Autism Spectrum Disorders

From New Teacher Handbook

"All children with ASD demonstrate deficits in 1) social interaction, 2) verbal and nonverbal communication, and 3) repetitive behaviors or interests." --NIMH Wesbite

As a new teacher in the classroom, you may have students that are identified with Autism. You may have concerns about how to appropriately modify for and accomodate those students in yuor class. Following are some suggestions. For more information, reference the following: http://www.autism-pdd.net/testdump/test50.htm

Resources for teachers:

Modifications and accomodations for:

Classwork and worksheets:

1. Provide a space for the student to work that decreases distractions.
2. Allow the student to access the same workspace to provide consistency.
3. Provide places for the student to put completed work.
4. Provide a daily schedule for the student which includes the activities and daily needs (breaks, etc.)
5. 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.
6. Use a highlighter to highlight spaces for answers.
7. Provide alternate formats for completion of worksheets (oral, m-c, use of word banks, sentence completion, etc.)

Classroom Discussion:

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

Tests and Quizzes:

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

Projects and Reports:

1. Use samples or pictures of finished projects to show the student what needs to be done.
2. Allow the student to work with a peer.
3. Provide visual cues of various elements / tasks within the project.
4. Allow the student to prepare / tape presentation rather than having to do it “live”.
5. Provide schedule of steps to be completed in correct sequence.
6. Provide an outline for the student to work with / from.
7. For oral reports allow the student opportunities to practice and role – play.

READING