Many special education teachers are encountering students with Asperger’s (AS) and High Functioning Autism (HFA) for the first time – and have expressed some anxiety about this. So in this post, we will discuss a few ideas and techniques that will help facilitate an effective learning environment for these “special needs” students.
The first step would be to get acquainted with some of the associated traits. AS or HFA students may exhibit many of the characteristics listed below. These are usually not isolated ones; rather, they appear in varying degrees and amounts in most children on the autism spectrum:
Special education teachers use varied strategies to help promote learning. While each student with AS and HFA is different, there are standard methods that can be employed. Some of the most common of these are individualized instruction, problem-solving assignments, and working in small groups. If, for example, an AS or HFA child needs special accommodations or modifications to take a test, educators can provide the appropriate assistance (e.g., extending the time needed to take the test, or reading the questions aloud).
The terms
accommodations and
modifications do not mean the same thing. Sometimes teachers get confused about what it means to have an “accommodation” and what it means to have a “modification.”
An accommodation is “a change that helps the child overcome - or work around - the deficit.” Allowing a child who has trouble writing to give her answers orally is an example of an accommodation. This child is still expected to know the same material and answer the same questions as fully as the other kids, but she doesn’t have to write her answers to show that she knows the information.
A modification means “a change in what is being taught to - or expected from - the child.” Making an assignment easier so the child is not doing the same level of work as the other kids is an example of a modification.
==> The Complete Guide to Teaching Students with Aspergersand High-Functioning Autism
In a nutshell, special education involves adapting the content, methodology, or delivery of instruction. Accommodations and modifications are most often made in the following areas:
Below is a list of helpful tips related to special education, as well as suggestions for accommodations and modifications for the AS and HFA student:
1. Color code items. For example, put some red tape on a math text book along with red tape on the math note book. Color-coding items helps the AS or HFA youngster with organization.
2. Consult other educators and administrators when you have difficulty, or don’t know how to work on a certain skill or goal. You don’t constantly have to reinvent the wheel when you teach children with IEPs. Teaching children with special needs can be overwhelming, but with help from other staff members and a positive attitude, it can be one of the most rewarding jobs in education.
3. Create a weekly progress note to send home. These progress notes can be very simple with a blank for an accomplishment the child made, a goal to continue working on, and any special comment or news about the child. The mother and father will also appreciate quick phone calls when their children achieve a goal that they have been struggling with.
4. Develop lesson plans based on your youngsters’ IEPs. If you have a resource room, then you may have individual lesson plans for each of your “special needs” children. For example, if you have 8 children on your case load, then you may have 8 different math plans or 8 different reading lessons. This can be complicated and hard to organize. Make sure to use your paraprofessionals to help you teach your children and follow their IEPs.
5. Get rid of clutter! If your classroom is cluttered, this can be very distracting for AS and HFA children.
6. Give ongoing feedback.
7. Give repetition and clarification regularly.
8. If you are a regular classroom teacher with an AS or HFA child in your class, then your lesson plan for that child may look more like a modification of a lesson or assignment (e.g., if one of the IEP goals is for the child to stay in his seat for 5 minutes without getting up, then you will work on this goal when you assign a math worksheet or during writing workshop). It helps to make notes in your plan book when you are working on a certain IEP goal.
9. Keep instructions and directions “chunked.” Offer one step at a time, and don't overload the child with too many pieces of information at once.
10. Keep lessons concrete. Use visual and concrete materials as much as possible.
==> The Complete Guide to Teaching Students with Aspergersand High-Functioning Autism
11. Larger size font is sometimes helpful.
12. Let the AS or HFA youngster deliver oral responses instead of written where appropriate to demonstrate understanding of concept.
13. Make parent communication a weekly goal for positive and constructive messages. Moms and dads of AS and HFA children often are tired of hearing negative things about their kids. It’s important to communicate with them about all aspects of their youngster’s progress and behavior.
14. Make sure there are visual clues around the room to help.
15. Make use of Graphic Organizers.
16. Observe AS and HFA children carefully, and keep detailed notes. Your note system may look different than other educators' systems, but you have to find one that works for you. You may use note cards, labeled with each child's name, or you may use one note card for each subject and record notes about all children on the same card during math or reading class. Some educators prefer to use sticky labels. They write one note per label about a youngster. When class is over, they transfer their labels to the student folders and have detailed notes with the date of each observance. It’s extremely important to keep notes about children with AS and HFA so you can update their IEPs with correct information.
17. Pay close attention to lighting. Sometimes preferential lighting can make the world of difference.
18. Read your youngsters’ IEPs carefully and take note of the goals that they should work on throughout the quarter. Many children with AS and HFA have several different goals they are working on in multiple areas, so you will probably have to check IEPs often or have a certain system for referring to what each child is working on.
19. Think critically about seating arrangements. Seat the youngster away from distractions whenever possible.
20. Try “ability grouping” (i.e., have a few peers that can support the AS or HFA child experiencing difficulties).
21. Use assistive technology when available.
In addition, consider offering the following:
Although there is a range of interventions designed for children on the autism spectrum, there is no one intervention or approach proven effective for EVERY student. To gain the most from any intervention or teaching technique requires a careful review of the parent's vision for their son or daughter, the child’s ability to communicate, how he or she prefers to communicate, and the child’s cognitive ability, learning style, adaptive behavior and independent daily living skills.
