Autism by Mari Powers

Autism defined by IDEA

Autism means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child's educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences.

IDEA Regulations: Part 300 / A / 300.8 / c / 1 / i

Statistics

CDC Report 2012 from http://www.autism-society.org/

1 in 88 are diagnosed
1 in 54 boys 

Austim Spectrum includes:

 

Autistic Disorder

Rett syndrome

Childhood disintegrative disorder

Pervasive developmental disorder-not otherwise specified (PDD-NOS)

Asperger syndrome

Characteristics

• Social Relationships:
  • Difficulty establishing relationships
  • Resist human contact
  • Issues with social interaction
  • Lack of eye contact
  • Uninterested in others

Communication

• Delayed language
• Struggle to maintain communication (conversations)
  • Poor communication leads to inappropriate behaviors (screaming, hitting, biting, running)
• Echolalic speech – repeat what others say

Repetitive Behaviors

Interests

• Narrow range of interests
• Can spend hours alone exploring 1 thing obessesively

Student Stress

• Tend to get stressed easily
• Difficultly dealing with stress
• Get stressed or “set off” by little things
• Often need rituals to complete tasks

Non Profit Organizations

www.autismspeaks.org

www.autism-society.org

Teacher Tips

• Create structured/predictable environments
• Establish and display clear procedure for tasks
• Establish and display rules
• Establish consistent pattern for instruction
•  Use visuals (pictures) for displaying rules and procedures
• Foster social interactions
  • Teach children with autism to take turns, wait, complete tasks, be flexible, be quiet…
• Communication
  • Variety of strategies depending on level of ASD
    • Language
    • Sign Language
    • Communication boards

Other tips:

• Social Stories: Brief stories of when certain behaviors are acceptable and not acceptable
• Picture Exchange Communication System: display picture of desired item or task…student responds…no words used
• Visual Schedules: Pictures that depict daily routines displayed in classroom and in student notebook
• Special Education Department: work with SPED to develop a plan that works with each individual student.

Resources from

http://www.autismspeaks.org/family-services/resource-library/tools-professionals

Autism Speaks School Community Tool Kit
This tool kit is intended to be a support for the general education and administrative school staff who interact with students with autism in various capacities.www.autismspeaks.org/school

Eden Autism Services Free Webinars: Teaching Students with Autism
This program provides free monthly webinars and "live chats," free lesson plans, and online discussion forums to help teachers connect and collaborate on the best practices for supporting students with autism.EffectiveStrategies for Students in Grades PreK-5
EffectiveStrategies for Students Grades 6-12

How to Set Up A Classroom for Students with Autism
A Manual for Teachers, Para-Professionals and Administratorswww.autismclassroom.com

Skills®: The Online Autism Solution
Skills® is an online tool for educators of children with autism that provides comprehensive assessment and curriculum, positive behavior support planning for challenging behavior, progress tracking and treatment evaluation all in one place.www.skillsforautism.com

ELL LEARNERS

http://www.edweek.org/ew/issues/english-language-learners/

The United States experienced phenomenal growth in the number of English-language learners over the first decade of the 21st century, expanding the need in many public schools to provide special language instruction. This article explains all of this.

http://www.nea.org/home/32346.htm

Achievement gaps between ELLs and non-ELL students are deeply rooted, pervasive, complex, and challenging for the National Education Association affiliates and members. The good news is that NEA is actively addressing the complex issues by engaging in research and advocacy and proposing strategies that we can pursue individually and collectively to help eliminate those gaps.

http://www.ncte.org/library/NCTEFiles/Resources/PolicyResearch/ELLResearchBrief.pdf

This website is actually a pdf that explains a whole boat load of facts and information on ell students. Some of the info included are statistics and key terms.

http://ies.ed.gov/ncee/wwc/topic.aspx?sid=6

This website is a site that allows you to search for other sites in ell. It actually is very effective even though it doesn’t seem so.

http://www.ascd.org/research-a-topic/english-language-learners-resources.aspx

Research a Topic pages are designed to guide you to the best resources on education-related topics and to put you in touch with fellow educators who share your interests. Each page contains a definition of the topic, a comprehensive list of ASCD material and professional development opportunities, and our picks for the best resources that exist beyond ASCD’s catalog.

