1. Presented by Amy Chagoya, Sarah Gibson, Boksoon Melvin and Anavelia Ponce

2.  IDEA’s definition : a developmental disability that primarily results in significant deficits in verbal and non-verbal communication and social interactions, generally evidenced before the age of 3 years and adversely affects the child’s educational performance.

3.  1 in every 150 children are now diagnosed with Autism in the U.S.  It is estimated approximately 1 million in the U.S have this disorder.  Autism is the fastest growing developmental disability in the U.S. today.  Autism is now more common than Down Syndrome, Mental Retardation, and Cystic Fibrosis combined.  More than 2 new cases each day-7 days a week in California alone  www.autism-society.org,www.talkaboutcuringautism.org www.autism-society.orgwww.talkaboutcuringautism.org

4.  Four key areas: 1. Communication (verbal and non-verbal) 2. Social skills 3. Behaviors 4. Learning

5.  Environmental Considerations  Direct Instruction of Social Skills- Social Stories  Sensory Opportunities- Sensory “Diet”  Take advantage of student strengths and interests  Functional Curriculum

6.  Auditory distractions  Visual- physical environment “Crash/Quiet Area” “Picture Jig” “ Design/Layout ”

7.  Description  Research  Example

8.  Description  Example Proprioception Vestibular Tactile Input Oral

9.  For example, if a student demonstrates an interest in trains, the student should have opportunities to read about trains, write about trains, do math problems about trains, etc.

10. Functional CurriculumFunctional Academics  daily living skills  community skills  recreation and leisure  employment  self-care  literacy (reading and writing)  basic math  time  money

11. Establishing a visual schedule reduces anxiety related to the unexpected and makes transitions run smoothly.  Things to Remember about Visual Schedules Schedule must be consistent and kept in the same place at all times. Include a picture correlating with the word used to describe the next activity for children that can already read. An icon only schedule can be used for pre-readers. When a student is about to transition to a new activity or class, he should be given a “check schedule” transition cue to remind him that he can always check what is going to happen next.

12.  Students with autism should be provided with an environment where expectations and activities are explained and structured.  Work stations must be clearly defined.  They may need visual stimuli eliminated while they work.  Visual cues, such as the visual schedule, should be used to show what, how and when things should be done.

13.  Since many students with autism have impairments in communication or may even be non-verbal, you must provide alternatives to verbal communication. Picture Exchange Communication System PECS is a form of augmentative and alternative communication using pictures in place of words in order to help children who have trouble communicating verbally.

14. http://www.hhs.gov/autism/ www.ninds.nih.gov/disorders/autism Resource for Parents: http://www.tacanow.org/index.htm

15.  Sapona, Regina H. & Winterman, Kathleen G. (2002). Everyone’s Included Supporting Young Children With Autism Spectrum Disorders in a Responsive Classroom Learning Environment. Teaching Exceptional Children, 35, No.1, pp. 30- 35.

16.  -Supporting Young Children With Autism Spectrum Disorders in a Responsive Classroom Learning Environment-  By Kathleen G. Winterman, Intervention Specialist & Regina H. Sapona, Associate Professor, Division of Teacher Education, University of Cincinnati, Ohio. Source : CEC (Council for Exceptional Children)  Designing inclusive learning environments that support the development of young children with autism is a challenge for both teachers and administrators. However, this article introduces a successful case.  The Key factors for success of inclusive settings.  -The Responsive Classroom  -The Importance of Peer Support  -Collaboration among Professionals

17.  An instructional approach that integrates the teaching of academic and social skills as an aspect of everyday classroom life.  Teachers and students work together to establish a trusting, caring environment as they build a social community through routine events.  The social curriculum is as important as the academic curriculum.  Six components of the responsive classroom. - Morning meetings - Classroom organization - Rules and logical consequences. - Guided discovery - Academic choice - Family communication strategies  Benefits for students who have autism spectrum disorders - Students can establish a common routine through daily predictable pattern after much practice and support. - Teachers emphasize the development of social skills in natural contexts.

18. 1. Social skills instruction - children with autism spectrum disorders can learn how to relate to their peers if affective skills training is part of the daily curriculum. (2) Creating a community - every child can contribute care for others in many ways : listening or responding with relevance and attention : showing concern for feelings and view points : developing a capacity for empathy. (3) The need for adult scaffolding and support - At less structured situations such as the playground, the children did not engage children with autism in their outdoor activities because of obsessive, preoccupied behaviors.

19. (1) General education teachers and special education teachers (2) Vertical team - The special education teachers across levels meet regularly to discuss particular students needs (3) Parent participation - communicate regularly about students progress. (4) Social story

20. is the important tenet in the responsive classroom. It may not design students with specific disabilities. However, this learning environment gives a great benefit, if educator see students with autism first.

21.  http://www.tacanow.org/index.htm http://www.tacanow.org/index.htm  http://www.hhs.gov/autism/ http://www.hhs.gov/autism/  www.ninds.nih.gov/disorders/autism www.ninds.nih.gov/disorders/autism  www.autism-society.org www.autism-society.org  www.talkaboutcuringautism.org www.talkaboutcuringautism.org  www.chileda.org/rsources/strategies.htm www.chileda.org/rsources/strategies.htm  www.specialed.us/autism/structure/str10.htm www.specialed.us/autism/structure/str10.htm  www.lisd.net/speced/otweb/sensoryDiet.htm www.lisd.net/speced/otweb/sensoryDiet.htm  www.asatonline.org/resources/treatments/social.htm www.asatonline.org/resources/treatments/social.htm  Sapona, Regina H. & Winterman, Kathleen G. (2002). Everyone’s Included Supporting Young Children With Autism Spectrum Disorders in a Responsive Classroom Learning Environment. Teaching Exceptional Children, 35, No.1, pp. 30-35.