You’re Going to LOVE This Kid!®-- Including Students with Autism. Suzy Dees Bloomington Public Schools District 87. STAND UP!. For this activity, as Suzy reads a statement, stand if the statement applies to you. If you stand, please be prepared to share with the group - PowerPoint PPT Presentation
Youre Going to LOVE This Kid!-- Including Students with AutismSuzy DeesBloomington Public Schools District 87
Materials needed:Directions to the activitiesPost-itsGiant post-itsLesson plan template1For this activity, as Suzy reads a statement, stand if the statement applies to you. If you stand, please be prepared to share with the group
Why is this a goodSTAND UP!
Stand up if you-- know a kid who can make you laugh so hard you snort, cry, or tell the story for days on end-- know someone with autism-- currently have students on your caseload with autism-- have a family member with autism-- have participated in workshops/trainings related to autism-- feel as if you diagnose others with autism on a regular basis--a definition of stimming The term "stimming" is short for self-stimulatory behavior, sometimes also called "stereotypic" behavior. In a person with autism, stimming usually refers to specific behaviors such as flapping, rocking, spinning, or repetition of words and phrases.-- know the name Alexis Wineman -- know the current CDC statistics on the number of children diagnosed with autism (1 in 88/1 in 54 boys)-- know a go-to strategy for a student on the spectrum in your school RIGHT NOW
This persons name and/or why this picture is significant (Alexis Wineman first Miss America contestant with Autism and voted Americas Choice) -- one way to accommodate3
From http://www.cdc.gov/ncbddd/autism/data.htmlhttp://www.webmd.com/brain/autism/news/20120329/autism-rates-cdc-2012 article from WebMd on the increase of autism rates4
I am a GOLD STAR STRATEGY; use me in your classroom!
Identify some key components of AutismIdentify the 4 Habits of Mind to consider with students on the spectrum (and ALL kids)Describe how inclusion will benefit all students in my classroomParticipate in group discussions surrounding the topic of including students with autism in classroomsRecognize specific tools/supports I can use immediately to assist in including kids on the spectrum (and ALL kids)Identify how we, can help facilitate legitimate academic and social success for our students on the spectrum in all settings
TargetsKWL+ chart6 Inclusive Schools from Paula Kluth
Have participants first fill out the Inclusion Worksheet and introduce the List it Here! Graphic Organizer as a way to capture ideas throughout the day.
Show Paulas video the chapter titled Inclusive Schools 2:50-14:13
Pay particular attention to the habits of mind#1 Ask questions like, what can I learn from this student? What is this student trying to show me? What are the complexities that this student brings to the classroom? What are some of the gifts this student brings to the classroom?#2 -- Instead of saying, He cant even sit for 10 minutes, it may be more helpful to say, He can sit for 7 minutes. And its not to say that you dont talk about challenges, but we always want to be thinking about, How am I thinking about this particular learner? Am I looking for the complexity in a child or am I making assumptions that will not be helpful? Also think about how you refer to the student does he/she feel part of the classroom or an addition every now and again? Building community is so important#3 Students on the spectrum are some of the most deceiving kids on the planet. And when I say that, I mean that so many students do not have reliable communication, do not have a way to express what they know. We dont know what they know.#4 Oftentimes, were asking the question, What do students without disabilities learn in an inclusive setting? What do they get out of it? And its the wrong question. You know, what do all students get out of diversity in their schooling environment?7Pass the plate
For this activity, participants will use the red plates (1 per table) and the vis--vis markers in the center of their tables. For 5 minutes, participants will take turns writing 1 new piece of information they gained during the video. After 5 minutes, groups will determine their best 1-2 answers on the plate and share out with the larger group.
