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Autism Spectrum Disorder and Collaboration in the Classroom

Autism Spectrum Disorder and Collaboration in the Classroom. What is ASD?. Autism Spectrum Disorder is a developmental condition affecting the way the brain processes information. It affects the way a person communicates, relates to others, and perceives stimuli.

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Autism Spectrum Disorder and Collaboration in the Classroom

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  1. Autism Spectrum Disorder and Collaboration in the Classroom

  2. What is ASD? • Autism Spectrum Disorder is a developmental condition affecting the way the brain processes information. It affects the way a person communicates, relates to others, and perceives stimuli. • Broad range of intelligences to include significant cognitive delays to IQ scores in the genius range.

  3. Characteristics of ASD Triad of Impairments” to include: • social communication/language • social relationship • imagination

  4. Social Communication • Difficulty understanding verbal & non verbal communication, unable to 'read' facial expression, gestures and social cues • May have good expressive verbal communication but they may have difficulties in a two-way conversation • They may talk at you and have no interest in others opinions if they are not their own beliefs • They may talk obsessively on a topic of interest to them and be unable to draw the conversation to an end independently. • Despite often having good expressive language skills people with Asperger’s Syndrome can take the spoken word literally; this can lead to confusion and misunderstandings

  5. Social Relationship • Difficulties forming relationships; they often appear aloof and indifferent to other people. • Many people with Asperger’s Syndrome want to be sociable, but may lack the social skills to interact in a conventional way. • Difficulty understanding non-verbal signals including facial expressions, body language, and unspoken cues in communication • May have a very strong sense of right and wrong

  6. Imagination • Limited development of interpersonal play • & imagination. • People with Autistic Spectrum Disorders often develop obsessive interests, hobbies or collections. • Often excel at learning facts and figures, but find it hard to think in abstract ways. • Change can be difficult to manage and even upsetting. They often prefer to order their day according to a set pattern, which provides continuity and stability for them. Any breaks in routine can cause immense anxiety and or panic attacks where daily functioning becomes, at worst, impossible.

  7. How is ASD manifested in the classroom? • Difficulty engaging with others • Misinterpretation of social cues • Sensitivity to sensory stimulation • Monopolizing conversations or not participating at all • Tattling • Obsessive behaviors • Rigidity/difficulty adapting to change • Anxiety

  8. If you’ve seen one child with Autism Spectrum Disorder, you’ve seen onechild with Autism Spectrum Disorder.

  9. Now what? • Based on what we know, where do we go?

  10. Strategies for Collaboration • Be a super sleuth in getting to know your students -study them! • What do they do well? • How do they respond to things, people, changes in the classroom? • What do they have difficulty with? • Ask them about themselves – What are you good at? What do you have difficulty with? What helps you learn? What makes you feel comfortable in class? What makes you feel uncomfortable in class? What’s the best part of your day? What’s the worst part of your day? Why?

  11. Take Action • Provide structure – this leads to comfort and security. • Have routines in place. • Post a schedule – written, visual, pictorial. Visual cues are important. • Give advance notice of changes in routine • Model, model, model! • Because students with ASD often miss social cues and have communication difficulties you will have to teach the skills necessary for collaboration.

  12. Choose groupings carefully. Begin with one partner. You may need to be the first partner! • Be specific in your expectations and provide examples. “This is what it I’m looking for and these are the steps you need to take to get there.” • Assign roles in the group and be sure all members in the group understand their roles. • You’ll know you are successful when…

  13. Teach other group members how to work with students with ASD. • You may have to teach students how to take and make a joke. • Don’t assume anything. • Expect everything. • Enjoy the differences!

  14. Bringing It All Back Together • What are some connections you can make between the Power of Awareness article you read earlier in the session, Jan’s information about ASD students, and helping children work in interdependent groups?

  15. INSTRUCTIONAL STRATEGY TRAINING—Collaboration--Building Interpersonal and Small Group Skills February, 2013 Name_______________________________ Teaching Assignment:__________________ • What was an “a-ha!” that you had today in this session? How will it affect your teaching? 2. What is something from today’s session that you will probably mull over later—either on your own, with a colleague, or in a PLC? • In what ways can the Alphabet People (CRS, LMS, GRT) and administration help you implement collaboration-based lessons? Please return your reflection to Cathy Peterson by March 5 in order to receive your one hour of “building PLP” credit.

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