Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Faculty Mentor A peer or teacher modeled the use of the graphic symbol
and verbal language to request entrance into playrooms
Social Skills Groups Work with parent to help prepare the student
social stories
preferential seating
clearly define the roles of all group members
Ask yourself, “What can I, as the teacher, do to effectively support children with this disability in terms of their struggles
with appropriate behavior?”
behavior chart/ rewards systems Specific guidance was provided in order to teach the participant to
engage in the desired behavior
fidgets/ provide items with a variety of tactile qualities Provide natural consequences
provide a “smell book” Minimize adult interactions during the times that the student is off
task.
maintain behaviors Set up alternative “cueing” systems
use a variety of manipulative materials as an ongoing Provide a variety of quick nonverbal cues to help the students get
component of instruction to enable students to generalize focused on the assignment
concepts across materials
model
Ask yourself, “How can I arrange and maintain the physical classroom environment to support the needs of children with
this disability?”
Housing Accommodations (College Level) When writing is necessary allow student to use portable keyboarding
devices
Provide specialized seating Prepare the student for daily or weekly activities
frequent breaks
encourage the use of technology to complete a task
Ask yourself, “How can I, as the classroom teacher, provide support to students with this disability in terms of organizing
their personal belongings, their workspace, their backpack/locker as well as their papers for this class. Also, how can I
support them in the area of time management? This includes keeping track of assignments and deadlines.”
Audio Recorded Lectures Provide a visual way to monitor what is being competed and what
needs to be completed
Timers
Provide checklists
INSTRUCTIONAL SUPPORTS (highlighted in yellow)
Adaptations, modifications, interventions
Ask yourself, “How can I, as the classroom teacher, plan and implement differentiated lessons in my classroom to most
effectively support the learning of students with this disability?”
LESSON PRESENTATION: “What can I do as I actively teach and implement this lesson to more effectively meet the needs of
students with this disability?”
Teach to students’ learning style: Linguistic, Provide specific guidelines for students
logical/mathematics, musical, spatial, bodily/kinesthetic
Ask yourself, “How can I, as the classroom teacher, plan and implement differentiated lessons in my classroom to most
effectively support the learning of students with this disability?”
INSTRUCTIONAL MATERIALS: “What can I do- in terms of the materials I create for this lesson, including visuals, handouts,
smartboard presentations, powerpoints, manipulatives, etc.- to specifically address the learning needs of students with this
disability?”
Ask yourself, “How can I, as the classroom teacher, plan and implement differentiated lessons in my classroom to most
effectively support the learning of students with this disability?”
INSTRUCTIONAL ASSIGNMENTS: “How can I most effectively create and/or modify assignments- including group work and
independent practice- that will meet the learning needs of students with this disability?”
Ask yourself, “How can I, as the classroom teacher, plan and implement differentiated lessons in my classroom to most
effectively support the learning of students with this disability?”
ASSESSMENT/EVALUATION: “How can I most effectively create and/or modify assessments that will meet the learning needs of
students with this disability while accurately assessing mastery of the lesson objectives?”
Accardo, Amy. "Accommodations and Support Services Preferred by College Students With Autism
Spectrum Disorder." National Autistic Society, vol. 1, no. 10, 2018, pp. 2-10.
“Accommodations and Supports for School-Age Students with ASD.” Center for Autism Research, The Children's Hospital of
Philadelphia, 29 June 2016, www.carautismroadmap.org/accommodations-and-supports-for-school-age-students-with-asd/.
Effective Educational Practices for Students with Autism Spectrum Disorders: a Resource Guide. Queens Printer for Ontario, 2007.
Johnston, Susan, et al. “The Use of Visual Supports in Teaching Young Children With Autism Spectrum Disorder to Initiate
Interactions.” Augmentative and Alternative Communication, vol. 19, no. 2, 2003, pp. 86–103.,
doi:10.1080/0743461031000112016.
North Dakota Department of Public, Instruction. Guidelines for Serving Students with Autism Spectrum Disorders in Educational
Settings. North Dakota Department of Public Instruction, North Dakota Department of Public Instruction, 02 Sept. 2014.
EBSCOhost,
login.libproxy.noctrl.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED572825.
Shaw-Hegwer, Mark. “Instructional Management Tips for Teachers of Students With Autism Spectrum Disorder .” Teaching
Exceptional Children, vol. 35, no. 4, 2003, pp. 50–55.