Accomodating autistic student in homework assignments
This Resources You Can Use is intended to help teachers and others find information that can guide them in making appropriate changes in the classroom based on what their students need. The authors first summarize the levels and types of instructional adaptations that general educators typically use in their classrooms (e.g., variations in materials, grouping, and goals). Modifications for instructional strategies or materials include allowing the child to dictate ideas, modifying the amount of in-class and homework assignments, and planning lessons that involve Gardner's seven intelligences. Adapting textbooks for children with learning disabilities in mainstreamed classrooms., 24(3), 49-51. All of the resources are rich with suggestions and techniques that can help teachers and, ultimately, students. This one-page article provides guidelines for teachers on grading procedures for students in general education classes. This easy-to-read article suggests that making effective accommodations for students requires joint planning and evaluation by both general and special education teachers. This easy-to-use form can help teachers detail the modifications in materials, natural supports, or teacher/adult service provider supports that may help a student participate in a given activity with his or her peers. The authors then give an overview of methods that general educators can use to extend their adaptation strategies. Mechanical obstacles to writing: What can teachers do to help students with learning problems? This article presents eight methods for helping students overcome the spelling obstacle to writing and achieve success with grade-level writing activities: (1) have the student dictate; (2) prompt by precueing the spelling; (3) teach a strategy for using a word book; (4) have the student ask the teacher; (5) encourage invented spelling; (6) promote peer collaboration; (7) teach a self-checking strategy; and (8) have students use technology. Strategies for enhancing organizational and study skills include limiting choices, providing envelopes to organize information or papers, and distributing discussion questions prior to the lesson for some students. This article describes three ways to modify a textbook: tape recording the textbook, highlighting information in the textbook, or providing the student with a high-interest/low-level vocabulary alternative. Enhance your chances for success with attention-deficit/hyperactivity disorder (ADHD). The author presents 20 strategies for working with students with ADHD in the general education classroom. More than half (55 percent) of students with autism receive help from teacher aides, instructional one-third (32 percent) receive more frequent feedback from teachers, and 22 percent receive help with learning strategies or study skills.Less than 15 percent receive assistance from peer tutors, tutoring help from an adult, support from readers or interpreters, or self-advocacy training.
Physical aspects of the classroom are modified for 16 percent of students with autism.
This information is needed in part because more and more students with disabilities are being educated in the general education environment along with their peers without disabilities, using the general curriculum—that is to say, the curriculum that is used with nondisabled students.
For many students with disabilities—and for many without—the key to success in the classroom lies in having appropriate adaptations, accommodations, and modifications made to the instruction and other classroom activities.
The services of a behavior interventionist are provided to 35 percent of students with autism.
Communication services, psychological or mental health counseling or services, and social work services each are provided to 22 percent of secondary students with autism.