Teaching Students with Autism Spectrum Disorders
Teaching Students with Autism Spectrum Disorders
Teaching Students with Autism Spectrum Disorders
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Appendix K<br />
Integrating Student’s SEP Goals <strong>with</strong> Regular Class Activities<br />
Once the team has developed the Education Component of the SEP for a student <strong>with</strong> <strong>Autism</strong>,<br />
including setting individual goals, objectives, and strategies, the next planning challenge is to fit these<br />
activities into the regular schedule of the class or classes. Some of the strategies may need to be<br />
planned for other settings, but for students who are receiving their programs and services in<br />
integrated class placements, the type of format shown below will help teachers plan for<br />
implementation of the SEP.<br />
SEP Goals Arrival Journal Writing Recess Language<br />
Arts<br />
Develop<br />
Social Skills<br />
Improve<br />
Decision<br />
Making<br />
Staying on<br />
Task<br />
Participating<br />
in Group<br />
Activities<br />
Practise<br />
greeting<br />
people by<br />
name<br />
Choose<br />
place in<br />
line<br />
Complete<br />
routine of<br />
storing<br />
belongings<br />
Enter <strong>with</strong><br />
classmates<br />
Use<br />
communication<br />
book <strong>with</strong><br />
student<br />
assistant<br />
Pick topic from<br />
communication<br />
book<br />
Stay on-task for<br />
10 minutes<br />
Participate<br />
in<br />
organized<br />
games<br />
Pick<br />
between<br />
two games<br />
Stay <strong>with</strong><br />
the game<br />
chosen<br />
N/A Play <strong>with</strong><br />
classmates<br />
Take part<br />
in co-op<br />
reading<br />
group<br />
Choose<br />
book for<br />
group to<br />
read<br />
Remain in<br />
groups<br />
during<br />
activity<br />
Answer<br />
questions<br />
about<br />
story,<br />
using<br />
comm.<br />
Book<br />
Lunch Social<br />
Studies<br />
Practise<br />
courtesy<br />
rules<br />
during<br />
eating and<br />
socializing<br />
Decide<br />
order to eat<br />
food<br />
Finish<br />
lunch and<br />
remain<br />
seated for<br />
15 minutes<br />
Help <strong>with</strong><br />
clean up in<br />
groups<br />
Work at<br />
centre<br />
<strong>with</strong> peer<br />
helper<br />
Decide<br />
between<br />
two<br />
centres<br />
Stay in<br />
each<br />
centre<br />
for at<br />
least 10<br />
minutes<br />
Science Dismissal<br />
Work at<br />
centre<br />
<strong>with</strong> peer<br />
helper<br />
Decide<br />
between<br />
two<br />
centres<br />
Stay in<br />
centre<br />
for at<br />
least 10<br />
minutes<br />
116 <strong>Teaching</strong> <strong>Students</strong> <strong>with</strong> <strong>Autism</strong> <strong>Spectrum</strong> <strong>Disorders</strong><br />
Peer<br />
pairs<br />
A blank form that can be adapted for individual students is included on the next page.<br />
Peer<br />
pairs<br />
Line up<br />
<strong>with</strong> friends<br />
to wait for<br />
parent<br />
Choose<br />
who to<br />
stand <strong>with</strong><br />
in line<br />
Complete<br />
routines of<br />
retrieving<br />
all<br />
belongings<br />
and take<br />
home work<br />
Exit <strong>with</strong><br />
classmates
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