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School Success for Students with Autism, Asperger's and Related Learning Needs
School has its own set of dynamics. People, rules, procedures, changes, challenges. . . .and lots more. This department will address issues related to helping students with special needs achieve school success.
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Using Visual Strategies in a Classroom with Both Regular and Special Education Students
QUESTION: I have a blended classroom consisting of ½ regular education students and ½ special education students. I realize that all children benefit, but I need some ideas how to effectively implement visual strategies with both populations. ANSWER: Well, this question has an easy answer. Start by changing the focus of your thinking. Instead of looking at the students, look at your classroom and yourself. Establish two goals. The first goal is to create a "communication friendly" environment. Think about the visual tools that you develop as tools to enrich the classroom, no matter what students are there. . . .
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Social Challenges for Individuals with Autism
Paula Kluth
For many with autism, engaging in a social interaction is like playing a game without knowing the rules. Some individuals report that the social demands of making small talk or walking into a party can create stress, anxiety, and panic; they may feel as if everyone else knows the secrets necessary for success and they do not. Liane Holliday Willey (1999), a woman with Asperger's Syndrome, illustrates how stressful it can be when one does not understand certain social requirements: "The most simple-sounding duties blew me away. For example, what exactly did it mean to plan a child's class party? With no precise guidelines or definition of terms in tow, I had no answer but plenty of questions. . . .
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Visual Strategies: Essentials for a Good Classroom Environment
Linda Hodgdon, M.Ed., CCC-SLP
A new school year guarantees changes in an Autistic student's life. Some changes may be easier to handle than others. Some new environments will be easier to navigate than others. The question is WHY? Good Bones Some environments have good bones. Some do not. Sometimes people will say a house has "good bones." That means the designer can look past the pink and purple polka-dot wallpaper and orange shag carpeting. What he sees is a great basic floor plan that needs some help. The essentials are there. . . .
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Honoring and Including Students with Communication Differences
Paula Kluth
"I have a new student coming to my sixth-grade classroom and I am stumped. Ben does not speak very much but he sometimes uses an electronic device to make choices and greet people. He also knows some sign language. I am not sure how to include him in the class or how to build a relationship with him. HELP! " This note came to me in the form of an e-mail. It was sent by a fourth-grade teacher who has never had a student . . .
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Visual Strategies: Recognizing and Teaching Autistic Students to Spot Visual Aids in Their Environment
Linda Hodgdon, M.Ed., CCC-SLP
Do your Autistic students use the information in the environment? Here is how to help your students use those visual cues all around them. Do an Inventory Doing an inventory is a great place to begin. Take time to sit down and observe the environment. Pick any environment the student is in: home, school, community. Observe What is there that is visual? What cues help people know what to do? What is already there to give information? Here are some examples: . . .
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Don't Lecture Me!
5 Ways to Keep Whole Class Instruction Active & Memorable
Paula Kluth
In a differentiated classroom, students can expect to experience a wide range of strategies, learning experiences, and approaches. These strategies, formats, experiences, and approaches include, but are not limited to, cooperative learning, partner work, peer tutoring, drama, simulations, group problem solving, self-directed learning, project-based instruction, and games. Of course, even in the . . .
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20 Ways to Adapt the Science Lab for Autism
Paula Kluth
Too often, students with disabilities, especially those with more moderate and significant disabilities, are excluded from the rich and complex experience of the science lab. This is unfortunate as many a science teacher would argue that if students are not engaged in hands-on science, then they are not really "doing" science. In other words, science is about learning . . .
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20 Ways to Adapt the Read Aloud for Autism
Paula Kluth
So many of us can remember our teachers reading from a favorite book. I fondly remember, for example, Ms. G, my second grade teacher, reading The Boxcar Children (Warner, 1942). I could not wait to settle into my desk after recess to hear the many adventures of Henry, Jessie, Violet, and Benny. Even at an early age I viewed the read aloud as one of the most sacred parts of the school day. . . .
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Encouraging Differentiation
The Role of School Leaders
Paula Kluth
Educators in leadership positions, especially principals, directors of pupil services, supervisors, and department heads, are critical members of collaborative teams and serve as the philosophical backbone of an inclusive school. It is very hard---but not impossible---to provide all students with an education that is appropriate, challenging, engaging, motivating and inclusive if administrators are not aware of the tools and practices needed . . .
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Do You See What I Mean?
Paula Kluth
Many learners with disability labels are visual learners and are best able to understand and remember content when they can see it represented in some way; in other words, they need to "see what we mean." Visual and spatial learners often think in terms of pictures and learn best from things that can be seen including diagrams, checklists, charts, and graphic organizers; movies; illustrated books; curriculum-related objects (e.g., dioramas, math counters, models); and . . .
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Getting Ready for School: Transition Tips for Students with Autism
Paula Kluth
For many learners with autism, transitions are the toughest part of schooling. Moving from classroom to classroom or teacher to teacher can be stressful enough, but moving from building to building is almost always a process filled with anxiety and trepidation. These strategies are designed to prepare the learner with autism for a new school or a new schooling experience (e.g., an inclusive classroom) and can be used days or months before . . .
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Visual Strategies: Organizing Materials Used for Visual Aids
Linda Hodgdon, M.Ed., CCC-SLP
People frequently ask me those nuts & bolts questions about using visual tools. Common questions asked at my workshops include . . ."Where do you keep the visuals?" Or . . . ."How do you keep your visual tools organized?" Well. . . there is good news and bad news. The good news. . .there is not one perfect way to organize these tools. The bad news. . .there is no perfect solution. Organization of visual tools is really something that matches a person's personal organization style. . . .
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