on the what does it look like column on the BPRM.

Step 4: Be prepared to share with the group!! Bonus- Review the Article “Ten Things Every Child With Autism

Wishes you Wishes you Knew” by Ellen Notbhm Which of the 10 things relate to Social Skills?

Academic Strategies

Breakdown tasks First…, Then… Schedules Verbal warnings Timer Give choices (limited) Response Cards

Activity 6- Academic Strategies Step 1: Review indicators in Topic Column of

the Best Practices Road Map (BPRM). Step 2: Search and find helpful strategies and

tools within the Inclusive Programming book. Step 3: Record page numbers and description

on the what does it look like column on the BPRM.

Step 4: Be prepared to share with the group!! Bonus- Review the Article “Ten Things Every Child With Autism

Wishes you Wishes you Knew” by Ellen Notbhm Which of the 10 things relate to Academic Supports?

Real World Experience

It can be done!!!!

Let’s take a look at the goal: http://www.youtube.com/watch?

v=gSactvpsla0

Make and Take

THE END