Ideas for Inclusive Classrooms. Supporting Students With Autism: 1. Ideas for Inclusive Classrooms. ![]() Printable templates for children's back to school crafts for preschool, kindergarten and elementary school kids. Students autism or special needs may benefit from structure and visually based calendar tasks. Including a hands-on component to your morning meeting or circle time. Geneva Centre for Autism E-Learning Visuals Click on the picture to see the entire collection. How can we do better supporting students with autism? These simple ideas may work for a myriad of students but they are particularly helpful for educating students with autism, Asperger's syndrome, and other spectrum labels. They can help a teacher of any grade level or subject area plan lessons and engineer a safe and comfortable classroom for students with autism and other unique learning characteristics. While these documents are certainly one source of information, they are seldom the most helpful source of information. Teachers wanting to know more about a student with autism should ask that student to provide information. Some students will be quite wiling and able to share information while others may need coaxing or support from family members. Teachers might ask for this information in a myriad of ways. For instance, they might ask the student to take a short survey or sit for an interview. One teacher asked his student with autism, to create a list of teaching tips that might help kids with learning differences. The teacher then published the guide and gave it out to all educators in the school. RB0102 Teaching Students with Autism A Resource Guide for Schools Ministry of Education Special Programs Branch 2000.Parents can share the teaching tips they have found most useful in the home or provide videotapes of the learner engaged in different family and community activities. These types of materials tend to give educators ideas that are more useful and concrete than do traditional educational reports and assessments. In particular, these observations should focus on the student's successes: What can this student do well? Where is she strong? What has worked to create success for the student? Some are uncomfortable changing from environment to environment, while others have problems moving from activity to activity. Individuals with autism report that changes can be extremely difficult causing stress and feelings of disorientation. Teachers can minimize the discomfort students may feel when transitioning by. Giving five and one minute reminders to the whole class before any transition. Providing the student or entire class with a transitional activity such as writing in a homework notebook or for younger students, singing a short song about . In elementary classrooms, teachers can ask all students to move from place to place with a partner. In middle and high school classrooms, students with autism might choose a peer to walk with during passing time. Give the student a transition aid. ![]() Some students need to carry a toy, object, or picture, or other aid to facilitate their movement from one place to the next. Give Fidget Supports. Oftentimes, learners with autism struggle to stay seated or to remain in the classroom for extended periods of time. While allowing learners to move frequently is one way to approach this need, some students can be equally comforted if they have an object to manipulate during lessons. One student I know likes to pick apart the threads on patches of denim. Another folds and unfolds a drinking straw during long lecture periods. Many learners with and without identified needs appear better able to concentrate on a lecture or activity when they are given the opportunity to doodle on a notepad, write on their folders, or sketch in a notebook. Consider implementing support strategies that all students might find useful. For example, students can attach a small . Teachers can also. Have students copy down assignments, pack book bags, put materials away, and clean work spaces together. Specific skills can even be taught during this time (e. Ask all students to do two- minute clean- up and organization sessions at the end of class; or. Provide checklists around the classroom- especially in key activity areas. For instance, a checklist can be placed near a classroom assignment ? Is your name on the paper?) or on the front of the classroom door (e. Do you have a pencil? Homework?). 5) Assign Class Jobs. Many students with autism are comforted by routines and predictability. Class routines and jobs can provide this type of structure while also serving as opportunities to provide instruction and skill practice. A student who likes to organize materials might be put in charge of collecting equipment in physical education. A student who is comforted by order might be asked to straighten the classroom library. In one elementary classroom, Maria, a student with autism, was sometimes given the chore of completing the lunch count. Counting the raised hands and having to record the right numbers in the right spaces helped to build Maria's literacy and numeracy skills. Social Skills Games Fraction Pal is an awesome way for students to practice operations with fractions. Students work with the system on a step-by-step basis to solve any fractions problem. Practical Autism Resources was established by Kathryn Whitaker, Linda Mulley and Chris Knippenberg in 2009 in order to provide services and resources to the dedicated. Some learners will need walking breaks – these breaks can last anywhere from a few seconds to fifteen or twenty minutes. Some students will need to walk up and down a hallway once or twice, others will be fine if allowed to wander around in the classroom. He regularly gave students a prompt to discuss (e. What do you know about probability?) and then directed them to . After ten minutes of movement, he brought the students back together and asked them to discuss their conversations.
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