STAND UP! Suzy is going to give you a few statements. If they apply to you, stand up and look around the room to see who else is standing before taking.

STAND UP!

• Suzy is going to give you a few statements. If they apply to you, stand up and look around the room to see who else is standing before taking your seat. Be prepared to share your answer .

I am a GOLD STAR STRATEGY; use me in your classroom!

Targets• Identify some key components of Autism• Identify the 4 “Habits of Mind” to consider

with peers and others on the spectrum• Recognize specific tools/supports you use to

help a peer/student with Autism or ANYONE• Ask questions!

WHAT IS AUTISM?

• Autism is a complex developmental disability that impacts the normal development of the brain in the areas of social interaction and communication skills.

How do they get it?

People with autism typicallyhave trouble

• communicating with others• social interactions• leisure activities• imaginative play

People with autism may exhibit

• aggressive behavior• repeated body movements• unusual responses to people• resistance to changes in routines• sensory sensitivity• unusual attachments or interests in objects.

Autism is a spectrum disorder; symptoms can vary greatly from

mild to severe

Social Communication contiuum

Thasya - Severely impaired as a

Social Communicator

Kira – Emergent Social

Communicator

Sheldon- Impaired Interactive/Nuance

Challenged as a Social

Communicator

4 Habits of Mind

• Be open, LISTEN, & wait• Watch your language• Presume competence• ALL behavior is communication

Video break…

Everybody wins!• How does inclusion help ALL

students and what does it look like?

Presume Competence & be patient for communication!

• Carly’s voice

STRATEGIES!

• How can we stretch our thinkng regardingstrategies for integratingstudents?

STOP TALKING!

The more you talk, the less they hear…

• Visual cues• Social stories – stable ones that can be laminated

and used over and over and over and “on the fly” ones

• Visual schedule (see next few slides)• Gestures• Timers• First______ then____________• High tech and low tech work equally well

Courtesy of www.do2learn.com

Visual Schedules

Schedule Change

First/Then Schedules(home and school)

• For especially challenging transitions at school, an “First/Then” mini schedule can be used

FIRST THEN

If I knew you were coming…

A couple of my favorite resources Trust me, you need to subscribe to Paula’s blog and her differentiation

site

http://differentiationdaily.com/• http://www.paulakluth.com/• http://lovethiskidbookstudy.wikispaces.com/ Suzy’s wiki• http://

lindahodgdon.com/visual-strategies-samples-examples• http://www.autisminternetmodules.org you MUST explore

this one!

MORE Resources!!!

• Power Point from Michigan on Visual supports• http://www.iidc.indiana.edu/?pageId=394• http://stokesctg2012.pbworks.com/w/page/5

9986689/FrontPage• http://autismpdc.fpg.unc.edu/ • http://www.education.com/reference/article/

visual-schedule-classroom-autism-ASD/• http://room5ideas.com/examples.html• http://www.nationalautismresources.com/vis

ual-supports-for-autism-classroom.html

Exit Slip

On a post-it, write one or all of the following:

• + (Plus) – what is one positive or new idea you gleaned from today’s presentation?

• - (Minus) – what is one minus from today’s presentation or something you would change?

• - !/? (Interesting) – what is something you found to be interesting from today’s presentation?

Video Break!

• Let’s hear from some kids who have autism (they have great accents as they live in the United Kingdom)!

• My Autism and Me