effective teaching and learning for students with autism “ how the special education brain...
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Effective Teaching and Learning for Students with Autism
“How the Special Education Brain Learns”
David Sousa
Theresa Knipstein Meyer [email protected]
What we hope to accomplish?Overview about AutismStrategies to ConsiderAdaptationsSee it, Play it, Relay it, Weigh it,
Autism Spectrum Disorders (ASD)Every 25 min. someone is
identified 1 in 166 children are affected4 out of 5 are malesQuestion to ask…are more
children developing ASD or we just are getting better at finding those who already have it?
Experts believe both are true…Do you?
Pervasive Developmental Disorders (PDD)Classic Autism-autistic disorderAsperger syndromePervasive developmental
disorderRett Syndrome
Pervasive Developmental DisordersAppear when several neural networks
malfunction early in child’s life. Characterized by varying degrees of
impairment in communication Social interactions are impaired Restricted, repetitive, stereo typed
patterns of behavior are notedBrain seems unable to balance the
senses appropriately. (Sounds, textures, tastes, smells) Sensory diets are helpful.
Asperger SyndromeAsperger syndrome solve problems
involving spatial working memory well.
Often referred to as a mild form of autism.
Better communication skills and higher mental functioning than those with typical ASD.
Life long condition; no cure; children do not outgrow it.
Big Key…Identify Early!Symptoms usually appear before three
years of ageParents could note hints at birth in way
baby reacts to people and unusual behaviors become apparent (between 12-36 months old is noted age to see behaviors)
The earlier the disorder is diagnosed the sooner the interventions can assist the child. (medication, special education support, family team work)
Brain BasicsCheck the environment-clutter
free, compatible colors, music, lamps, plants
Brain Food-fish, eggs, poultry, nuts, turkey-dark meat, orange juice, tuna, white meat, whole grains, bananas, pears, peaches, apples, yogurt
Pure water 8-15 glasses per day-Hydrate
Strategies to ConsiderUse visual aids whenever possible and
support verbal information with blank graphic organizers
Need structure-organize materials, clear instructions, establish patterns, provide consistency, stability, and predictability
No surprises-prepare students for upcoming changes and have plan for unexpected ones (yellow dot)
Lots of repetitionPredictable environment and routine-scheduleProcess time to take in expectations
Strategies to ConsiderState expectations clearlyConcentrate on changing unacceptable
behaviors and do not worry about “odd” ones
Break tasks into manageable segments Do not rely on emotional appeals by
assuming students want to please you.Don’t confuse lack of tact with rudenessTeach appropriate social responses and
social conductAvoid abstract language (metaphors and
irony)
Strategies to ConsiderHave strategy ready in case the
student cannot cope due to overstimulation or confusion
Look for stressors in their environment and try to reduce or eliminate them
Give students space and timeUse an unemotional tone of voice
when giving directionsGive sincere praise
Say I t, Play I t, Relay I t, Weigh I t C.L.A.S.S. Decision Making Process for Twenty-First Century
Learners
Weigh I t: “The weigh it light is ALWAYS on.”
How will you assess and evaluate students?
Assessment Tools:
