suzy dees bloomington public schools district 87
TRANSCRIPT
You’re Going to LOVE This Kid!®-- Including Students with Autism
Suzy DeesBloomington Public Schools District 87
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
Why is this a good
STAND UP!
**Newest data indicates 1 in 68 for children born in 2002 (for boys, it is 1 in 42)!**
I am a GOLD STAR STRATEGY; use me in your classroom!
Identify some key components of Autism Identify the 4 “Habits of Mind” to consider with
students on the spectrum (and ALL kids) Describe how inclusion will benefit all students in
my classroom Participate in group discussions surrounding the
topic of including students with autism in classrooms Recognize 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
Targets
Inclusive Schools from Paula Kluth
Pass the plate
Habits of Mind from Paula Kluth
http://Carly's Short film from 2012 (age 18)
Follow her on Facebook, Twitter, & her blog
Carly Fleischmann today…
Autism 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?
From Mashable.com Shopping at Walmart
http://mashable.com/2014/04/23/autism-simulations/
This simulation is an excerpt from the user's 56-minute documentary, Inside Autism. She takes the viewer on a trip to Walmart, and simulates sensory overload on what she calls a "bad day." The camera becomes pixelated and the noise level increases drastically.
What does it FEEL like to have Autism?
If I knew you were coming…
How can we stretch our thinkng regardingstrategies for integratingstudents?
STRATEGIES!
Individualizing Objectives and Standards
Statement: The student will write for five different audiences
Adaptations: The student will independently write an e-mail
Individualizing Objectives and Standards
Statement: The student will be able to explain the causes of the Civil War
Adaptation: The student will identify a cause of the Civil War
Individualizing Objectives and Standards
Statement: The student will know that the Earth is a planet.
Adaptation: Given a picture of all of the planets, the student will identify the Earth.
Getting it Off the Page
1. These are high clouds that are composed of ice crystals:a. Cumulusb. Nimbostratusc. Altocumulusd. Cirrus
2. A wall cloud is an example of a(n):a. Accessory cloudb. Upper level cloudc. Cirrusd. Lenticular
3. Clouds that develop due to convective uplift are termed:a. Stratiform cloudsb. Noctilucent cloudsc. Cumulus cloudsd. Fair weather
4. Which of the following is a cloud on the ground?:a. Funnel cloudb. Fogc. Wall cloudd. Shelf cloude. All of the above
Responding to Sensory Needs
Focusing on Relationships
Evaluating Curriculum and Instruction
Tapping into Interests
Teaching New Skills
Offering Safe Spaces and Breaks
Employing Positive Behavior Supports
Common Causes of challenging behavior in students with Autism include:
Curriculum that is dull and lacks variety Curriculum that is not age appropriate Instruction is a poor match for learning style Not enough opportunities for conversation,
communication and choice making Not enough social interaction (too much
1:1) Not enough fun or joy in the day
Evaluating Curriculum and Instruction
Activity Schedules
First/Then Boards
Choice Menus
Written Words
Using Visuals
Visual cues Social stories – stable ones that can be
laminated and used over and over and over and “on the fly” ones
Visual schedule (see next few slides) Gestures Timers First______ then____________ High tech and low tech work equally well
The more you talk, the less they hear…
Courtesy of www.do2learn.com
Visual Schedules
Schedule Change
First/Then Schedules(home and school)
For especially challenging transitions at school, an “First/Then” mini schedule can be used
FIRST THEN
Calming Strategies
Incredible 5 Point Scale
Deep Breaths
I will know that it is time to tell the class:
When Mrs. Kintner hands me the Doodlebot:
Mrs. Kintner needs to give us directions or teach us how to do something. While she is talking we all need to listen quietly!!
When Mrs. Kintner asks for the Doodlebot back I know that it is time for us to get to work? I will say to everyone:
Please get to work now!!!
Video Modeling Kira
Build relationships through activities◦ Role Play◦ Social Secrets◦ Friendship-Focused Individualized Education
Program Goals◦ Lunch Bunch (as seen in the video)
Creating Peer and Social Supports
Duet teaching
One Teach/One Assist
Parallel Teaching
Collaborating and Co-Teaching
Successful strategies for including students:◦ Using technology◦ First day/first week of school?◦ In Specials/lunch/recess◦ Creative/effective use of staff◦ Communication between adults◦ School culture
Carousel Activity
Thumb up = This IS inclusion
Thumb down = This is NOT inclusion
Thumbs Up/Thumbs down
Inclusion Statement Evaluation
Statement: Inclusion is real estate (meaning, it is enough for a student to simply BE in the gen ed classroom)
Problems: It is more than an extra chair in the room; a student needs to be an interregnal part of the class, feel welcome from the very beginning, and have a clear purpose for the integration. When the student is not engaged with the content, it is not OK to simply let him color or NOT engage with the content. What can we do to ensure engagement with the content?
Rewrite: Inclusion is more than just real estate.
Inclusion Statement Evaluation
Statement: Inclusion ensures all students have the same learning targets.
Problems: Students are included for all different types of reasons. Targets may need to be modified to address the needs of the student.
Rewrite: In an inclusion classroom, all students have clear learning targets, but the targets may be modified.
Inclusion Statement Evaluation
Statement: Successful inclusion depends on frequent communication and planning among staff.
Problems: None
Inclusion Statement Evaluation
Statement: Inclusion is only possible when class sizes are manageable.
Problems: There is always room for one more. Find a way, make a way—over, under, around, or through. Presume competency. Remember the Habits of mind.
Rewrite: Inclusion can benefit all students regardless of class size and manpower.
Trust me, you need to subscribe to Paula’s blog and her differentiation site
http://differentiationdaily.com/ http://www.paulakluth.com/ http://lovethiskidbookstudy.wikispaces.com/ Suzy’s wiki http://
lindahodgdon.com/visual-strategies-samples-examples http://www.autisminternetmodules.org you MUST
explore this one!
A couple of my favorite resources
Power Point from Michigan on Visual supports
http://www.iidc.indiana.edu/?pageId=394 http://stokesctg2012.pbworks.com/w/page/5
9986689/FrontPage http://autismpdc.fpg.unc.edu/ http://www.education.com/reference/article/
visual-schedule-classroom-autism-ASD/ http://room5ideas.com/examples.html http://www.nationalautismresources.com/vis
ual-supports-for-autism-classroom.html
MORE Resources!!!
The first follower
Something to ponder as you begin your journey…