7 Essential Questions from SERGE

I have  many questions to say the least about student's with disabilities. I have worked with few throughout my life working with my mother who was a preschool teacher, my own experiences with coaching student athletes with severe developmental issues.  Nonetheless, this website asked and gave answers to many questions that I would have.

Should students with disabilities be taught the same curriculum as other students?

• You are probably aware that Federal law, specifically the Individuals with Disabilities Education Act (IDEA), requires that students who have disabilities "be involved in and progress in the general education curriculum" [614 (d)(1)(A)(i)(1)(aa)]. This means that each student's IEP (Individual Education Plan) must include information about specific accommodations needed to assure that students who have disabilities meet the same curricular expectations and standards as their peers.

How can I develop lessons that will be good for all my students?

• While there are many different opinions and theories about lesson planning, most effective lessons contain the following components: (a) clearly stated objectives that you want students to learn; (b) an introduction to the lesson; (c) the engagement of students in learning activities designed to help them learn the desired content or skill; (d) opportunities for students to practice while you provide them with feedback on their progress; (e) a summary or closing to the lesson, and (f) assessments of what the students have learned.

What are some strategies for building a more positive sense of community in my classroom?

• "Inclusion is not trying to fit students with special needs into a mainstream; instead it is creating a mainstream where everyone fits." - R. Stronsnider
• We all would rather spend time in places in which we feel a sense of belonging and are accepted by the people who surround us. In order to support all students in their learning and development, teachers must build a classroom environment in which all children experience a sense of belonging and have their needs met.

Yeah... There's an App for that

iTunes U

iTunes U is an app created by Apple that is ran through their media player iTunes this app is downloadable through the iTunes store and allows for a way to download and subscribe to University and other educational programs. Many Universities from around the world have created stations that you can join allowing you (the viewer) to learn from courses with out paying. Obviously you can't correspond with the professors or people with out emailing OR get a grade or credit for said classes but you can indeed learn which is the cornerstone of growing as a group of citizens becoming better informed.  You want to go to Harvard Kennedy School? Yeah... there's an App for that.

Mind Steps Inc.

Reference Guide

Differentiation in the four types of students. the information provided gives explanation on their differences in the categories of content, process, environment, and  product.

Planning Sheet

The above is a tool to map a plan of how to work with the four types of learners.

US HISTORY UNIT PLAN

This is an example of a planning sheet that has been completed. It is focused on US history and it shows the different ways to approach each type of student.

adaptive technology

http://ucat.usor.utah.gov/adapted-signal-modification/

A cool way to allow for technology to allow for people with disabilities the chance to drive and get around.

http://ucat.usor.utah.gov/adapted-headset/

A neat technology

http://ucat.usor.utah.gov/testimonial-of-the-sicare-environmental-control-unit-ecu/

The Short Story on Supplementary Aids and Services

Supplementary aids and services are often critical elements in supporting the education of children with disabilities in regular classes and their participation in a range of another school activities. IDEA’s definition of this term (at §300.42)reads:

Supplementary aids and services means aids, services, and other supports that are provided in regular education classes, other education-related settings, and in extracurricular and nonacademic settings, to enable children with disabilities to be educated with nondisabled children to the maximum extent appropriate…

Speaking practically, supplementary aids and services can be accommodations and modifications to the curriculum under study or the manner in which that content is presented or a child’s progress is measured. But that’s not all they are or can be. Supplementary aids and services can also include direct services and supports to the child, as well as support and training for staff who work with that child. That’s why determining what supplementary aids and services are appropriate for a particular child must be done on an individual basis.