2. STAND UP! Suzy is going to give you a few statements. If they apply to you, stand up and look around the room to see who else is standing before taking your seat. Be prepared to share your answer.

5. I am a GOLD STAR STRATEGY; use me in your classroom!

6. Targets Identify some key components of Autism Identify the 4 “Habits of Mind” to consider with peers and others on the spectrum Recognize specific tools/supports you use to help a peer/student with Autism or ANYONE Ask questions!

7. WHAT IS AUTISM? Autism is a complex developmental disability that impacts the normal development of the brain in the areas of social interaction and communication skills.

8. How do they get it?

9. People with autism typically have trouble communicating with others social interactions leisure activities imaginative play

10. People with autism may exhibit aggressive behavior repeated body movements unusual responses to people resistance to changes in routines sensory sensitivity unusual attachments or interests in objects.

12. Autism is a spectrum disorder; symptoms can vary greatly from mild to severe

13. Social Communication contiuum Thasya - Severely impairedThasya - Severely impaired as a Social Communicator Kira – Emergent Kira – Emergent Social Communicator Sheldon- Impaired Interactive/Nuance ChallengedSheldon- Impaired Interactive/Nuance Challenged as a Social Communicator

14. 4 Habits of Mind Be open, LISTEN, & wait Watch your language Presume competence ALL behavior is communication

15. Video break… Everybody wins! How does inclusion help ALL students and what does it look like? How does inclusion help ALL students and what does it look like? Presume Competence & be patient for communication! Carly’s voice

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

17. STOP TALKING!

18. 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 (see next few slides) Gestures Timers First______ then____________ High tech and low tech work equally well

19. Courtesy of www.do2learn.com Visual Schedules

23. Schedule Change

24. First/Then Schedules (home and school) For especially challenging transitions at school, an “First/Then” mini schedule can be used FIRST THEN

31. If I knew you were coming…

32. A couple of my favorite resources  Trust me, you need to subscribe to Paula’s blog and her differentiation site  http://differentiationdaily.com/ http://differentiationdaily.com/ http://www.paulakluth.com/ http://lovethiskidbookstudy.wikispaces.com/ Suzy’s wiki http://lovethiskidbookstudy.wikispaces.com/ http://lindahodgdon.com/visual-strategies-samples- examples http://lindahodgdon.com/visual-strategies-samples- examples http://www.autisminternetmodules.org you MUST explore this one! http://www.autisminternetmodules.org

33. MORE Resources!!! Power Point from Michigan on Visual supports http://www.iidc.indiana.edu/?pageId=394 http://stokesctg2012.pbworks.com/w/page/5998 6689/FrontPage http://stokesctg2012.pbworks.com/w/page/5998 6689/FrontPage http://autismpdc.fpg.unc.edu/ http://www.education.com/reference/article/vis ual-schedule-classroom-autism-ASD/ http://www.education.com/reference/article/vis ual-schedule-classroom-autism-ASD/ http://room5ideas.com/examples.html http://www.nationalautismresources.com/visual- supports-for-autism-classroom.html http://www.nationalautismresources.com/visual- supports-for-autism-classroom.html

35. Exit Slip On a post-it, write one or all of the following: + (Plus) – what is one positive or new idea you gleaned from today’s presentation? - (Minus) – what is one minus from today’s presentation or something you would change? - !/? (Interesting) – what is something you found to be interesting from today’s presentation?

36. Video Break! Let’s hear from some kids who have autism (they have great accents as they live in the United Kingdom)! My Autism and Me