1 / 23

Full Inclusion for Students with Autism

Full Inclusion for Students with Autism. Suzy Dees Bloomington Public Schools District 87. STAND UP!. For this activity, as Suzy reads a statement, stand if the statement applies to you. If you stand, please be prepared to share with the group  Why is this a good. Targets.

deron
Download Presentation

Full Inclusion for Students with Autism

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Full Inclusion for Students with Autism Suzy Dees Bloomington Public Schools District 87

  2. STAND UP! • For this activity, as Suzy reads a statement, stand if the statement applies to you. If you stand, please be prepared to share with the group  • Why is this a good

  3. Targets • To identify what we already know about autism • To identify what we want to know about autism • To participate in group discussions surrounding the topic of including students with autism in classrooms • To identify how we, as SSW can help facilitate legitimate academic and social success for our students on the spectrum

  4. Inclusive Schools from Paula Kluth

  5. Pass the plate

  6. If I knew you were coming…

  7. From Paula’s DVD… • How does inclusion help ALL students and what does it look like? • Individual Objectives Everybody wins! Communication is key

  8. STRATEGIES! • How can we stretch our thinkng regarding strategies for integrating students?

  9. The more you talk, the less they hear… • Visual cues • Social stories – stable ones that can be laminated and used over and over and over and “on the fly” ones • Visual schedule Using a photo schedule as a visual aid for a child with ASD video • Gestures • Timers • First______ then____________ • High tech and low tech work equally well

  10. Power Point from Michigan on Visual supports • http://www.iidc.indiana.edu/?pageId=394 • http://stokesctg2012.pbworks.com/w/page/59986689/FrontPage • http://autismpdc.fpg.unc.edu/   • http://www.education.com/reference/article/visual-schedule-classroom-autism-ASD/ • http://room5ideas.com/examples.html • http://www.nationalautismresources.com/visual-supports-for-autism-classroom.html

  11. Susan Stokes's Iceberg Planning guide

  12. Carousel Activity • Successful strategies for including students: • Using technology • First day/first week of school? • In Specials/lunch/recess • Creative/effective use of staff • Communication between adults • School culture

  13. Thumbs Up/Thumbs down Thumb up = This IS inclusion Thumb down = This is NOT inclusion

  14. Inclusion Statement Evaluation Statement: Inclusion is real estate (meaning, it is enough for a student to simply BE in the gen ed classroom) Problems: It is more than an extra chair in the room; a student needs to be an interregnal part of the class, feel welcome from the very beginning, and have a clear purpose for the integration. When the student is not engaged with the content, it is not OK to simply let him color or NOT engage with the content. What can we do to ensure engagement with the content? Rewrite: Inclusion is more than just real estate.

  15. Inclusion Statement Evaluation Statement: Inclusion ensures all students have the same learning targets. Problems: Students are included for all different types of reasons. Targets may need to be modified to address the needs of the student. Rewrite: In an inclusion classroom, all students have clear learning targets, but the targets may be modified.

  16. Inclusion Statement Evaluation • Statement: Successful inclusion depends on frequent communication and planning among staff. • Problems: None

  17. Inclusion Statement Evaluation • Statement: Inclusion is only possible when class sizes are manageable. • Problems: There is always room for one more. Find a way, make a way—over, under, around, or through. Presume competency. Remember the Habits of mind. • Rewrite: Inclusion can benefit all students regardless of class size and manpower.

  18. A couple of my favorite resources • Trust me, you need to subscribe to Paula’s blog and her differentiation site • http://differentiationdaily.com/ • http://www.paulakluth.com/ • http://lovethiskidbookstudy.wikispaces.com/ • http://lindahodgdon.com/visual-strategies-samples-examplesthis one is new to me (literally found it on 10/17, but I like what I see thus far)

  19. Something to ponder as you begin your journey… • The first follower

More Related