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.
Slide 4
Agenda Inclusion- Purpose and best practice ASD Overview Break
Possible Challenges in the general education classroom Now what-
Strategies to Help support ASD Lunch Social Stories Putting it all
together Real World Experience Make and Take
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INCLUSION- THEORY AND BEST PRACTICES
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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
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Components of Successful Inclusion Educators in new roles
Effective support systems Multi-level instruction Team approach
Home-School partnerships Focus on what children can do
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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
Slide 9
Slide 10
Universal Structures that Support Inclusion 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
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ASD OVERVIEW WHAT YOU NEED TO KNOW PRE-ASSESSMENT LETS SEE WHAT
YOU KNOW
Slide 12
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.
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The Autism Umbrella
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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
Slide 15
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. Retts 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.
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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
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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
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Prevalence and Causes 1 in 110 Male to female ratio 4:1 Genetic
Brain structure Environmental Viral factots
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HTTP://WWW.YOUTUBE.COM/ WATCH?V=L2HIIVF5GJI
Slide 21
ASD AND CHALLENGES THAT OCCUR IN THE GENERAL EDUCATION
CLASSROOM
Slide 22
Basic Challenges in the General Education Environment Different
academic levels Transitions Social issues Communication issues
(directions, interpretations) Sensory needs Self-Management
Slide 23
Characteristics That Impact Success in School- Cognition
Maturity Rote memory Problem solving skills Generalization Special
interests
Slide 24
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
Slide 25
Characteristics That Impact Success School- Communication and
Social
Slide 26
- Language and Socialization Issues continues A tendency to
interpret words and phrases concretely Difficulty with realizing
that other peoples 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
Slide 27
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.
Slide 28
Characteristics That Impact on Success in School- Behavior Not
teaching expectations explicitly Anxiety and stress Depression
Distractibility and inattention External and internal tantrums and
meltdowns
Slide 29
NOW WHAT? STRATEGIES TO SUPPORT ASD IN THE GENERAL EDUCATION
CLASSROOM
Slide 30
Now What? Consider student strengths Structure and
communication, sensory and behavioral supports Academic
supports
Slide 31
How Do I Provide Success? ASK ME Accepting-need to understand
the characteristics of the individual Structured- activities and
environment Kind and Supportive- staff, peers, family Motivating-
enjoyable tasks or working for a preferred activity Enriching- love
to learn
Slide 32
Consistency and Clear Communication of Expectations
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.
Slide 33
Sensory Strategies Sensory diet-a planned and scheduled
activity program designed to meet a childs specific sensory needs
Incorporates naturally occurring opportunities for children to get
the sensory stimulation they need Add sample of sensory diet
Slide 34
Sensory Activities Load/unload chairs Deliver materials Set up
equipment Carry backpack Push library cart Rake, shovel, dig Pull
wagon Crush Cans Sharpen pencils *be sure to consult with
occupational therapist
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Behavior and Reinforcement Natural reinforcers Social
reinforcers Activity reinforcers Tangible reinforcers Token
reinforcers
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Choosing Reinforcers Make sure the reinforcer is valued.
Preferred and tailored to the child Remember, what is reinforcing
to one child may not be to another Interest Inventory and
preference assessment
Slide 37
Strategies Add visual cues to verbal directions Use motivators
Get attention before giving direction Accept approximations of
desired behavior and shape Use behavioral momentum Leisure skills
instruction Token systems Self-monitoring Use of a break card
Slide 38
More Strategies Social Stories First, Then Schedules Verbal
warnings Timer Natural cues Give choices (limited) Restate in
simpler language Pair with a buddy to help in transitions
Slide 39
LETS GET REALLY SPECIFIC!
Slide 40
Specific Situations Problem Difficulty completing assignments
Strategy Reduce total amount of work BUT select tasks that are
needed to accomplish objectives Use of visual timer to define work
times Assign easier tasks first Consider colored overlay for
improving reading speed
Slide 41
Break Down Task It is difficult for our students with Aspergers
to plan long term projects You need to help break down task into
achievable segments with definite start and finish dates.
