When it can be treated with bacteria, The high school environment poses different challenges for a student with autism, The situations the hallway sounds, the noise. The chaos seem overwhelming to them.
I try to get through the crowds through everything through all the crowds of people.
I don’t like being in crowded places when it’s time for Going into the classrooms, especially in the first few days.
They are likely to be nervous, confused and preoccupied with one thought: how do I know what to do? What they do is search.
The surroundings and pick out the important information Okay sit in your designated places and take out your textbooks.
We are ready to start The process of teaching.
Students with autism requires providing a supportive environment that allows easy access to important information.
It begins first with understanding the students mentality.
You can consider the classroom as a second country, but with a different culture.
The child is unable to understand that culture and the surrounding environment. Then you must quickly help the child navigate In it and understand its features.
This is your designated chair and here are your school supplies and necessities.
This is what we will do today When you are finished, you can move on to the next activity.
This is how you are explaining the structure of the classroom, The red one.
We will do at the end of the chapter, but you should do some research.
Students with autism seem to have a very sensitive classroom structure.
Most autistic people become very anxious and unable to interact in chaotic environments, but are very organized and calm in organized environments, When The expected tasks are clear and can be displayed visually on the board.
When you walk into my classroom, I have a list of objectives on the board, and homework is clearly marked and available for students to see I’ve talked a little bit about homework as well.
The classroom environment in schools is also High.
School is comfortable and convenient for learning, but it does not seem the same for students with autism For them. The classroom environment presents many visual and auditory distractions, and teachers must pay attention to this, especially when making a seating plan for students.
Some students may suffer if they are not seated near support, means Visually in the front of the classroom and some find sitting near windows too distracting or may be bothered by the lighting in the classroom.
What makes it difficult for me is my high sensitivity.
I suffer from hypersensitivity to light and noise which Most kids my age, prefer.
It Sometimes kids get ways to make themselves more tolerant of fluorescent light such as wearing a baseball cap sunglasses or sitting in a certain spot in the street.
A quiet, carefully, organized classroom provides comfort for students with autism.
This includes creating boundaries, Physical and visual, and there’s this great art center idea, where there’s a glue, gun and a place to use it, and there’s a saw in the saw place.
They love that kind of place For teachers of program subjects.
They can enhance the teaching process by providing a study guide that identifies the key words for the lesson.
Most individuals with autism have difficulty when reading something in understanding the most important part of the sentence and understanding the most important part of the passage We can identify this by highlighting the text or by Study guide that helps them fill in the blanks in several ways That guide them to where those answers are in the passage Students with autism feel great when there are supports that meet their special needs. Basic support strategies include Preparation, Academic modifications, Home rule, Visual supports Reinforcement.
Your teacher gave me the original copy and the note sheet – You can even fill it out in advance and your name will be called.
First Preparing students means presenting the program materials to the student before they are taught in the classroom.
This gives them the opportunity to become familiar with the school materials.
This will increase the likelihood that they will learn the basic concepts and their details.
When the teacher stands at the front of the chemistry class and says First, we will read Chapter 7 from page 19 to page 25.
Then I will tell you what is important in these pages and then we will conduct the experiment.
Okay, this is considered preparation for what About atoms.
Yes, atoms Preparation is one of the most effective methods when included in the student’s daily, routine Teachers work with parents to support this strategy at home.
If you don’t like the food, I don’t spit it out. Well done What do you do? I leave it aside: Okay, that’s good, that’s good! I do the prep a week before I have to do something if he has a test on Friday.
The teacher has to make sure I know about it on Monday, if he has a big assignment.
I prep him for two months because, regardless, if I Doing a little work for one week and then waiting two weeks will make them forget the assignment.
A second strategy for teachers is to make academic modifications that adapt the content or format of assignments to the students.’specific needs.
Academic modifications range from reading test instructions aloud to extending the time on long term assignments.
If they are, They are having trouble doing it at home.
I will provide them with everything they need and I will be patient with them.
You may also have a student who has a lot of difficulty retrieving words, so I might give multiple choice questions I might provide word bank questions.
If there is a 30 page reading assignment.
I don’t expect students with autism to complete it unless their challenge is reading. Another support strategy involves identifying a place where students with autism can go when they need to regain control in times of stress, called a base Home.
The home base strategy helps individuals with autism stay calm in an environment where they may feel overwhelmed.
What I would do is, if I feel like I have a student who is having certain problems, then I would send them to a safe place and say please pass this note on.
What we want to do is give Students with autism have a way to get out of these situations in a calm and safe way.
