Autism, Inclusion, and Your Classroom Based on tips and tricks from Paula Kluth Presenter: Megan Mineroff

All about Autism  Disability varies widely among individuals  Impossible to separate individual and Autism  Neurological and related to sensory processing  New labels in DSM-V  Social (Pragmatic) Communication Disorder  Autism Spectrum Disorder (Levels 1, 2, or 3)

Common Characteristics  Movement Differences (excessive, atypical, or loss of movement)  Sensory Differences (hypo- or hyper-responses to sensitivities)  Communication Differences (atypical or no speech)  Social Differences (struggle with relationships)  Learning Differences (based on processing, presentation, or hearing)  Interests or Fascinations (deep interest in one or multiple topics)

Your Role as the Teacher  Believe that all students can learn  Recognize and celebrate differences  Consider the true need for the label (if there even is one)  Be curious about and interested in experiences your students have  Help students build self-respect and self-esteem  Advocate for your students  Recognize that your students can teach you new things as well  Look for student talents and show students they are competent

Connect with Families  They know their child best  Learn about families  Families may be challenging because of past experiences  Not all families are made up by a mom and a dad  Consider extended family, adoptive parents, and siblings  Create an effective school-home partnership  Welcoming school  All students are valued  Open, consistent, productive communication  Willingness to learn from families  Share information clearly

Strategies for the Classroom  Lighting  Sound  Smell  Temperature  Appropriate Seating  Organize the learning spaces

Strategies for Instruction  Choose content that matters – make it relevant  Flexible Grouping – change it up!  Wide Range of Materials – allow choice  Mix up lesson format – makes learning exciting  Multiple Assessments  Student or Family Surveys  Personal Portfolios (student introduces self and interests)  Plan in Reverse – what does the child need  Action Plans (similar to IEPs)

More Strategies for Instruction  Incorporate Routines & Schedules  Use transition tools (songs and warnings)  Checklists, Guides, & Rules for expectations  Organization training and support  Offer Choice  Nonverbal Supports and Cues  Stay-Put Sensory Box  Breaks & Movement  Training on Disability  Visual Supports  Use Fascinations  Safe Spaces  Modeling

Academic Strategies  Assume students are competent (believe they can learn)  Alternative methods  Literacy  Instructional approaches:  Rhythm and Movement  Tactile Support  Alphabet Books  Read-Alouds, Retellings, or Repeated Reading  Background Connections  Word Wall

Assuming Competence  Tests that require verbal or physical responses don’t necessarily test knowledge  Huge discrepancy in scores of fluid intelligence to IQ tests  “If we wrongly assume that a competent individual cannot learn and understand, and restrict her opportunities as a result, we’ve done her a great disservice”  If proven wrong, it is a less dangerous assumption to make for a student

Eight was to Presume Competence  Recognize difference between what people understand and what they demonstrate  Talk to individuals in age-appropriate ways  Support communication through a variety of methodsAcknowledge person with autism as a typical person  Hold up your side of the conversation  Expose people with Autism to age-appropriate content  Remember behavior usually serves a purpose  Recognize that problem behaviors may be the only means of communication available

Friendships, Social Relationships, and Belonging  Offer curriculum and instruction that is responsive and respectful – build your curriculum on your students’ experiences  Community Building Activities – bring learners together  Social Relationships in the Classroom  Strategies for Students with Autism  Social narratives  Role Play  Video Modeling  Social Goals on IEPs

Communication Skills  Augmentative & Alternative Communication  Sign Language or gesturing  Picture or Object Exchange systems  Communication devices  Facilitated Communication (physical or emotional support)  Writing

Behavior  Behavior is personal AND contextual  Considerations  Language matters (positive descriptions); Focus on strengths; Take time for yourself  Cautions  Avoid removal from the room (tells children they are unwanted); Compliance is not the goal; punishment and rewards only go do far

Behavior Continued  10 Positive ways to assess and support behavior challenges  Focus on connection and relationships  Get the student’s perspective  Prioritize Prevention  Talk to the family  Use the school community  Assess & Adapt the Environment  Teach new skills  Evaluate instruction  Adapt when necessary  Do something else

References  DSM-5 Diagnostic Criteria. (n.d.). Retrieved May 10, 2016, from autism/diagnosis/dsm-5-diagnostic-criteria  Hussman, J. P. (2015). Presume Competence. Hussman Institute for Autism, 1. Retrieved May 12, 2016, from content/uploads/2015/12/Presume-Competence_Hussman- Institute.pdf.  Kluth, P. (2003). "You're going to love this kid": Teaching students with autism in the inclusive classroom. Baltimore, MD: P.H. Brookes Pub.