Slide 42
Specific Situations Problem Short attention span Cant regulate
behavior Strategy Use of study carrel Sit close to teacher Adjust
the time allotted for learning, completing assignments, testing,
etc. Use routines/post schedule Differential reinforcement chill
out space Provide choices
Slide 43
Specific Situations Problem Fine motor problems The lunchroom
is sensory overload Strategy Allow use of computer Grade mechanics
and content separately Assistive technology Lunch Bunch or Circle
of Friends Scheduling Seating
Slide 44
Specific Situations Problem Not motivated Dealing with anxiety
Strategy Use special interest or talent Token strip/contract *hint:
be wary of response-cost! Self-monitoring Alternate preferred and
non-preferred activities Provide breaks Pelf-calming statements
Chill out space
Slide 45
Specific Situations Problem Navigating day/class Dealing with
bullies Strategy Schedule posted in each class (visual) Peer mentor
Self-advocacy skills (ex. ask for help, etc.) Circle of Friends
Peer conferencing and support
Slide 46
Specific Situations Problem Difficulty regulating emotions
Blurting out Strategy Reflective listening Chill out space
(tickets) Talk tickets Journal for questions/comments
Slide 47
Specific Situations Problem Organization Following directions
Strategy Color code subjects with folders Backpack checklist
Diagram in desk Double check directions/post on board Oral
directions to written directions w/pics
Slide 48
Token Systems Increase Compliance & Appropriate
Behavior
Slide 49
Break Cards
Slide 50
First Then
Slide 51
Lunch Back from lunch-
http://www.youtube.com/user/ocalivideos#p/u/6/ 02V_8MvxCmQ
Slide 52
SOCIAL STORIES
Slide 53
SOCIAL STORY-- Perspective Sentences Perspective sentences
describe the thoughts, feelings or mood of OTHER people. They talk
about what is motivating other people to do what they do. You
normally would not write about what your child is thinking or
feeling because you dont really knowunless of course, your child
tells you. Examples: My teacher knows a lot about math. Some kids
try to work hard so they can get a sticker. Lots of children like
candy. These sentences give the story heart and describe the
emotional and cognitive part of a social situation. Add social
story directions
Slide 54
SOCIAL STORY--Descriptive Sentences These are truthful,
opinion-free, assumption-free statements of the facts. Descriptive
sentences talk about: -Where it occurs -Who is involved -What they
are doing -Why they are doing it i.e. Sometimes my mommy reads to
me. Sometimes it snows in the winter. We usually go to Grandmas
house for Thanksgiving. Descriptive sentences form the backbone of
your story. They are the sentences youll use the most. 5353
Slide 55
SOCIAL STORY-- Directive Sentences Directive Sentences identify
a suggested response or a choice of responses to a situation. With
a directive sentence you are gently directing the childs behavior.
These sentences are always stated positivelyinstead of I will not
hit, you can say: I will try to keep my hands in my pockets. I will
try to sit in my chair. I could ask for a hug. Directive sentences
often begin with I can try, I will work on and One thing I can do
is You need to be careful here because if you say I will.. you may
make the child think he has to respond in a certain waythat theres
no other option or room for error. These kids can be very literal
so you need to include some flexibility in your statements.
Directive sentences often follow descriptive sentencesyoure sharing
information about what is expected.
Slide 56
SOCIAL STORY-- Affirmative Sentences Affirmative sentences
enhance meaning of surrounding sentences. They often stress an
important point or refer to a rule or law. They reflect values or
opinions of people in general, NOT specific people. You can use
them to reassure a child: i.e. The toilet makes a loud noise when
it flushes. This is okay. Most kids slide down the slide on their
bottoms. This is a safe thing to do. In general, your story should
have mostly descriptive, perspective and affirmative sentences and
maybe 1 or 2 directives. The most common mistake is using too many
directive sentences.
Slide 57
Basic Social Story Ratio 0-1 (Partial or Complete) Directive
sentences=Basic Story 2-5 (Partial or Complete) Descriptive,
Perspective, and/or affirmative sentences Ratio applies to the
story as a whole. The story could begin with 7 descriptive
sentences and close with 2 directive sentences.
Slide 58
5757
Slide 59
Social StoriesI DO! Blurting out in class When my teacher talks
I need to be quiet and listen I should raise my hand and wait for
the teacher to call on me to talk Sometimes the teacher may call on
someone else If I call out the other kids cant hear the teacher The
teacher is happy when I wait my turn The teacher is happy when I
raise my hand Good for me!!!!
Slide 60
We DO! We can write a story together. Lets try one now!
Slide 61
You DO! Your turn! Use the information you have learned from
examples, types of sentences and recommended ratio of sentences to
create a social story for the behavior or scenario assigned to your
group. Write the story on the paper. You may include illustrations
(visuals).
Slide 62
Social Story reminders The first story should describe a skill
or situation that is typically successful or problem-free. At least
half of the stories developed for a child should bring attention to
positive achievements. (purpose to acknowledge achievement)
Slide 63
WHY DOES MY TEACHER TELL ME WHAT TO DO? A SOCIAL STORY!
Slide 64
Sometimes my teacher needs to correct me when I am at school so
she can help me learn something new.
Slide 65
My teacher is trying hard to teach me things that will help me
grow up and make good choices. She wants what is best for me!
Slide 66
It can upset me sometimes when she is not happy with me or my
choices but I need to remember that she cares about me and is
trying to help.
Slide 67
When my teacher tells me something, I need to smile and say
o.k.
Slide 68
If I do this my teacher will stay happy and we will have a
great day together at school!!