What did you see/hear in the video that makes you think about inclusion, your school, your students, etc. Discuss with your group and capture your ideas on the List it Here! GOSome ideas that might be captured: Habits of mind, not negotiating the vision, do we have segregated spaces? If so, why? And lets try and change that. Its a PROCESS it takes time for us to learn about our studentsOver, under, around or through find a way make away
8 Habits of Mindfrom Paula Kluth
Review the habits of mind from the video#1 Ask questions like, what can I learn from this student? What is this student trying to show me? What are the complexities that this student brings to the classroom? What are some of the gifts this student brings to the classroom?#2 How am I thinking about this learner? Am I making assumptions that are not particularly helpful or am I looking at his strengths so that I can utilize those in the most effective way?#3 Students on the spectrum are some of the most deceiving kids on the planet. And when I say that, I mean that so many students do not have reliable communication, do not have a way to express what they know. We dont know what they know.#4 Oftentimes, were asking the question, What do students without disabilities learn in an inclusive setting? What do they get out of it? And its the wrong question. You know, what do all students get out of diversity in their schooling environment?9Carlys Voicehttp://www.goldenhatfoundation.org/about-us/blog/119-meet-carly-fleischmann
Carly reinforces the habit of mind to presume competence. Over under around or through find a way, make a way!
Carly now has a blog and a website promoting her book titled Carlys Voice10
Stand and Deliver Activity -- Describe the Carly video and your thoughts around it in one word. If someone says your word, you may sit down.
Break could come before or after this activity11Autism is a complex developmental disability that impacts the normal development of the brain in the areas of social interaction and communication skills.
WHAT IS AUTISM?
DSM definition lists autism as a deficit model
DSM definition lists it as a deficit modelWe dont tell people that there are gifts and abilities associated with autismWhen student is engaging in a repetitive movement (hitting self) figure out what is bothersome. Think; how do we help? Is he okay? Students movements are because of a fragile body~ pay attention to this!Many times children with autism are not as rigid as their teachers; accommodations might be needed for teachers instead; it is really two cultures meetingPaula feels that inclusion is a never ending process and that we must always include 100% of the time; theres a way, theres a way!!We have already participated in some brain breaks today. Brain breaks are a wonderful way to get all students involved in learning in an active way.12
From Susan Stokes, Autism ConsultantWhat is visible is just the tip of the iceberg the behaviors of ASD. What is NOT visible is
the features and characteristics of ASD: Learning/Thinking/Processing differences these students think differently and they process MUCH differently and in a different time frameSocial relation differences-- sometimes, the behavior is an attempt to connect to other people (Kira in the hallway)Communication differences these students communicate in a totally different way and dont understand how neurotypical people communicate Why dont you just say what you mean? Why do I have to try and read your body language AND what comes out of your mouth?Sensory processing differences lights, sounds, textures, all sorts of irritants could be under the surface, but since they dont have reliable communication, we just see their behavior as a way to let us know they need something to change or go back to the way it wasRestricted/repetitive patters of behaviors, actions, or interestsRigid, inflexible thinking
This is a form you could use as you explore the ASD Iceberg and how a students expressive communication needs can be met.14
First have people fill out the Characteristics of Autism sheet show (on document camera if available)/discuss how I filled out Kiras as an example
Second, show the chapter, from the DVD, titled Autism 14:38 23:55 and highlight they can also take notes on the List it Here! sheet Some ideas they might get from the video:
Communication differences dont use voice as much, use visual cuesSocial differences dont be shocked/offended by a very direct or seemingly inappropriate comments or questions, need help answering common social questions example of the boy asking about the weather in the middle of a Six Flags conversation . And be explicit. Teach students how to pretend how to make eye contactFascinations/Repetitive Movements use the fascinations whenever you can to engage the student in learning and also as calming in times of stress. Do an inventory using parents and the students. Try to use those as much as you can in the curriculum (the map). Encourage the class to get to know each other and respect each other for their likes and interests.Sensory sensitivity not officially part of the definition, but Paula thinks it should be. You can use this information as a part of being a detective why is the student melting down? Is it because of a sensory issue? Is the fire alarm too loud?
15If I knew you were coming
Birthday present analogy the thickest file folder in the world isnt worth the paper its printed on if you cant tell from the contents what you might buy this student as a birthday present. We need to get to know our students