I wish my child’s teacher knew... | Autism PDD

Hi, all.  First of all, I hope this sort of post isn't inappropriate; if it is, I'll leave with apologies.

I am a student in a master's program in education, and doing a project on PDD for a course called "Teaching in an Inclusive Classroom."  I'm presenting to the class, and it occurred to me that that might be a good opportunity to look at things from a different point of view.

So...is there anything that you wish someone had told your child's teacher in grad school?  Any information that you think might be useful for a teacher who might encounter your child or one with similar issues? 

Thank you!

Tina

 

(hehe)  You could try reading some of the school posts here...but that may depress you!  ;)

1.  MOST IMPORTANT:  Talk to the parents...they'll tell you strengths/weaknesses
     Communicate long and often!!!
2.  Talk to their therapists:  Can give you pointers for classroom accomodations
3.  Don't put them next to a window
4.  Don't put them under/next to the Fan/Air Conditioner
5.  Give directions 1/2 steps at a time
6.  Yelling won't help...it will make it worse, send them "inside"....talk calmly!
7.  Don't be too loud
8.  Don't be too quiet
9.  Don't make them stand in the middle of the line/sit in the middle of group 
     (off to the side isn't bad if they're still listening)
10. Help them when they look confused, chances are...they are.
11. Don't let the other kids tease them
12. Be patient
13. Treat them like you would your own.

OK, so we could go on forever here!!!   It's good that you're asking though...I like to see that.
Read up on the signs, if you run into obstacles, research on how best to deal with it and go through diff't approaches till something clicks (diff't for each kid, each situation)....and remember...the things that work for nt kids don't work for these ones.

Good luck in your studies Tina!

[QUOTE=horanimals](hehe)  You could try reading some of the school posts here...but that may depress you!  ;)[/QUOTE]

I have, and it did.  I'm sorry to see that what we're being taught isn't being practiced.

Anyway, thanks a lot for your suggestions.  I've already got most of those; it's good to know I'm on the right track!

Also keep in mind with autistic kids they are very literal thinkers, some of them are.  So seeing what others might think is a historical event, could have long, lasting impressions on them.  Even lead to obsessive type behaviour later.

Tammy

the most important thing i can tell  you is that even though they all have the same diagnosis they are all different and have their little quirks when it comes to learning. listen to the parents when they tell you how best their child learns. my child non verbal but has been reading since he was 3. could never get teachers to believe he could read until he was about 6. he is better at reading directions than listening to them. visual learner. just the fact that you are asking these questions shows me that you are someone i would like to be my sons teacher.Listen to the Parents.
Listen to the Parents.
Listen to the Parents.
Listen to the Parents.Amen, Kristi![QUOTE=tabitha]

Also keep in mind with autistic kids they are very literal thinkers, some of them are.  So seeing what others might think is a historical event, could have long, lasting impressions on them.  Even lead to obsessive type behaviour later.

Tammy

[/QUOTE]

 

i'l second that my son's was sat on the flooor facing the wrong way and the teacher told him to turn round so he did,he stood up,did a full turn and sat back down facing the same way he was originally the teacher was baffled jack couldn't understand her problem he had done exactly what she had asked him to do.Another thing i would say is don't over do the language if you want a child to do something tell them exactly what you want them to do with as little language as possible if you want them to walk just say "walk" and always always say there name before any instruction so that they know you are talking to them don't expect them to follow a general class instruction chance are they won't.Also remember they are not been difficault they are not trying to wind you up understanding is the most important thing you can bring to a classroom

If the teacher is frustrated with the child it makes the situation worse, the child builds anxiety with the teacher and about going to school.

ALWAYS remain clam with the child...

MOST of our kids behaviors are for a reason TALK to the kid and investigate the reason.... DON'T Discipline, get upset, or ignore the kid

If you are frustrated thinking the child isn't understanding then help advocate for the child! Parents are always trying to advocate for them but the school shoots it down because "The teacher doesn't see it" DOCUMENT reoccuring behaviors, inability to follow directions, stay seated, stay on task, fidgeting, staring off in space, hand tapping, etc...... and discuss them with the parents and the therapists at the school! The school wants to do as little as they have to... the parents aren't there to be able to observe and give specific examples to ask for help, but parents can tell a difference in their kids behaviors day to day and weeekday to weekend which suggests a problem with school. Just because our kids cant communicate the problems to us doesnt mean we are making them up! If you're there because you care about special needs kids and WANT to help and make a difference for them then do it... you should NEVER GIVE LESS THAN YOUR BEST!

Consider if the child was YOUR CHILD what would you want done or be willing to do to help them and then do it or fight for it to be done for the child! If these teachers, therapists and school administrators would think of each child with a compassionate heart our kids would do SO MUCH BETTER!

Yes its a job you get paid for, but these kids are our life.... LISTEN TO US and help us help our kids!

WORK TOGETHER WITH THE PARENTS INSTEAD OF AGAINST US

Maybe this will also help ...............

http://www.glc.k12.ga.us/passwd/trc/ttools/attach/accomm/aut ism.pdf

Autism Specific.....  This is what it has for info;

Autism is a developmental disability, generally evident before the age of three that adversely affects student’s educational performance and significantly affects developmental rates and sequences, verbal and non – verbal communication and social interaction and participation.

 ACCOMODATIONS FOR

DISCUSSION / QUESTIONING

• Make sure you have the student’s attention before asking a question.
• Ask questions that are as concrete as possible.
• Ask questions that can be answered with words or a phrase instead of long, essay answer.
• During discussion, use speech literally, avoiding the use of idioms, double meanings, sarcasm, and nicknames.
• Print the questions to show text in conjunction with the verbal questions.
• Break lengthy questions into separate components.

