Teaching+Autistic+Students+In+Inclusive+classrooms

This website provides a valuable resource for teachers who have autistic students in their classroom. The site provides strategies to promote successful inclusive experiences and strategies to use for Autistic students. These include
 * Using routines- autistic children need routines in order to decrease anxiety and increase their ability to function independently in the classroom.
 * Give visual instructions, rules and use visual classroom schedules- Use their visual strengths along with visual reminders to increase their ability to function independently both academically and socially. Picture icons and social stories can encourage appropriate behavior and keep their attention to tasks.
 * Watch for signs of high anxiety or difficulties a student may be having with sensory and emotional overload, and other signs of stress. Students experiencing stress may put their hands over ears, plugging their ears, squeezing a body part, or repetitive behaviors, like rocking. Show students to a pre-selected self-calm area, such as a chosen chair in a quiet area or a 'sensory area' (place within the room providing stress release activities or items, i.e. brushing, koosh balls and squeeze toys, weighted blankets, headphones, and music).
 * Structure the layout of the room. When students know where their work areas are, and expected classroom behavior, with visual schedules to remind them when they need to move and the length of each work period, lowers the students' anxiety. Mark the area where students can get extra supplies. Mark the area where transition tasks or an activity can be done after their assigned work is completed.

The site also gives information about Autistic students diet, resources, articles, videos and lots more.

Wesite: []

Schedules
A schedule is beneficial to children on the autism spectrum because it helps to show what is happening next and the following sequence of daily events.

Whilst schedules provide the ability for increasing 'independence, understanding, success, access to school curriculum and participation in the school community' they also have the benefit of decreasing ' dependency on teachers and aides, verbal prompts, questioning and behavioural problems' (Larkey, 2005).

The detail of the schedule is dependent on the ability of the student to understand - it can range from physical items, photos of items/locations, Boardmaker symbols to written words - ending with a diary type explanation of the day that is beneficial and commonly used by many students.

The use of visual cueing helps to focus the attention of students with ADSD - helping to prevent the confusion that can lead to behavioural issues (Rogers, 2011). By using schedules to show what is coming next the focus of attention can be moved calmly from one situation/activity to another. The detail of activities can be shown on the students desk where they can progress down the list so that nothing is missed (Rogers).

http://www.child-autism-parent-cafe.com/visual-schedules.html

Whilst students may come to depend on the use of visual schedules it is important to introduce changes on occasion so that they learn that things don't always stay the same - this can be shown by a 'surprise' symbol - or by putting a red line symbols through the activity that is no longer happening (Larkey, 2005).

Larkey, S. (2005). //Making it a Success: Practical Strategies and Worksheets for Teaching Students with Autism Spectrum Disorder// Jessica Kingsley Publishers. England

Rogers, B. (2011). //Classroom Behaviour A Practical Guide to Effective Teaching, Behaviour Management and Colleague Support//. 3rd edn. London: Sage (pp 38-39)

http://www.child-autism-parent-cafe.com/visual-schedules.html

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