“You’re Going To Love this Kid!” Educating Students with Autism in Inclusive Schools

1. “You’re Going To Love this Kid!”Educating Students with Autism in Inclusive Schools Paula Kluth, Ph.D. pkluth@earthlink.net website: www.paulakluth.com 2008 The contents of these pages are intellectual property. This material may not be used, transmitted or reproduced unless in accordance with prior written instructions issued by Paula Kluth.

2. The many folders of Jay Jay refuses to… Jay won’t… Jay doesn’t …. Jay can’t …

3. Musical Pairs ** Move when you hear the music. ** When the music stops, find a partner and answer the question. • Share something a person with autism (or another disability) has taught you. • Share something you have taught a person with autism (or another disability). • What is one question you have about including students with autism in general education classrooms, curriculum, & instruction? Why begin with this activity?

4. Who are these students?The medical model AUTISM • Qualitative impairment in social interaction • Qualitative impairmentin communication • Restricted repetitive and stereotyped patterns of behavior, interests, and activities Unique & highly individualized social skills and abilities Communication differences and complexities Often have expertise or deep interest in one or several topics; may have fascinations with objects as well What story are we telling about autism? Is it accurate? Useful? Who is telling the story?

5. Some stories enhance life; others degrade it.So we must be careful about the stories we tell, about the ways we define ourselves and other people.-Burton Blatt

6. How can we effectively and sensitively support individuals with autism in inclusive schools?

7. Understand Inclusive Schooling as an PROCESS [inclusive schooling] propels a critique of contemporary school culture and thus, encourages practitioners to reinvent what can be and should be to realize more humane, just and democratic learning communities. (Udvari-Solner, 1997)

8. Mistakes we might make: • Providing only the “real estate” of inclusion & not related supports • Not experimenting with a range of supports (assuming that one set of supports works for everyone) • Thinking that “inclusion” means that all students engage, perform, participate in the same way, with the same materials, and with the same targeted outcomes.

9. So what does this “process” of inclusion look like? At the very least, we should see…. a top ten list

10. 10. classroom scheduleMorning Schedule SCHEDULE MAY CHANGE!

11. 9. sensory help & 8. adaptations to the environment • sensory box for all • changes in lighting • changes in seating • reduction of visual clutter

12. Bright lights, mid-day sun, reflected lights, strobe lights, flickering lights, fluorescent lights; each seemed to sear my eyes…my head would feel tight, my stomach would churn, and my pulse would run my heart ragged until I found a safety zone. (Lianne Holliday Willey, 1999) I hear things that many people can’t hear. For example, I can be in one room of the house and hear what my mother is saying on the telephone even when she has the door shut. There are also certain sounds that are painful to listen to like the microwave, the telephone ring, lawnmowers, leaf blowers, the blender, babies crying, vacuum cleaners… (Tyler Fihe, 2000)

13. 7. lists, manuals, & guides • 9th graders guide to • Navigating the hallway • You only have 6 minutes to pass so don’t linger to talk to friends between classes. • On the stairs and in the hallways, walk on the right side (otherwise people might run into you.) • Put your earplugs in if you are feeling overwhelmed and the noise is bothering you. • Don’t run. It isn’t safe. • Look up and say “hello” to the kids you know. • choices for study hall • (when homework is done) • SSR/reading • cartooning • crossword book • work on screen play • get a pass to work in AV How to create & submit an appropriate book report

14. 6. differentiated materials to boost participation (e.g., story kits) to motivate (e.g., Bob Barker microphone) to enhance learning (e.g., guided notes, manipulatives) to meet sensory needs (e.g., vibrating pen, inflatable globe) to target individual objectives (e.g., lap-top lectures) to connect students to peers (e.g., buddies notebook)

15. 5. video modeling & 4. other visual supports • see-me-strong book • first/then board • cues & directions (e.g., STOP) • diagrams, maps, illustrations

16. 3. safe space (prevention not punishment) • study area • alternative space (hallway) • another room if needed 2. breaks & movement(proactive vs. reactive)

17. 1. understanding, flexibility & sense of humor

18. Advocate for Academics • All learners need an academic education • Academics are functional • Curriculum matters!

19. Station Teaching: Reese Station #1: Internet: Geology Websites Station #2: Fossils Station #3: Textbook Questions Station #4: Discussion with Teacher Station #5: Sandwich Demonstration (bread, chunky peanut butter, jelly, and raisins). The various sandwich layers represent sedimentary rock, aggregate, magma, and sandstone.

21. “Well…he did spell TOYOTA the other day.”

22. Question the “Color Curriculum”(Focus on Developmental Milestones) &Question the “Cooking Curriculum”(Focus on Functional Skills) • Beware of the “12 years of color identification” • What beliefs are at the heart of this curriculum?

23. If you MUST teach color I.D. Mercury by Ashley Mercury is the closest planet to the sun and the eighth largest. Do you like Mercury? Mercury is grey.

