1. STRATEGIES FOR INCLUDING STUDENTS WITH AUTISM Presenters: Dana Allen Paula Quirk Pat Gerdeman

2. Expectations For The Day Turn of cell phones Be excited about learning Ask questions/make comments (participation) Work well with others = Color in a puzzle piece when you meet the expectation! Then earn your reward when the circle is all colored in- woo hoo!

3. Disclaimer  The PowerPoint has been reviewed and edited multiple times up to the last minute.  The most recent version can be viewed on: duvalasd.wikispaces.com  Be sure to check it out!!!

4. Objectives  Participants will gain knowledge about laws, background and best practice for inclusion of students with autism  Participants will gain knowledge of characteristics/differences specific to individuals with autism spectrum disorder (ASD)  Participants will identify specific challenges for individuals with ASD in the general education setting and gain knowledge of the supports designed to increase their success in the general education setting  Participants will learn and implement educational and classroom best practices for students with ASD within in the general educational setting.

5. Agenda  Inclusion- Purpose and best practice  ASD Overview  Break  Possible Challenges in the general education classroom  Now what- Strategies to help support ASD  Lunch  More strategies  Make and Take

6. INCLUSION- THEORY AND BEST PRACTICES

7. Inclusion & IDEIA  IDEIA has a strong preference for educating students with disabilities in regular classes with appropriate aids and services  The general classroom MUST be the FIRST place considered  With the student in mind, educators must consider how supplementary aids, services and other supports can be used to ensure that the student can be educated in the general education classroom to the maximum extent appropriate

8. Components of Successful Inclusion  Educators in new roles  Effective support systems  Multi-level instruction  Team approach  Home-School partnerships  Focus on what children can do

9. Benefits of Inclusion for Students with Disabilities  Access to the rich core curriculum  Opportunities to participate in the life of the school community  Increase in communication and social interaction opportunities  Access to age-appropriate modes of behavior and communication skills  Opportunities to build a network of friends

11. Why Inclusion? http://www.youtube.com/watch?v=t2KF1ZfRip4&safety _mode=true&persist_safety_mode=1&safe=active

12. ASD OVERVIEW WHAT YOU NEED TO KNOW PRE-ASSESSMENT LET’S SEE WHAT YOU KNOW

13. What Do I Need To Know? While individuals on the Autism Spectrum have similar characteristics, no two individuals with Autism Spectrum Disorders (ASD) will appear the same.

14. The Autism Umbrella

15. Characteristics Autism Spectrum Disorders  Social deficits  Restricted patterns of behaviors, interests and activities  Communication deficits  Sensory differences  Cognitive differences  Motor differences  Emotional vulnerability  Known medical or other biological factors

16. More specific about each  PDD-NOS- The diagnostic category of pervasive developmental disorders (PDD) refers to a group of disorders characterized by delays in the development of socialization and communication skills.  Childhood Disintegrative Disorder (CDD)- also known as Heller's syndrome, is a condition in which children develop normally until ages 2 to 4, but then demonstrate a severe loss of social, communication and other skills.  Rett’s Disorder (RTT) – Rett syndrome is a neurodevelopmenal disorder that affects girls almost exclusively. It is characterized by normal early growth and development followed by a slowing of development, loss of purposeful use of the hands, distinctive hand movements, slowed brain and head growth, problems with walking, seizures, and intellectual disability.

17. High Functioning Autism  Children who are autistic by definition yet are able to communicate  May not have overly severe social impairments  IQ ratings are near normal, normal or even high

18. Asperger Syndrome  Normal language development  Very literal, speak beyond their maturity level, have difficulty with comprehension and abstract reasoning  Difficulty with social situations and unstructured time  Sensory difficulties  Motor functioning issues  Organization issues

20. Prevalence and Causes  1 in 110  Male to female ratio 4:1  Genetic  Brain structure  Environmental  Viral factors

21. http://www.mtv.com/videos/true-life-i-have- autism/1554937/playlist.jhtml

22. ASD AND CHALLENGES THAT OCCUR IN THE GENERAL EDUCATION CLASSROOM

23. Basic Challenges in the General Education Environment  Different academic levels  Transitions  Social issues  Communication issues (directions, interpretations)  Sensory needs  Self-Management