That does not disrupt the rest of the classroom or exacerbate their behavior, which will be very stigmatizing to their peers.
The fourth and most important strategy is to increase visual supports that come in many forms.
For example, stickers can be Useful for identifying the contents of drawers or where homework should be placed.
The first part is getting your writing device.
Visual support comes in the form of self management tools that help students focus These tools, outline the steps needed to complete tasks, and students can check each step off as they complete it.
The time limit may already be written next to the activity so that the child can look at the time On the activity and can monitor their progress. One math task should take 20 minutes, so you should be finished by 10 20.
Using this visual support, you may have written that you are more than 5 minutes overdue.
Raise your hand to ask the teacher for help, because students, People with autism, tend to be more visual learners and may benefit from having a copy of their daily schedule or hanging.
It in the room to help guide them through the day.
I prefer a printed schedule because that way, I remember things more clearly and that way I stay more organized and there is another visual support like the way it is presented, Graphic organizers, organize materials in a way that makes it easy for students to understand them.
They not only highlight important concepts and facts, but they show the relationship between them Instead of this big piece of paper, this has all kinds of different spaces and there is another kind of visual support.
This is called a social scenario.
Social scenarios tell the student what to say in certain situations and in a very nice way.
Often the teacher brings in references and writes down the texts and the student can write them down on note cards or on a piece of paper or in his or her notebook, For example, for the student For those who have difficulty asking questions, you will have a Written script that says, I forgot my math book today.
Can you tell me or help me figure out what I should do? Sometimes it will be just appropriate feedback other times a student may just need a push to get started. How do I join this group? What is a good thing to start with, So it will be different depending on the individual’s needs to help you with all the expressions.
If the student is having difficulty mastering a recurring event or routine, the teacher can make a short video with a smartphone or video camera.
Sometimes it is the way to understand their behavior and realize the shortcomings that need to be changed or what is The really successful part of their behavior? If you can record that and then tie it into self monitoring and say, okay, how did I do? Did you make eye contact with them? Did you listen to them when they had something to say, Because most people with autism can’t have a conversation with you and about that? We can look at a visual description of the conversation and I say whether or not this part is happening.
What do you need to do the photosynthesis experiment? The sun? Well done.
The final support method reinforcement, rewards students for behaving in productive ways and supports their ongoing personal progress.
Some common reinforcers include verbal praise, extra recess, computer lab time or homework relief, So reinforcement is simply something you do that increases the likelihood of a behavior.
Yes, as far as I’m concerned, A good teacher uses reinforcement all the time They use it automatically, But a child or teen with autism may need reinforcement for things that no one else wants like talking to your friends or not engaging in repetitive speech Together.
These five support strategies can help teachers provide The structure that students with autism need to learn effectively, But even when teachers devote their efforts to creating a regular and stable structure in the classroom, changes and transitions remain an integral part of daily life in school and beyond.
Changes are a frequent and very necessary part of every high school student’s, life and transitions.
By definition. It is difficult for learners with autism because it requires them to stop doing something they are currently engaged in and then move on to whatever they need to do next and then focus on what the next activity is.
I wanted to make sure everyone fully understood what We’re going to do it today, Teachers can ease the anxiety of change by having a clear agenda and making it accessible to students.
However, no amount of planning can prevent sudden last minute changes from disrupting the class schedule or daily routine.
We can cope with anticipated changes.
It’s time To go to your next class, But unexpected changes such as a fire or a parent visiting to check on their children are situations where you wish.
The teacher knew the student well enough to provide the necessary and appropriate means of support at such times The learning environment that teachers create in secondary schools and the specialized support they provide are an integral part of Success for Students with Autism.
There is no doubt that teaching students with autism can be challenging, but it is also incredibly rewarding.
Teachers are in a very difficult position.
They are responsible for the success of every student in their class, whether they have autism or not.
Therefore, They have so much to do and there is no better feeling than watching an autistic child make their first friend succeed in school subjects and graduate from high school. You did a really great job, Keep up the good work when they had an autistic student in their class and got the right support from the school district Or from the school principal from the specialized teacher and from the family.
They will feel an unparalleled reward.
This section focuses on strategies and tools that teachers can use in the classroom to create a supportive learning environment for students with autism.
The next section is practices related to challenging behaviors, which provide guidance for dealing with situations And the difficult behaviors that may arise with students with autism For more information and resources.
Please visit the Autism Research Center website here, Special thanks to Maryam Alakhzami for the Arabic subtitles Maryam Al Akhzami.
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