Presentation Transcript

1. You’re Going to LOVE This Kid!®-- Including Students with Autism

   Suzy Dees Bloomington Public Schools District 87
2. STAND UP! 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
3. **Newest data indicates 1 in 68 for children born in 2002 (for boys, it is 1 in 42)!**
4. I am a GOLD STAR STRATEGY; use me in your classroom!
5. Targets 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
6. Inclusive Schools from Paula Kluth
7. Pass the plate
8. Habits of Mind from Paula Kluth
9. Carly Carly’s Voice
10. Carly Fleischmann today… http://Carly's Short film from 2012 (age 18) Follow her on Facebook, Twitter, & her blog
11. WHAT IS AUTISM? Autism is a complex developmental disability that impacts the normal development of the brain in the areas of social interaction and communication skills.
12. What does it FEEL like to have 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.
13. If I knew you were coming…
14. STRATEGIES! How can we stretch our thinkng regarding strategies for integrating students?
15. Individualizing Objectives and Standards Statement: The student will write for five different audiences Adaptations: The student will independently write an e-mail
16. 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
17. 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.
18. Getting it Off the Page
19. 1. These are high clouds that are composed of ice crystals:a. Cumulusb. Nimbostratusc. Altocumulusd. Cirrus2. A wall cloud is an example of a(n):a. Accessory cloudb. Upper level cloudc. Cirrusd. Lenticular3. Clouds that develop due to convective uplift are termed:a. Stratiform cloudsb. Noctilucent cloudsc. Cumulus cloudsd. Fair weather4. Which of the following is a cloud on the ground?:a. Funnel cloudb. Fogc. Wall cloudd. Shelf cloude. All of the above
20. Responding to Sensory Needs
21. Employing Positive Behavior Supports Focusing on Relationships Evaluating Curriculum and Instruction Tapping into Interests Teaching New Skills Offering Safe Spaces and Breaks
22. Evaluating Curriculum and Instruction 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
23. Using Visuals Activity Schedules First/Then Boards Choice Menus Written Words
24. The more you talk, the less they hear… 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
25. Courtesy of www.do2learn.com Visual Schedules
26. Schedule Change
27. FIRST THEN First/Then Schedules(home and school) For especially challenging transitions at school, an “First/Then” mini schedule can be used
28. Calming Strategies
29. Incredible 5 Point Scale
30. Deep Breaths
31. When Mrs. Kintner hands me the Doodlebot: I will know that it is time to tell the class: 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!!!
32. Video Modeling Kira
33. Creating Peer and Social Supports Build relationships through activities Role Play Social Secrets Friendship-Focused Individualized Education Program Goals Lunch Bunch (as seen in the video)
34. Collaborating and Co-Teaching Duet teaching One Teach/One Assist Parallel Teaching
35. Carousel Activity 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
36. Thumbs Up/Thumbs down Thumb up = This IS inclusion Thumb down = This is NOT inclusion
37. 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.
38. 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.
39. Inclusion Statement Evaluation Statement: Successful inclusion depends on frequent communication and planning among staff. Problems: None
40. 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.
41. A couple of my favorite resources 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!
42. MORE Resources!!! Power Point from Michigan on Visual supports http://www.iidc.indiana.edu/?pageId=394 http://stokesctg2012.pbworks.com/w/page/59986689/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/visual-supports-for-autism-classroom.html
43. Something to ponder as you begin your journey… The first follower