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SPED 405 Final Case Study Students with Autism Alona Bautista Amy Heideman Jacqui Salesky Jesse Jensen.

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Presentation on theme: "SPED 405 Final Case Study Students with Autism Alona Bautista Amy Heideman Jacqui Salesky Jesse Jensen."— Presentation transcript:

1 SPED 405 Final Case Study Students with Autism Alona Bautista Amy Heideman Jacqui Salesky Jesse Jensen

2 Why Autism? At some point in our teaching careers we will probably come across a student with autism. Autism symptoms can be present in a variety of combinations and may accompany other disabilities. Some people with autism have normal levels of intelligence, while most people with autism have some level of intellectual disability, ranging from mild to severe, so teachers should be prepared to work with and adapt to such students.

3 Present Level of Performance- 3 rd Grader with Autism, Mike Poor speech Lacking social skills Unable to read Couldnt perform everyday tasks by himself. He always had an aid with him.

4 Strengths and Learning Needs Learning Needs: - Needed an aid with him at all times -Used visuals to communicate, visual communication symbols (picture books) -Social interaction skills Strengths: -Good listening skills -Worked well with his aid

5 Collaborating With Others In order to facilitate interactions with autistic students, regular education staff and students should be provided opportunities to learn about autism. Promoting an understanding of autism and helping peers and teachers develop a positive attitude toward individuals with disabilities enhance social interaction programs. Professionals should collect and analyze data on social interactions and patterns of general education students with their peers with autism in both structured and unstructured settings. Looking at the different patterns in behaviors assists instructors in deciding whether specific programs are effective and whether they require modification. Encourage parents and other family members to participate in the process of assessment, curriculum planning, instruction, and monitoring. They often have the most useful information about the student's history and learning characteristics, so effective instruction should take advantage of this vital resource.

6 Adapting Curriculum Base the curriculum on the student's individual characteristics, not on the label of autism. A diagnosis of autism does not indicate what or how to teach. Provide structure in the environment, with clear guidelines regarding expectations for appropriate and inappropriate behavior. Focus on developing skills that will be of use in the student's current and future life in school, home, and community Provide tools, such as written or picture schedules, to ensure that the flow of activities is understandable and predictable.

7 Monitoring Students Progress Document childs progress daily using a checklist to keep track, similar to this one:


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