24. If you MUST teach sequencing Rosa Parks sits in the front of the bus, 1955 Bus Boycott, 1955 March on Washington, 1963

25. standard:explain to others how to solve a numerical problem change how the student “explains”: -by writing it out -by drawing it -collaboratively with a friend • change the complexity of the problem: • subtraction • -adding fractions • -multiplying binomials

27. Build From Strengths&Don’t Use Comforts As Rewards • Plan the schedule in reverse • Avoid using favorite activities as rewards…instead use them as tools for including the student

28. “Just Give Him the Whale”What does Pedro’s story mean for us in our work with students?

29. Emeril as Inclusion Facilitator • “Today’s Menu” • Chef’s hat & “bam” • Desk Emeril • Cooking-related lessons • Pampered chef-inspired writing supports Cursive writing is cool!

30. http://www.paulakluth.com/articles/usingstrengths.html for more on using strengths to support learners with autism Example of strengths-based curriculum map: WEATHER • language arts • introduce weather section of newspaper • disaster fiction • teach e-mail & web skills – surf for weather stats, info. • science • how to read barometer and other gadgets • hand-on science experiments • have student learn about jobs like weather person, volunteer with disaster relief • social skills/relationships • teach about feelings- “are you feeling gloomy and rainy today or sunny”? • teach music- “Singing in the Rain”; “Sunny Weather” • math • study the distance certain storms travel • focus on weather statistics, look for patterns across regions • graph the weather daily • communication skills • support communication skills; have student teach others about weather • or give daily weather fact

31. Communicate with Students & Honor Their Communication • If you want a good communication partner, BE a good communication partner

32. More Communication Strategies • Use communication that is less direct (e.g., puppets, funny voice, microphone) • Be clear & precise (e.g., “Open your math book and complete problems 1-5” instead of “Get started on your work”) • Incorporate visual supports (e.g., sign language, written language) • Give as many communication opportunities as possible (& connect to content) • Teach AAC to ALL students (e.g., yes/no cards, sign language) see: http://www.paulakluth.com/articles/commdifferences.html for more ideas on supporting communication

33. Share “What Works” • Share success instead of only difficulties • Share the very UNIQUE & HIGHLY INDIVIDUALIZED ways that students with disabilities learn and show their skills

34. Strengths & Strategies Pages Gifts, Strengths, Talents, Interests: MISCHA • Very polite • Knows how to add with a calculator • Enjoys doing class jobs (e.g., watering plants) • Likes to look at magazines- especially those featuring animals • Knows left from right • Knows how to use her CD player • Loves the “Dixie Chicks” • Can read her “All About Me” book independently • Likes to talk in front of the class • Plays with Mega-bots and creates neat stories with the characters • Loves to sing folk songs- especially “Peter, Paul, & Mary” • Exceptional memory- knows all of the birthdays of friends and staff members • Knows how to play 4 computer games on her own http://www.paulakluth.com/articles/strengthstrateg.html for a blank template of this tool and an article about uses

35. Strengths & Strategies PagesThings That Work: MISCHA • encouraging her to “do her positive self-talk” if she seems frustrated by a task • letting her review her “recess choice” book before going on the playground • having her start the day by looking at her favorite farm magazine • letting her “read” more than one book at a time, she likes to spread them out and review two at once • allowing her to occasionally do her math problems on the chalk board (this is very motivating for her) • letting her send e-mail to friends (helps her work on her writing skills) • ask her to help with organizing things in the classroom (e.g., straighten library books)- she loves it • challenge her with hard questions related to her areas of interest (farm animals, Sponge Bob, cartoons) • give her opportunities to share her “All About Me” book with friends • she may need to circle the table before he takes a seat- allow her to do this • sometimes likes to know exactly where her work space is (you can tape it off to show her) • helping her to change topics by bringing up special interests • may need to take little “safe spot” or relaxation breaks • use Sponge Bob to interest her in activities- for instance, let her write stories about him • using photographs to interact with her (have students bring photos to show her and let her show her photos to others) • letting her help to teach a part of a lesson (she likes to help the teacher)

36. What does all of this mean for administrators? • Emphasize that “absence of evidence is not evidence of absence” • Ask teachers to “presume competence” • Think beyond “rewards & punishments” – look for creative solutions (e.g., visuals, sensory) • Put the focus on curriculum & instruction (you can’t focus on behavior without context) • For those who are/will be included, ask teachers to focus on process and progress

37. For more information, please visit me at www.paulakluth.com

38. Autism means a different way of seeing the world and I always invite my teachers to buy a ticket on the journey to reaching the station called acceptance and full knowledge. Some reach the final destination and some hop off at the beginning. They need to be as a conductor and guide me through the many places I may get lost in. The math maze I am the leader. The English maze is confusing and then I need my conductor. And so remember that teachers need patience, and curiosity, desire to give life to education and all persons who place their dollar in the gate and deem it possible to come out a world class traveler. Jamie Burke (The Advocate, 2002)