24. Characteristics That Impact Success in School- Cognition  Maturity  Rote memory  Problem solving skills  Generalization  Special interests

25. Characteristics That Impact Success in School- Communication and Social  Lack of communication system  Lack of interest in socialization  Echolalia present  Pronoun reversals  Perseveration/persistent questioning  Lack of understanding that non-verbal cues such as facial expressions, gestures, proximity and eye contact convey meaning and attitudes  Difficulty using language to initiate or maintain a conversation

26. - Communication and Socialization Issues continues  A tendency to interpret words and phrases concretely  Difficulty with realizing that other people’s perspective in conversation must be considered  Failure to understand the unstated rules or set of rules that everyone knows, that have not been directly taught  Lack of awareness that what you say to a person in one conversation may impact how they interact with you in the future

27. Characteristics That Impact Success School- Communication and Social

28. Characteristics That Impact Success in School- Sensory Awareness  The ability (or inability) to utilize the sensory information in an environment. -Smell, taste, touch, visual input, auditory, vestibular (balance), proprioception (body awareness)  Student can not self-regulate sensory needs.

29. Characteristics That Impact on Success in School- Behavior  Anxiety, stress and depression  Distractibility and inattention  External and internal tantrums and meltdowns

30. NOW WHAT?

31. Let’s take a look at… http://www.youtube.com/user/ocalivideos#p/u/24/02V_8MvxCmQ BEST PRACTICES AND STRATEGIES TO SUPPORT STUDENTS WITH ASD IN THE GENERAL EDUCATION CLASSROOM

32. Considerations  Classroom Structure  Academic supports  Communication supports  Behavioral supports  Social skills supports  Sensory supports

33. Classroom Structure Strategies  Communication of expectations is key  Teacher expectations must be translated into rules and routines that students understand  Often rules are posted, but expectations are inferred and vary from task to task  Individuals with ASD have difficulty integrating the social, cognitive, and communication domains, so regulating for different expectations is difficult for them.

34. Classroom Structure: Universal Supports  Classroom Design  Multi-level Instruction  Assistive Technology  Routines (transitions/schedules)  Positive Behavioral Supports  Opportunities for Choice  Visual Supports  Peer Support  Support Team  Communication  Home-School Connection  Focus on what the child can do  FLEXIBILITY/PATIENCE

35. Activity 1- Classroom Structures  Step 1: Review indicators in Topic Column of the Best Practices Road Map (BPRM).  Step 2: Search and find helpful strategies and tools within the Inclusive Programming book.  Step 3: Record page numbers and description on the what does it look like column on the BPRM.  Step 4: Be prepared to share with the group!!  Bonus- Review the Article “Ten Things Every Child With Autism Wishes you Wishes you Knew” by Ellen Notbhm  Which of the 10 things relate to Classroom Structure?

36. Communication Strategies  Add visual cues to verbal directions Add visual cues to verbal directions  Get attention before giving direction  Restate in simpler language  Provide alternate mode of communication Provide alternate mode of communication

37. Activity 2- Communication Strategies  Step 1: Review indicators in Topic Column of the Best Practices Road Map (BPRM).  Step 2: Search and find helpful strategies and tools within the Inclusive Programming book.  Step 3: Record page numbers and description on the what does it look like column on the BPRM.  Step 4: Be prepared to share with the group!!  Bonus- Review the Article “Ten Things Every Child With Autism Wishes you Wishes you Knew” by Ellen Notbhm  Which of the 10 things relate to Communication?

