Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Source 1
Textbook
Teaching Students
Source 5
Website
Six Key Strategies for Teachers of English-Language Learners
Source 6
Website
Teaching Autism in Inclusive Classrooms.
Source 7
Website
What is Autism? What Causes Autism?
Source 4
Observation
Idlehurst ELL classrooms
Source 3
Interview
Jolene Francoeur
Source 2
Interview
Gail Viarengo
Who makes up the support team for students with autism?
General education teacher
Special education specialist
The student's liaison
Adjustment counselors
Speech therapists
Occupational therapists
This website describes some of the struggles students with autism face
everyday. Knowing the challenges of autism, the site describes six strategies
that can be used by teachers in inclusive classrooms.
Alliance for Excellent Education. (December, 2005). Six Key
Strategies for Teachers of English-Language Learners. Retrieved 09/25,
2013, from http://all4ed.org/reports-factsheets/six-key-strategies-for-
teachers-of-english-language-learners/
This website was a great resource for my project, but also teachers with
ELL students in their classroom. The cite discussed 6 different general
strategies that could be used to improve learning. It also included what
those strategies might look like.
Interview with Gail Viarengo on 9/29/13
Gail Viarengo is a specialist in the Westford school system. She works with a
variety of disabled students at the Stonybrook Middle School. I initially
contacted her through email about her work with autistic students. She told
me that she was currently working with both ELLs and students with
autism. She was able to explain what autism usually looks like. She also
explained how she has seen inclusive strategies between ELL and students
with autism overlap.
Medical News Today. (August, 2013). What is autism?
what causes autism?. Retrieved 9/25, 2013, from
http://www.medicalnewstoday.com/info/autism/
This website identifies what autism looks like. It included examples of what
parents and educators should look for when identifying autism. The site also
mentioned possible causes and myths about autism.
Strategy in the inclusive classroom for students with Autism: Working with
a Peer
Modeling is a strong way for a student with autism to visualize the
assignment. When modeling is done by a peer it is even more meaningful.
The instructor can select a group of tolerant and strong students to be a
peer buddy. The teacher may even choose to educate the selected group
about autism or the challenges this student faces.
The instructor will use these peers to work with the student throughout the
year.
The selected students should frequently cycle out, to avoid burning out. The
selected students should also be encouraged to discuss any problems or
concerns they have with the teacher.
Working with a peer buddy will allow the class to become a more accepting
unit, and allow students with autism to practice academic social skills.
Raelyn Carlyle
EDUC 751/851
Appetizer
ELLs and students with autism are more similar than most would think.
Both groups have a hard time relating to the regular classroom because of
cultural, emotional, or cognitive barriers. ELLs and students with autism
both significantly struggle with language. The language gap and
misunderstandings has a huge impact on the student's overall
performance.
Inclusive strategies that work for both ELLs and students with autism:
Modeling through the teacher and peers
Providing routine and scheduling outlines in advanced
Introducing new subject material and vocab privately in advanced to reduce
anxiety
Reinforce thoughts and new vocabulary through writing and
speaking activities
Its a group effort...
Strategy in the inclusive classroom for students with Autism: Watch for
Sensory and Emotional Overload
Teachers and instructors should be very aware of the student's emotions
and sensory intake. Students with autism can be quickly and easily
overloaded.
When overloaded the student may:
Rock body back and forth (repetitive behavior)
Cover ears
Squeeze body part
The teacher should try to address the student's anxiety before it becomes to
extreme. However, onset can be sudden in some cases.
When the student is having a sensory or emotional overload the teacher
should have a suggested place the student can go or something they can do
to calm down:
Stress ball
Take a walk
The teacher is then able to continue instruction with the rest of the class.