WOW ZONE!

Today my students participated in TD Bank's Financial Literacy Program.   Two certified instructors came prepared with activities, prizes and a genuine understanding for students with special needs.

The lessons are tiered and can be found on the TD Bank website: http://www.tdbank.com/wowzone/wowzone.asp

You can contact your local branch to learn more about the WOW ZONE!

District Wide Professional Development Presentation

Yesterday,  I attended and presented at The School District of Philadelphia's Professional Development for Teachers of Autistic Support, Life Skills Support and Multiple Disabilities Support.   It was a very informative event.

A portion of the agenda focused on several Best Practices in Action throughout the district, including my own Best Practice: Using Technology to Raise Expectations and Outcomes.   My presentation featured my students' award-winning project from Philadelphia's 2010 Regional Computer Fair Competition.   I also discussed several ways to utilize blogging as an effective assessment tool in the classroom.  Some of these resources can be downloaded on my website.

During a break-out session, many educators shared some of their own Best Practices.  Here are a few from our group:

1. Using T-A-G to develop comprehension and writing skills.
       T-Turn the question into a topic sentence.
       A-Answer the question
       G-Give supporting detail

2. Using highlighters to identify important information in reading.

3. Educational Websites such as www.learningupgrade.com & BBC Education

4. Strategies for Replacing Stimulatory Behaviors:  An example was given for a student who would pace back and forth during their community training activities. The therapist suggested having the student replace the behavior with something more acceptable such as taping their leg.

5. Strategies for Replacing Disruptive/Impulsive Behaviors:  An example was given for a student who habitually called out during class.  The teacher had him write down his thoughts and assess whether the comment was appropriate or relevant to the classroom instruction.

6. In conjunction with specific behavior modification strategies, many agreed that point systems, that are implemented consistently, are very effective.

7. Using bodily-kinesthetic strategies to deliver concepts:  One educator specially spoke of using musical rhythms and patterns to teach students concepts such as counting by 2's.

8. Many teachers working with non-verbal students noted that using PECS cards had been very effective.  In addition, many noted that they were using PECS for task accomplishment. For example, a card might demonstrate the concept of, "Work now. Computer after."

It was truly wonderful to be exchange ideas and successful strategies.  While these are only a few of the Best Practices shared from the workshop, I hope you can find at least one to be useful and/or perhaps share these with others.  

Top 10 Things to Keep in Mind when Supporting an Adolescent Student with Autism

In the beginning of the year, several high school teachers I know approached me with some terrific questions about working with students with Autism.   I put together a “TOP 10 LIST" of things to remember when including a student with Autism in your classroom.

you can also download this Top 10 List by visiting my website and clicking on resources.

TOP 10 THINGS TO REMEMBER

WHEN INCLUDING A STUDENT WITH AUTISM IN YOUR CLASSROOM

EXPECTATIONS

1.   Students with Autism ARE CAPABLE of meeting your expectations.  To give you an idea of the degree of capability, people with Autism have pursued and earned PhDs in various fields (click here to learn more).  If a student has been placed in your classroom, then it has been determined by the IEP team that the student can be successful in that environment with the appropriate supports.   Supports may range from social, academic, organizational, functional, etc.  All supports and interventions should be discussed with the Autistic Support teacher and/or IEP coordinator.

ANXIETY

2.  Students with Autism struggle with escalated levels of anxiety and depression.  Anxiety levels typically escalate during transition or task demand. This anxiety may impair their performance, despite the fact that they may have the knowledge and/or the skill.   During transitions or task demand, prompting and use of excessive positive reinforcement can be a very useful way to eliminate these debilitating levels.

SOCIALIZATION

3.  Autism Spectrum Disorders are characterized by impairments in reciprocal social interaction, communication and the presence of stereotyped behavior, interests or activities.  With this variation, along with anxiety and depression, comes a feeling of loneliness. It is important for the student to genuinely feel included in order to be successful.  Pairing them up with a student in the class who can be sensitive to their needs will help the student with Autism feel supported and engaged.   I have been very impressed with the level of sensitivity and support received from our students at SPHS.    

COMMUNICATIONS

4. Students diagnosed with Autisms are characterized as having difficulties with language development and impaired social skills.   This requires certain adaptations in communicating to students with Autism.  For example, questions may have to be presented several ways with simplified language or by using prompting.  Directions may have to be broken down further in order for the student to execute the task.  Again, please keep in mind, Autism is characterized by these variations. This is not representative of their IQ level or ability to achieve. Even students who are labeled non-verbal have average to high IQs and can be deeply insightful (click here to learn more).

PROMPTING

5. Prompting is an effective tool to support a student with Autism in your classroom.  Prompting is presenting a stimulus to assist a student in presenting a targeted response.  Prompting is most likely something you are already using in your classroom.  There are five types of prompting: verbal prompting, modeling, physical prompting, gestural prompting and positional prompting (click here to learn more). Using any of these five types of prompting will help the student to experience success.

SELF –STIMULATION

6.  Self-stimulation (Stereotypy) is NOT an appropriate behavior in the classroom.  “Stimming” is a repetitive behavior such as rocking back and forth, interacting with ones own body parts (such as hands) interacting with an object, or other behavior that may indicate the student is, “in their own world.”  In any situation when the student with Autism is not on task, prompting is a simple way to bring the student’s focus on you and the lesson/task.  For example, you might say, “Student, stay on task.”  For many students the inclusive classroom feels like a privilege. With this “privilege” comes a heightened sense of responsibility.  You can remind students what their responsibility is while in your classroom i.e., being in control of their own behavior.

FOCUS

8.  Students with Autism can be easily distracted.  Keep them seated somewhere where there may be little distraction such as the front of the classroom.  Here, you will be able to prompt them when you notice that they have lost their focus.  Positive reinforcement is also important in the behavioral self-regulation process.

INDEPENDENCE

9.  Don’t be afraid to put a student with Autism ‘out into the world’ independently.  Many of us have an instinct to “protect” our students with Autism.  It is very important for this population (as it is important for any other student) that they develop a sense empowerment and independence.   One way this is done, is giving them unique responsibilities inside or outside of the classroom, or simply allowing them to partake in the same actives, in the same manner, as their “neuro-typical” peers.

AUTONOMY

10. Students with Autism are developing their own understanding of what it means to be a person with Autism.   For some students, feeling different is a struggle while for others it is embraced.  It is valuable if/when a question about Autism presents itself (especially by “neuro-typical” peers or classmates), that it be addressed.  You can allow the student to speak for themselves while reinforcing and summarizing what the student has presented.  Not only does this empower the student with Autism, but it also brings appreciation and tolerance for those that are “different.” 

It is always important to ‘put people first.’  They are students, who have Autism.  This label does not solely define them, in the same way that a disease does not solely define a medical patient.  There is a saying in the Autism Community: “If you’ve met one student with Autism, you have met one student with Autism.”  Each student presents with a unique profile, charisma and personality.

OVERALL, THE MOST IMPORTANT THING TO REMEMBER IS:

#1—THEY ARE CAPABLE OF MEETING YOUR EXPECTATIONS!!!

Always discuss what strategies are appropriate to support our students with Autism in the classroom. The Autistic Support teacher or IEP coordinator will work with you to develop these interventions.   If you have any questions about this TOP 10 List, feel free to email me: mmckeone@philasd.org