INDEPENDENT WORKSHEETS

• Provide a space for the student to work that decreases distractions.
• Allow the student to access the same workspace to provide consistency.
• Provide places for the student to put completed work.
•  Provide a daily schedule for the student which includes the activities and daily needs (breaks, etc.)
• Provide the student with worksheets that are uncluttered (ex. 20 problems in math could be put 4 to a page) and give the student ample room for the answers.
• Use a highlighter to highlight spaces for answers.
• Provide alternate formats for completion of worksheets (oral, m-c, use of word banks, sentence completion, etc.)

ASSESSMENTS

• Highlight the directions to the test so that the student will focus on them.
• Highlight important sections of a book to help the student study.
• Provide the student with a written outline of the material that will be covered on the test.
• Provide the student with short tests and try to avoid essay tests.
• When assessing skills, be aware of the student’s uneven skills development.
• Allow the student to actively move during assessments. (Walk, jump, chew gum.)

CENTERS

• If a center consists of listening to music, provide the written or picture symbol words to the song to provide the student with a visual cue.
• Provide the student with method of recognizing when the task is complete and what task is next.
• Structure the centers so they are not distracting.
• Provide picture cues or written steps to the directions for completing each center activity.
• Label or mark work areas so that the student can manipulate the schedule independently.
• Make sure the student’s materials are clearly marked for him or her and easily accessible.
• Make the center areas easily accessible during transition times.
• Schedule activities so that a preferred activity follows a non-preferred activity.
• When giving directions for the activities, make sure that the expectations are very clear to the student.
• Provide multiple cues that an activity is ending to assist with transition issues.

PROJECTS

• Use samples or pictures of finished projects to show the student what needs to be done.
• Allow the student to work with a peer.
• Provide visual cues of various elements / tasks within the project.
• Allow the student to prepare / tape presentation rather than having to do it “live”.
• Provide schedule of steps to be completed in correct sequence.

REPORTS

• Provide an outline for the student to work with / from.
• For oral reports allow the student opportunities to practice and role – play.

READING

• Read to the student: Poetry, songs, etc. with strong rhythm and rhyme can be more effective.
• Allow the student to listen to the story or chapter on tape (as tolerated) to reduce external stimuli.
• Provide choices of reading materials.
• Encourage students to explore into new topics.
• Reduce amount of graphics in reading material for students who are visually distractible.

WRITING

• Slant board can provide compensation for vestibular difficulties. Use commercial or homemade (4” binder).
• Use letters of various textures such as plastic, wood, or foam. This allows student to feel the letters.
• Allow the student to use a vibrating pen / weighted pen / felt tip pen.
• Allow the student to use raised lined paper to increase proprioceptive input to cue for line usage.
• Allow the student to use a word processing computer program whenever possible.
• Allow the student to write about favorite topics whenever possible.
• If a student has an aversion to handwriting, let him do the work using a keyboard solution or by tape recording the work.
• Encourage text to speech, Color adjustment, illustrations, etc. to motivate the student to write.

DRAWING

• Use adaptive writing utensils.
• Use a variety of drawing utensils. (Markers, paintbrushes, stamps.)
• Provide a variety of textures under the paper to provide the student with feedback as opposed to the flat surface.

GROUPS

• Require the student to stay in the group for the activities that are meaningful to him.
• Provide the student with a transition warning before group activities begin. (Hand the student a transition object, allow the student to ring a bell for the class to go to groups, use a verbal 5 minute warning etc.)
• Allow the student to leave the group before becoming frustrated.
• Provide the student with a sequence for the group activities (written or pictures).
• Make sure the student can complete the activity independently before moving to the shared activity group situation.

NOTE – TAKING

• Allow a peer to photocopy the class notes to share with the student.
• Allow the student to tape record the discussion / lecture.
• Provide the student with an outline of the class discussion.
• Allow the student to access a computer to take notes.

PRESENTATION

• Accept oral answers, taped or video presentation materials.
• Give the student a written outline of what is expected and a sample of a finished product to follow.
• Allow presentation to be delivered in small chunks to help with anxiety.

 COMPUTERS

• Place the keyboard close to the screen so that they can be seen simultaneously.
• Use a roller ball / tracking ball with a separate button (track ball mouse).
•  Allow the student to use Intellikeys that often helps reduce visual distractions.   Could use enlarged adhesive letters on a keyboard.
•  Encourage the student to wear headphones to minimize distractions and                 maximize clarity of sounds.
• Consider the use of bold key labels and primary keyboards in ABC order if          keyboard awareness skills are not developing using the standard equipment.
• Use a desktop security program to prevent the student from accessing prohibited areas while he is to be completing schoolwork.
• Make sure monitor is at eye level.
• Make sure the mouse and keyboard are accessible and at the proper height.

And for all disabilities

Accommodation

For students with exceptional needs, what changes can be made in instruction and teaching delivery to enhance student participation and learning? Each area below is a direct link to general classroom accommodations.

Non-readers     Physical Impairments     Sensory Impairments     Attention/Behavior     Gifted

Each disability below is a direct link to general classroom accommodations specific for that disability.

    Autism
    Deaf - Blind
    Deaf/Hard of Hearing
    Emotional and Behavioral Disorder
    Mild Intellectual Disability
    Orthopedic Impairment
    Other Health Impairments:
        Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder
        Tourette Syndrome
    Significant Development Delay
    Specific Learning Disability
    Speech - Language Impairment
    Traumatic Brain Injury
    Visual Impairment

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