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Handout:Inclusive Supports for Students with ASD

Shannon Stuart, Ph.D.Special Education Graduate Coordinator Autism Specialist Certificate Coordinator

School environment can be challenging for students with ASDTransitions• Require multiple changes• Predictable and yet still unpredictable

Sights and sounds of hallways • Noise and commotion can be overwhelming • After navigating the hallways, students are often stressed and unsettled

Students with ASD often have difficulty:• Picking out important information from the environment • Understanding what they are supposed to do

Structure is Key

- Spell out where homework goes and where to get materials - Make information accessible- Provide Structure- Make task expectations clear- Create a predictable classroom

Priming

Exposure to academic course material or tasks before instruction

• Why should you use this strategy? • It gives students the chance to become familiar with the material or skills, and

increases the likelihood they will learn and use key concepts • Priming is most effective when it is built into the student’s daily

routine

Academic Modifications

• When the content or format of assignments are adapted to meet the student’s specific needs • Examples:• Read directions out loud• Extended time on assignments

• IEP at a glance/cheat sheet can be useful to communicate academic modifications

Visual Supports

• Visual support module with printouts

Sam, A., & AFIRM Team. (2015). Visual supports. Chapel Hill, NC: National Professional Development Center on Autism Spectrum Disorder, FPG Child Development Center, University of North Carolina. Retrieved fromhttp://afirm.fpg.unc.edu/visual-supports

Reinforcement

• Reinforcement module with printouts

Sam, A., & AFIRM Team. (2015). Reinforcement. Chapel Hill, NC: National Professional Development Center on Autism Spectrum Disorder, FPG Child Development Center, University of North Carolina. Retrieved from http://afirm.fpg.unc.edu/reinforcement

Home Base

• Link to a Home Base module with printouts

Coffin, A. B., & Bassity, K. (2007). Home base: Online training module (Columbus: Ohio Center for Autism and Low Incidence). In Ohio Center for Autism and Low Incidence (OCALI), Autism Internet Modules, www.autisminternetmodules.org. Columbus, OH: OCALI.

https://autisminternetmodules.org/mod_view.php?nav_id=384