38. Behavior Strategies  Accept approximations of desired behavior and shape  Use behavioral momentum  Leisure skills instruction  Token systems Token systems  Self-monitoring Self-monitoring  Use motivators and make it worth it Use motivators and make it worth it

39. Behavior Strategies Cont.  First…, Then… First…, Then…  Schedules Schedules  Verbal warnings  Timer Timer  Natural cues  Give choices (limited)

40. Behavior and Reinforcement  Natural reinforcers  Social reinforcers  Activity reinforcers  Tangible reinforcers  Token reinforcers

41. Activity 3- Behavior Strategies  Step 1: Review indicators in Topic Column of the Best Practices Road Map (BPRM).  Step 2: Search and find helpful strategies and tools within the Inclusive Programming book.  Step 3: Record page numbers and description on the what does it look like column on the BPRM.  Step 4: Be prepared to share with the group!!  Bonus- Review the Article “Ten Things Every Child With Autism Wishes you Wishes you Knew” by Ellen Notbhm  Which of the 10 things relate to Behavior Strategies?

42. Sensory Strategies  Sensory diet-a planned and scheduled activity program designed to meet a child’s specific sensory needs  Incorporates naturally occurring opportunities for children to get the sensory stimulation they need

43. Activity 4- Sensory  Step 1: Review indicators in Topic Column of the Best Practices Road Map (BPRM).  Step 2: Search and find helpful strategies and tools within the Inclusive Programming book.  Step 3: Record page numbers and description on the what does it look like column on the BPRM.  Step 4: Be prepared to share with the group!!  Bonus- Review the Article “Ten Things Every Child With Autism Wishes you Wishes you Knew” by Ellen Notbhm  Which of the 10 things relate to Sensory?

44. Lunch

45. Social Skills Strategies  http://www.youtube.com/user/ocalivideos#p/u/25/4iDQimz317M http://www.youtube.com/user/ocalivideos#p/u/25/4iDQimz317M  Social Skills Training- group or individual  Social Stories Social Stories  http://www.youtube.com/watch?v=jSFYpITvNHI http://www.youtube.com/watch?v=jSFYpITvNHI  http://www.youtube.com/watch?v=sHZEvVIRudw&feature=related http://www.youtube.com/watch?v=sHZEvVIRudw&feature=related  Video modeling Video modeling  http://www.youtube.com/watch?v=7zoi_lMkXKI&feature=relmfu http://www.youtube.com/watch?v=7zoi_lMkXKI&feature=relmfu  Direct instruction of available curriculums Elementary - Secondary- http://www.cccoe.net/social/skillslist.htmhttp://www.cccoe.net/social/skillslist.htm

46. Social Skills Strategies  Peer buddy programs (including modeling)  Hidden Curriculum  Self-monitoring Self-monitoring  Embedded social activities  Goal Setting & Contracts Goal Setting & Contracts

47. Activity 5- Social Skills  Step 1: Review indicators in Topic Column of the Best Practices Road Map (BPRM).  Step 2: Search and find helpful strategies and tools within the Inclusive Programming book.  Step 3: Record page numbers and description on the what does it look like column on the BPRM.  Step 4: Be prepared to share with the group!!  Bonus- Review the Article “Ten Things Every Child With Autism Wishes you Wishes you Knew” by Ellen Notbhm  Which of the 10 things relate to Social Skills?

48. Academic Strategies  Breakdown tasks Breakdown tasks  First…, Then… First…, Then…  Schedules Schedules  Verbal warnings  Timer Timer  Give choices (limited)  Response Cards

49. Activity 6- Academic Strategies  Step 1: Review indicators in Topic Column of the Best Practices Road Map (BPRM).  Step 2: Search and find helpful strategies and tools within the Inclusive Programming book.  Step 3: Record page numbers and description on the what does it look like column on the BPRM.  Step 4: Be prepared to share with the group!!  Bonus- Review the Article “Ten Things Every Child With Autism Wishes you Wishes you Knew” by Ellen Notbhm  Which of the 10 things relate to Academic Supports?

50. Real World Experience  It can be done!!!!  Let’s take a look at the goal:  http://www.youtube.com/watch?v=gSactvpsla0 http://www.youtube.com/watch?v=gSactvpsla0

51. Make and Take

52. THE END