3. Accommodations

4. Ordinary and Extraordinary Video Clip

6. Autism Spectrum Disorder

7. Children with Autism may have a different way of seeing, hearing, or feeling things.

8. Imagine Living in a foreign country where you don’t know the language, customs, or rules

9. A song that is stuck in your head... And never goes away People’s voices sounding so loud they’re like fire engines Imagine

10. Imagine The texture of your clothes feels like a burlap bag or sandpaper Not being able to feel food in your mouth, or a full bladder

11. Someone's simple touch feeling like fire Having feeling in your hair and the pain of having it cut Imagine

12. Imagine There is a bug buzzing around on the other side of the room, yet it sounds like it is coming through a stereo full blast. Your friends are in the hallway chewing bubble gum and you can smell it.

13. Imagine The teacher is at the front of the room giving you a spelling test, but you can’t make out the teacher’s face and you can’t understand what he is saying.

14. Imagine having autism.

15. Through the Eyes of Autism

16. Diagnosis Qualitative impairment in social interaction, as documented by two or more behavioral indicators, for example: limited joint attention and limited use of facial expressions directed toward others; does not show or bring things to others to indicate an interest in the activity; demonstrates difficulties in relating to people, objects, and events; a gross impairment in ability to make and keep friends; significant vulnerability and safety issues due to social naivete; may appear to prefer isolated or solitary activities; misinterprets others' behaviors and social cues.

17. Qualitative impairment in communication, as documented by one or more behavioral indicators, for example: not using finger to point or request; using others' hand or body as a tool; showing lack of spontaneous imitations or lack of varied imaginative play; absence or delay of spoken language; limited understanding and use of nonverbal communication skills such as gestures, facial expressions, or voice tone; odd production of speech including intonation, volume, rhythm, or rate; repetitive or idiosyncratic language or inability to initiate or maintain a conversation when speech is present.

18. Restricted, repetitive, or stereotyped patterns of behavior, interest, and activities, as documented by one or more behavioral indicators, for example: insistence on following routines or rituals; demonstrating distress or resistance to changes in activity; repetitive hand or finger mannerism; lack of true imaginative play versus reenactment; overreaction or under-reaction to sensory stimuli; rigid or rule-bound thinking; an intense, focused preoccupation with a limited range of play, interests, or conversation topics.

19. Strengths & Weaknesses

20. Differentiated Instruction To differentiate instruction is to recognize students varying background knowledge, readiness, language, preferences in learning, interests, and to react responsively. Differentiated instruction is a process to approach teaching and learning for students of differing abilities in the same class. The intent of differentiating instruction is to maximize each student’s growth and individual success by meeting each student where he or she is, and assisting in the learning process.

21. Universal Design for Learning What it means... multiple approaches for a diversity of learners! Multiple means of representation gives learners various ways of acquiring information and knowledge Multiple means of expression to provide learners alternatives for demonstrating what they know Multiple means of engagement to tap into learners' interests, offer appropriate challenges and increase motivation

22. Accommodations Multi-sensory Visual Strategies, including schedules Memory (Doesn’t disappear) Comprehension Guided Choices

25. Calendars

26. Task Organizer-Writing

29. Handouts

30. So what does this mean?