Teaching Students with Autism Spectrum Disorders

More documents

Recommendations

Info

Appendix K Integrating Student’s SEP Goals with Regular Class Activities Once the team has developed the Education Component of the SEP for a student with Autism, including setting individual goals, objectives, and strategies, the next planning challenge is to fit these activities into the regular schedule of the class or classes. Some of the strategies may need to be planned for other settings, but for students who are receiving their programs and services in integrated class placements, the type of format shown below will help teachers plan for implementation of the SEP. SEP Goals Arrival Journal Writing Recess Language Arts Develop Social Skills Improve Decision Making Staying on Task Participating in Group Activities Practise greeting people by name Choose place in line Complete routine of storing belongings Enter with classmates Use communication book with student assistant Pick topic from communication book Stay on-task for 10 minutes Participate in organized games Pick between two games Stay with the game chosen N/A Play with classmates Take part in co-op reading group Choose book for group to read Remain in groups during activity Answer questions about story, using comm. Book Lunch Social Studies Practise courtesy rules during eating and socializing Decide order to eat food Finish lunch and remain seated for 15 minutes Help with clean up in groups Work at centre with peer helper Decide between two centres Stay in each centre for at least 10 minutes Science Dismissal Work at centre with peer helper Decide between two centres Stay in centre for at least 10 minutes 116 Teaching Students with Autism Spectrum Disorders Peer pairs A blank form that can be adapted for individual students is included on the next page. Peer pairs Line up with friends to wait for parent Choose who to stand with in line Complete routines of retrieving all belongings and take home work Exit with classmates
Student’s SEP Goals Goal 1 Goal 2 Goal 3 Goal 4 Regular Class Activities Appendix K Teaching Students with Autism Spectrum Disorders 117
Page 1 and 2:
TEACHING STUDENTS WITH AUTISM SPECT
Page 3 and 4:
Table of Contents Acknowledgments .
Page 5:
Table of Contents (cont’d) Append
Page 8 and 9:
ii Teaching Students with Autism Sp
Page 10 and 11:
Introduction The final section of t
Page 12 and 13:
Chapter One What Is Autism? Bryson,
Page 14 and 15:
Chapter One What Is Autism? Reprint
Page 16 and 17:
Chapter One What Is Autism? The DSM
Page 18 and 19:
Chapter One What Is Autism? Childho
Page 20 and 21:
Chapter Two Characteristics Associa
Page 22 and 23:
Page 24 and 25:
Page 26 and 27:
Page 28 and 29:
Page 30 and 31:
Page 32 and 33:
Chapter Three Teaching Students wit
Page 34 and 35:
Page 36 and 37:
Page 38 and 39:
Page 40 and 41:
Page 42 and 43:
Page 44 and 45:
Page 46 and 47:
Page 48 and 49:
Page 50 and 51:
Page 52 and 53:
Page 54 and 55:
Page 56 and 57:
Page 58 and 59:
Page 60 and 61:
Page 62 and 63:
Chapter Four Managing Challenging B
Page 64 and 65:
Page 66 and 67:
Page 68 and 69:
Page 70 and 71:
Page 72 and 73:
Page 74 and 75: Chapter Four Managing Challenging B
Page 76 and 77: Chapter Five Students with Asperger
Page 82 and 83: Chapter Six Transition Planning For
Page 84 and 85: Chapter Six Transition Planning The
Page 86 and 87: Chapter Six Transition Planning Gra
Page 88 and 89: Chapter Six Transition Planning In
Page 90 and 91: Chapter Seven Assessment and Evalua
Page 92 and 93: Chapter Eight Planning Support for
Page 108 and 109: Appendices These appendices contain
Page 110 and 111: Appendix B Hierarchy of Prompts Pro
Page 112 and 113: Appendix D Name:___________________
Page 114 and 115: Appendix E Home-School Communicatio
Page 116 and 117: Appendix F Communication Dictionary
Page 118 and 119: Appendix H The Components of a Beha
Page 120 and 121: Appendix I Tips for Teaching High F
Page 122 and 123: Appendix I 13. If that doesn’t wo
Page 126 and 127: Resources Consultative and Support
Page 128 and 129: Resources Print Resources The follo
Page 130 and 131: Resources Do-watch-listen-say: Soci
Page 132 and 133: Targeting autism: What we know, don
Page 134 and 135: Resources Assessment Tools Assessme
Page 136 and 137: References This section includes so
Page 138 and 139: References Durand, V.M., & Crimmins
Page 140 and 141: References Hodgdon, L. (1991). Solv
Page 142 and 143: References McGinnis, E., & Goldstei
Page 144 and 145: References Rourke, B.P. (1989). Non
Page 147 and 148: 138 Education Guidelines for Referr
Page 149 and 150: Step 1: Guidelines for Referral Pro
Page 151 and 152: Step 2 - A: *** Note: A psychologic
Page 153 and 154: Referral for Consultation School Ps
Page 155: SCHOOL DISTRICT _____________ PAREN
show all

Teaching Students with Autism Spectrum Disorders

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?