Presentation Transcript

1. “You’re Going To Love this Kid!”Educating Students with Autism in Inclusive Schools

   Paula Kluth, Ph.D. paula.kluth@gmail.com website: www.paulakluth.com blog: http://differentiationdaily.wordpress.com/ Facebook: Paula Kluth 2010 The contents of these pages are intellectual property. This material may not be used, transmitted or reproduced unless in accordance with prior written instructions issued by Paula Kluth.
2. Jay refuses to… Jay won’t…

   The many folders of Jay

   Jay doesn’t …. Jay can’t …
3. Who are these students?The medical model AUTISM Qualitative impairment in social interaction Qualitative impairmentin communication Restricted repetitive and stereotyped patterns of behavior, interests, and activities Unique & highly individualized social skills and abilities Communication differences and complexities Often have expertise or deep interest in one or several topics; may have fascinations with objects as well What story are we telling about autism? Is it accurate? Useful? Who is telling the story?
4. How can we effectively and sensitively support individuals with autism in inclusive schools?
5. 1. See inclusion as a process [inclusive schooling] propels a critique of contemporary school culture and thus, encourages practitioners to reinvent what can be and should be to realize more humane, just and democratic learning communities. (Udvari-Solner, 1997)
6. Mistakes we might make: Providing only the “real estate” of inclusion & not related supports Not experimenting with a range of supports (assuming that one set of supports works for everyone) Thinking that “inclusion” means that all students engage, perform, participate in the same way, with the same materials, and with the same targeted outcomes.
7. 2. Make communication a priority If you want a good communication partner, BE a good communication partner
8. helpful strategies Use communication that is less direct (e.g., puppets, funny voice, microphone) Be clear & precise (e.g., “Open your math book and complete problems 1-5” instead of “Get started on your work”) Incorporate visual supports (e.g., sign language, written language) Give as many communication opportunities as possible (& connect to content) Teach AAC to ALL students (e.g., yes/no cards, sign language) see: http://www.paulakluth.com/articles/commdifferences.html for more ideas on supporting communication
9. Everybody go to the rug. Hand in your science packet. Find your partner.
10. 3. Teach with visuals see-me-strong book first/then board cues & directions (e.g., STOP) diagrams, maps, illustrations
11. Visual supports Improve comprehension (makes the message permanent) Encourage independence (helps to reduce other types of cues & support) Reduce anxiety (provides needed assurance) Are compatible with the learning style of so many on the spectrum Can be discrete & unobtrusive (if necessary) Can help teach other skills (organization, literacy) Kluth (2010)- adapted from Ferstl (2005)
12. 4. Teach to fascinations & 5. Build from strengths avoid using favorites as rewards…instead use them as tools for including the student
13. Winter-Meissers, et al (2007)
14. Emeril as Inclusion Facilitator “Today’s Menu” Chef’s hat & “bam” Desk Emeril Cooking-related lessons Pampered chef-inspired writing supports Cursive writing is cool!
15. http://www.paulakluth.com/articles/usingstrengths.html for more on using strengths to support learners with autism Example of strengths-based curriculum map: WEATHER language arts introduce weather section of newspaper disaster fiction teach e-mail & web skills – surf for weather stats, info. science how to read barometer and other gadgets hand-on science experiments have student learn about jobs like weather person, volunteer with disaster relief social skills/relationships teach about feelings- “are you feeling gloomy and rainy today or sunny”? teach music- “Singing in the Rain”; “Sunny Weather” social studies study weather in various countries study how weather & climate affects culture Interview people in our community- meteorologist math study the distance certain storms travel focus on weather statistics, look for patterns across regions graph the weather daily communication skills support communication skills; have student teach others about weather or give daily weather fact
16. Strengths & Strategies Pages Gifts, Strengths, Talents, Interests: MISCHA Very polite Knows how to add with a calculator Enjoys doing class jobs (e.g., watering plants) Likes to look at magazines- especially those featuring animals Knows left from right Knows how to use her CD player Loves the “Dixie Chicks” Can read her “All About Me” book independently Likes to talk in front of the class Plays with Mega-bots and creates neat stories with the characters Loves to sing folk songs- especially “Peter, Paul, & Mary” Exceptional memory- knows all of the birthdays of friends and staff members Knows how to play 4 computer games on her own http://www.paulakluth.com/articles/strengthstrateg.html for a blank template of this tool and an article about uses
17. Strengths & Strategies PagesThings That Work: MISCHA encouraging her to “do her positive self-talk” if she seems frustrated by a task letting her review her “recess choice” book before going on the playground having her start the day by looking at her favorite farm magazine letting her “read” more than one book at a time, she likes to spread them out and review two at once allowing her to occasionally do her math problems on the chalk board (this is very motivating for her) letting her send e-mail to friends (helps her work on her writing skills) ask her to help with organizing things in the classroom (e.g., straighten library books)- she loves it challenge her with hard questions related to her areas of interest (farm animals, Sponge Bob, cartoons) give her opportunities to share her “All About Me” book with friends she may need to circle the table before he takes a seat- allow her to do this sometimes likes to know exactly where her work space is (you can tape it off to show her) helping her to change topics by bringing up special interests may need to take little “safe spot” or relaxation breaks use Sponge Bob to interest her in activities- for instance, let her write stories about him using photographs to interact with her (have students bring photos to show her and let her show her photos to others) letting her help to teach a part of a lesson (she likes to help the teacher)
18. For more information, please visit me at www.paulakluth.com
19. Autism means a different way of seeing the world and I always invite my teachers to buy a ticket on the journey to reaching the station called acceptance and full knowledge. Some reach the final destination and some hop off at the beginning. They need to be as a conductor and guide me through the many places I may get lost in. The math maze I am the leader. The English maze is confusing and then I need my conductor. And so remember that teachers need patience, and curiosity, desire to give life to education and all persons who place their dollar in the gate and deem it possible to come out a world class traveler. Jamie Burke (The Advocate, 2002)