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Planning in Reverse, Sharing Social Secrets &
18 Additional Ways to Support, Include, & Teach Students with Autism
Paula Kluth, [email protected]
website: www.paulakluth.com
Raising Student AchievementDecember 2006
The contents of these pages are intellectual property. This material may not be used, transmitted or reproduced unless in accordance with prior written instructions issued by Paula Kluth.
What do we think about when we hear “autism”?
AUTISM• Qualitative impairment
in social interaction• Qualitative impairment
in communication• Restricted repetitive
and stereotyped patterns of behavior, interests, and activities
Who are these students? The medical model
#1 Question the Medical Model of Disability
#2 Consider the “Insider” Perspective
Unique & highly individualized social skills and abilities
Communication differences and complexities
Often have expertise or deep interest in one or several topics; may have fascinations with objects as well
Communication Differences
#3 speak and write
#4 use a visual schedule
#5 whisper (shhhhh)
#6 be clear & precise
#7Use Indirect Communication
– Puppets/Toys
– Foreign Accents (or Second Language)
– Singing/Music
– Sign Language/Gestures
– Microphone
Junee Waites (2001), the mother of a man with autism shares in her book, Smiling at the Shadows,
that she couldn’t get her son to engage in household routines until she sang to him:
…I sang “We’re sweeping the floor, sweeping the floor! We’re making the bed, making the bed! Would you like…dah de
dah…a drink of milk…la la la…?”
Sometimes I’d wonder who had the problem, but [the] schemeworked. I sang merrily and Dane began to point to what he
wanted—-and he would look to me. (p. 41)
#8 Respect Gaze Avoidance! Do Not Focus on EYE CONTACT as a Goal
Wendy Lawson (1998), who has Asperger’s
syndrome, claims that making eye contact with a
speaker can result in a break down in
communication:• How much easier it it to hear someone if you can’t see his or
her face. Then words are pure and not distorted by grimaces and gestures. I can listen better to the tone of someone’s voice when I am not confused by the unwritten words of their
facial expressions.
Passions/Interests/Strengths
#9 plan in reverse
#10 use passions as teaching tools
#11 use passions to inspire new interests
aloft
Example of “building on strengths” activity:STUDENT LOVES WEATHERdisaster fictionintroduce student to weather section of newspaper how to read barometer and other gadgetshand-on science experimentsteach email and web skills – surf for weather informationteach music- “Singing in the Rain”; “Sunny Weather”support communication skills; have student teach others about weather or give daily weather facthave student learn about jobs like weather person, volunteer with disaster reliefteach about feelings- “are you feeling gloomy and rainy today or sunny”?
#12 POWER Cards, Mantras & Mottos
(cards, posters, book jackets)
You win some, you lose some!
1. Smile2. Extend your
hand3. Introduce yourself
Social Differences
#13 Teach Social Secrets or the “Hidden Curriculum”
• When people say “How are you?” in the hallway, they don’t really want to know. Just say “Fine.”
• If you need a break, you can say, “May I use the bathroom?” You can do this even if you don’t need to use the bathroom.
[Father] held up his right hand and spread his fingers out in a fan. I held up my left
hand and spread my fingers out in a fan and we made
our fingers and thumbs touch each other. We do
this because sometimes father wants to give me a
hug, but I do not like hugging people so we do this
instead, and it means that he loves me. (Haddon,
M. The curious incident of the dog in the night-time. p. 16)
Learning Differences/Curricular
Adaptations
#14 adapted materials (props)
#15 teach to the whole child (movement, sensory)
#16 keep learning active
Art ClassMr. Finer
Josh S.
The Primary colors are blue, red, and yellow and cannot be made by mixing other colors together.
Secondary colors are orange, purple and green and are made by mixing two primary colors from either side of the color wheel.
Tertiary colors are made by mixing a primary and a secondary color together. Like purple and blue, green and yellow or blue and green.
Complementary colors are opposite from each other on the color wheel and they contrast because they do not have any colors in common. Green is made by mixing yellow and blue, so it will complement red.
The Color Wheel is a chart that shows how colors are related and sorted to make it easier
for artist to mix the right colors for paint.
The Masters
Georgia O’Keeffe
O'Keeffe's originality and integrity earned her a reputation as one of the greatest American Artist of the twentieth century. Always loyal to her own vision, she painted her works without regard to public tastes or changing styles in American Art. Her paintings have retained a timeless quality that makes them look fresh and original still.
O'Keeffe's paintings of natural subjects-not only flowers, but animal bones, sea shells, rocks and desert landscapes-carry With them a peaceful balance of elements, reflecting the artist's love of her subjects as well as a highly developed sense of composition.
Calla Lily Turned Away
Artists with Autism
Ricky Hagedorn likes to make pictures of cars and airplanes on wood shingles using enamel and acrylic paint in rich primary colors, and his representations come to life: the chrome gleams and the sun beats down on the roof. He annotates his works with his own hieroglyphic system that identify the date of the work.
#17 Grab & Learn/Activity Boxes
A kindergarten mathematics activity box might include:• calculator or adding machine• dice• various worksheets • card games • wipe-off board/mini chalkboard• plastic or foam letters• cassette tapes or compact discs of math-related music (e.g., Sesame Street
Numbers)
A high school U.S. history activity box might include:• colorful atlas of the U.S.• flashcards or playing cards featuring famous Americans• crossword puzzles or word finds with historical themes• issues of Time, Newsweek, or National Geographic magazine• hand-held computer trivia game• brochures/pamphlets of American landmarks• small desk-top jigsaw puzzles with history themes (e.g., Civil War)
Sensory Differences
#18 Change the Environment-- lighting--seating
--organization
Guy constantly disrupted lessons because he arrived late to his classes, struggled to find a place to sit, and often did not have the necessary course materials.
…it was suggested that he should be allowed to have a fixed desk at which to sit in every lesson…. In each classroom the desk would also contain the minimum equipment necessary for him to cope with the lesson (paper, pens, ruler, etc.). Some teachers were happy to implement these suggestions and in their classes Guy’s behavior improved rapidly. Others refused to change long-established teaching practices and in these classes his behavior remained highly disruptive and erratic. (Howlin, 1998, p. 244)
#19 & 20 Listen to Students & Listen to FamiliesJasmine Lee O’ Neill (1999):Good professionals in the field spend a lot of time getting to know each new autistic client or pupil. They respect that sensitive person’s characteristic to live like a shy sea creature inside a vibrant, colourful, self-containing shell home. They are interested in each one as a human being. They delight in the surprises that unfold as they get to know the autistic individual. (p. 22).
Autism means a different way of seeing the world and I always invite my teachers to buy a ticket on the journey to reaching the station called acceptance and full knowledge. Some reach the final destination and some hop off at thebeginning. They need to be as a conductor and guide me through the many places I may get lost in. The math maze I am the leader. The English maze is confusing and then I need my conductor. And so remember that teachers need patience, and curiosity, desire to give life to education and all persons who place their dollar in the gate and deem it possible to come out a world class traveler.
Jamie Burke (The Advocate, 2002)
