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How to Modify & Accommodate for Autism

How to Modify & Accommodate for Autism. Dallas Independent School District Special Education Department IDEA Coordination and Specialized Programs. Reminders. Take care of yourself Place all cell phones on silent or vibrate Use your inside voice Respect others Everyone participates.

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How to Modify & Accommodate for Autism

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  1. How to Modify & Accommodate for Autism Dallas Independent School District Special Education Department IDEA Coordination and Specialized Programs

  2. Reminders • Take care of yourself • Place all cell phones on silent or vibrate • Use your inside voice • Respect others • Everyone participates

  3. Agenda Differences between Acc and Modify Ice Breaker Supports IEP Goals and Objectives Accommodation Page Conclusion

  4. Objectives The objectives for today’s staff development are: • To recognize the importance of accommodating and modifying for students • Identify various strategies and tools to assist with instruction.

  5. ICE BREAKER Connect the Numbers Directions: Connect the numbers in order from 1 to 60. You have one minute to complete this activity.

  6. Connect the Numbers • Let’s re-do this activity Directions: Using the new handout, fold your paper in half (hot dog or hamburger fold). Fold your paper in half again (you should have four squares.

  7. Connect the Numbers Now, connect the numbers form 1 to 60.

  8. Before you can Accommodate or Modify…… All students who receive special education services have an Individualized Education Plan. This document describe students’ skills and states goals for services as well as strategies for achieving those goals.

  9. Before you can Accommodate or Modify…. Annual IEP goals and objectives should describe what the ARD committee expect the child to accomplish. The goals should focus on the special education and related services school employs to offset or reduce the problems resulting from the disability. Refer to Handout #1

  10. Before you can Accommodate or Modify…. The accommodation page is part of the IEP that explains what accommodations that the students needs to be successful. Refer to handout #2

  11. Accommodations Accommodations- A change made in the teaching or testing procedures in order to provide a student with access to information and to create an equal opportunity to demonstrate knowledge and skills.

  12. Modifications Modifications- A change in WHAT the student is expected to learn and/or demonstrate. While a student may be working on modified course content, the subject area remains the same as the rest of the class.

  13. Determining Accommodations Versus Modifications Working as a table group, read each statement of support for students with disabilities. Then indicate, by placing a (√) in the appropriate column, if it is a accommodation or modification.

  14. Concepts and Strategies to Prepare You to Assist in Classroom Instruction As a paraprofessional, your primary responsibility is to assist the teacher and support student learning.

  15. Some Visual Supports • Labeling materials and equipment. • Using drawings and models to help illustrate concepts. • Using flash cards to learn key information

  16. Some Visual Supports • Using visual materials – charts, graphs, pictures, videos, etc. • Showing a model of what the end product will look like. • Use visual cards, oral and written directions. • Numbering the steps in a task. • Refer to handouts

  17. Physical Supports The TAKS-ALT was designed to evaluate students on the state standards (TEKS). This activity is designed to help familiarize yourself with the physical supports that may be used in the classroom.

  18. Prompting As a group, place the prompting description in order from most to least invasive. • Refer to the Ziploc bags on the tables

  19. Instructional Accommodation & Modification Activity Each group will receive a scenario identifying a student with autism or Asperger’s Syndrome. Using prior knowledge and the information we have discussed, list accommodations and modifications that would assist the student to be successful in the classroom.

  20. HOW DO I TEACH THIS KID? Visual Work Tasks List ideas for differentiated instructions for the following work task:

  21. Gallery Walk - Conclusion What can you do to help student to be successful? Name some ways to accommodate or modify for students with special needs Tell one thing you learned today that you will apply this fall?

  22. Closing Activity I have………………… Who has………………

  23. SURVEY Please complete the Survey

  24. The Special Education Department will like to Thank You for attending the training

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