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I am sure I am not the only parent who has been frustrated in the services the school gives to their child. Not being an educator myself or any type of therapist I searched for ways to help make teaching my son (and his ability to learn) easier. I felt like I had won the lottery when I came accross this page and wanted to share it with anyone who might be interested.
http://www.glc.k12.ga.us/passwd/trc/ttools/attach/accomm/aut ism.pdf
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
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Place the keyboard close to the screen so that they can be seen simultaneously.
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Use a roller ball / tracking ball with a separate button (track ball mouse).
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Allow the student to use Intellikeys that often helps reduce visual distractions. Could use enlarged adhesive letters on a keyboard.
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Encourage the student to wear headphones to minimize distractions and maximize clarity of sounds.
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Consider the use of bold key labels and primary keyboards in ABC order if keyboard awareness skills are not developing using the standard equipment.
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Use a desktop security program to prevent the student from accessing prohibited areas while he is to be completing schoolwork.
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Make sure monitor is at eye level.
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Make sure the mouse and keyboard are accessible and at the proper height.
It may not be a bad idea to print out a copy and show your child's teacher. Ask if they are willing to give the accomodations a try. Maybe ask what areas the teacher feels are most troublesome and ask the accomodations be included in your child's IEP.
MsSteelersFan38390.5858680556I love this!! It was so helpful.. Thank You so much for posting it.. This is GREAT!! Thank you so much for sharing!!You're welcome  I know when I found it I thought I had hit the jackpot! If your child has other problems that affect his learning in school check this other one out, it has links for other disabilities .
I copied and pasted from Specific Disability / Class accommodation.................. PS When I gave a copy of this to my son's teacher and Special Ed director, I also gave the link to the site so it could help other kids with other disabilities as well. Heres that link and its about 3/4 of the way down the page. http://www.glc.k12.ga.us/BuilderV03/LPTools/LPShared/lpdispl ay.asp?LPID=15736
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 MsSteelersFan38421.2619907407HEAVEN!!!!!!Thank you thank you and thank you again!!!! wait did I say thanks? this is going to be big help I have been saying that they needed to change the way they do things and now that it is offical I can show them!!!!so again THANKS!!!!! Thank you so much!!!!! I printed it out so that I can be ready for the IEP in May! You guys are great! Janet |