•Literacy Links
•running record
•rubric•rating
sheet•self -assessment•Peer assessment•conference•checklist•anecdotal
notes•test•quiz•exit slip•reflection•worksheet•district or state test
Where do I go from here?__Revise your teaching __Regroup students
__Move on to another skill
__Are students in the right f rame of mind for learning?
__ What is the level of student engagement?
__Do procedures need to be written?
__Has community been built in the classroom?
__How will you use Bloom’s?
__Will you include more than one intelligence?
__How will you involve memory lanes?
__Do students need a brain break?
Say I t:How will you “hook” your students? What will be your venue for direct instruction?C.L.A.S.S. Tools:
__Hallway Greeting__Welcome Message__Agenda
Study TripTechnology
__DVD / Video Clip__Blog, Wiki__Online Resource
Content Text on Essential Question
__Textbook, Trade book__Text f rom modeled,
shared or independent writing__Leveled Readers__Books
PoemSongResource PersonDiscover Process
__Model/ Specimen__Curiosity Bag
Scientific DemonstrationService LearningMovement
Partner Processing:
__Cell Phone Buddies__Meet Your Partner__Talking Pencils__Turn to Your
Partner__Move and Match__Dancing with the
Stars
Whole Group Processing:
__Community Circle__Moving to Music__Sign on the Line__Clipboard Cruising__ I Have, Who Has?__ I ’m on the Line__Quiz, Quiz, Trade__Roundabout
Conversations__To Tell the Truth__Give and Take
Play I t:
What novel structures will you use to help students process and practice what’
they are learning?
Small Group Processing:
__ I ’m Wild About__Star Seekers__Table Talk__Ways We are
Alike__4-2-1__Chart Chats__Create a Question__M&M Processing__Shuffl e and Share__Your Number is
Up__Challenge
Envelopes__Divide and
Conquer__Me, You, Us__Paradise
Processing__Triangle Talk
Relay I t:
What student products or actions can be assessed while extending and applying learning.?
Creating __ Power Point__ Video__ Story__ Expert
Project__ Puppet Show__ Game__ Song__ Advertisement__ Painting__ I nvention__ Experiment__ Article__ Pantomime__ Website__ Webinar
Applying__ I llustration__ Simulation__ Demonstration__ Presentation__ I nterview__ J ournal__ Model__ Diorama__ Scrap Book__ Writing
Prompt__Reader’s
Theater
Analyzing__ Survey__ Chart__ Mobile__ Commercial__ Report__ Graph__ Spreadsheet__ Checklist__ Biography__ Outline__ Venn Diagram__ Art Critique
Remembering__ Retell__ Fact__ Label__ List__ Timeline__ Facts Chart__ Recite a Poem
Evaluating__ Debate__ Panel__ Report__ I nvestigation__ Conclusion__ Persuasive
Speech orWriting
__ Self Evaluation__ Group
Evaluation__ Editorials
Understanding__ Recitation__ Summary__ Collection__ Explanation__ Cartoon Strip __ Flow Chart__ Make a Book__ Speech__ Diagram__ Poster
Say I t:How will you “hook” your students? What will be your venue for direct instruction?
C.L.A.S.S. Tools:__Hallway Greeting__Welcome Message__Agenda
Technology__DVD / Video Clip__Blog, Wiki__Online Resource
Content Text__Textbook, Trade book__Text f rom modeled,
shared, or independent writing
__Leveled Readers__Books
PoemSongStudy TripResource PersonDiscovery Process
__Model/ Specimen__Curiosity Bag
Scientific DemonstrationService LearningPropsMovement
**Any of these structures can be used to promote, social, character, or academic achievement.
Student Behaviors and Reactions:_ Body Language _ Level of Engagement_ Verbal Actions _ Emotional behaviors_ Physical Reactions
Levels of Bloom’s
Character Social Academic Development
AdaptationsSizeTimeLevel of SupportInputDifficultyOutputParticipation
Adaptations ActivitySay It Play ItRelay ItWeigh It
Future of ResearchAutism Treatment Network-
medical and research study and treatment
Supporting efforts to diagnose children by 18 months of age-early diagnosis and intervention will alter disorder’s course
Research on what goes wrong in brain to cause behaviors
Genetic variants for better diagnostic tool
Brain ResearchExplore role of neurotransmitters-lower levels
in ASDMultiple neurotransmitters are being
researched and neurochemical imbalancesPoor interconnections between brain areas
responsible for language and social behavior (Underconnectivity)
Autism Tissue Program-brain images over time and how systems develop-identify gene
Immune system-gastrointestinal problems, food allergies, increase vitamins B12 and folic acid for increase of glutathione(antioxidant)
ResourcesCouncil for Exceptional Children-Asperger Syndrome Education
NetworkAutism Society of America, IncNational Alliance for Autism
ResearchAutism Treatment NetworkIndiana University Autism
Network
Theresa Knipstein [email protected]
SHHH…. the best kept secret that CLASS is for all Learners…WE all thank you for teaching us!