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Special Education (Identifying Autism (Shows little interest in mixing…
Special Education
Identifying Autism
Shows little interest in mixing with other students, prefers their own company
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Repeats phrases that they have heard, often in an inappropriate context
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Struggles to understand idioms, metahpors, non-literal type lanauge
Will attempt to correct a speaker on seemingly trivial, irrelavent points
speaks in a way that could be described as paruliar, monosyllabic, repetive etc
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Fails to recognizes or misreads body language, facial expressions, tone and voume
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displays great difficulty in expressing their wants, needs and feelings
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Hearing Impairment
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Group Work
have visual aids, posters or items to be referred to available
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have students, teacher or aid review comments if unheard; check comprehension using direct questions
If the student is using a radio microphone or loop system, remember that all contributors to the group speak into the microphone one at a time
Seating
Arrange the room so that the student can see everyone by putting chairs in a circle or horseshoe so the student can easily look from speaker to speaker
ensure proper lighting is available to the classroom and that the speaker isn't in front of a major light source that could hinder a students ability to lip read
Visual Aids
Ensure that students receive important information such as assignment details and changes in class times. Remember that deaf or hearing-impaired students may miss it if it is only advertised verbally so back it up with an email or written note for everyone.
Make use of visual material, i.e. handouts, key vocabulary, diagrams, written instructions
Try to provide new vocabulary in advance or write it on the board. Unknown words are impossible to lipread
When using white boards or flipcharts, allow the students’ time to read what is written before starting to speak interpreter or turn up the lights again before beginning the commentary.
Be aware that a deaf person cannot read or take notes at the same time as lip-reading - allow time for a student to look at the relevant section of a handout, and then make sure you have his attention before commenting on it
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Autism
Classroom Structure
Create a routine; establish a pattern which includes a classroom greeting, a special starter activity, then similar transition cues and wrap-ups. Close the activity or day the same way, setting up structure, clear expectations, and routine.
Using a change card, the teacher can help the child with ASD to transition more easily from one activity to another.
A visual schedule gives clear structure to the day because it presents daily activities in a logical sequence
Minimize distracting material like extra pens, colors, iPads, or laptops (if not required for work). Less clutter is often better. Create an individual work area or a concentration corner.
Visual structure or signposts are needed for many typical classroom situations when working with pupils with ASDs
Assignments
Give prompts (key words) for a child to get started with a writing piece. Be prepared that it may take two to three drafts before it is complete. Highlight the important keywords to help the student stay on topic
Increase font size and allow more spacing (with less clutter) to help the child understand the content better and improve focus
Use an edit wheel which outlines the basics of writing to provide a checklist to the student for punctuation (using capitals for start of sentence or name of place, person, full stop, neat work, etc.)
Strive for quality rather than quantity. Smaller assignments broken down over chunks of time can help the child stay calm and focused
Instruction
Give one direction at a time. Multiple instructions can be too much for the child to handle. Quietly repeat directions to him/her after they have been given to the rest of the class.
Use alerting cues such as “This is important” to help a child focus at the right time. Some other ways can be to signal that someone has to answer, use the child’s name, stand close and pat, or walk around the classroom
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Reward attention and timely accomplishments, even if it not the standard of a class. Children need to have a sense of achievement
Provide two to three choices to foster independence, but not too many so that it leads to confusion
Technology
Visual Aids – Although autism does not always associate with weakened vision, having advanced visual aids can help focus an autistic student more efficiently. These may include enlarged images, screen magnifiers, captioning, and large print books
Mobility – Wheelchairs, walkers and grab rails
ADL’s (Activities of Daily Living) – Adapted eating utensils and drinking devices as well as specialized toilet seats and adaptive dressing devices.
Auditor Aids – The same concept is applied to hearing. Classroom amplification, books on tape and hearing aids all target focused encouragement.
Physical Play – Adaptive toys and games, sporting equipment and beeping balls.
Reinforced Communication – To effectively relate in the classroom as well as integrate into more social relations, reinforced classroom technology for communication can help. Assistive tools such as smart boards, tablets, speech synthesizers, eye gaze boards, and social computer games can make a difference.
Seating – Non-slip surface chairs, blocks for feet, head supports and bean bag chairs.
Applications
"I Can Have a Conversation with You!:" An easy-to-follow, self-explanatory program engages the learner’s interest within a fun, supportive environment so that learning to communicate is naturally reinforcing
"SceneSpeak:" creates interactive displays and stories with text-to-speech voices added to narrate scenes
"Speech with Milo:" helps children develop storytelling skills by creating an interactive story book
"Choiceworks:" helps children complete daily routines and tasks, understanding and controlling feelings and to improve their patience
"Daycape:" allows therapists, teachers, parents, and even the child themselves to set up visual schedules. Benefiting grades pre-k through 5th, this app is an excellent way to help children with a variety of disabilities to manage their day
"Proloquo2Go:" augmentative communication application (AAC) that offers picture only, picture and text, and keyboard options for message formulation.
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