The text discusses strategies to be used with the student with autism during the elementary school years. Using the
strategies listed, discuss how you would begin to program for a student with autism entering your classroom.
What will be an ideal response?
ANSWER: Designing and implementing a program for youngsters with autism requires that the full
school staff be involved. Consequently tips for both instructional staff and other school
personnel are important.
Tips for the General Education Classroom Teacher
* Help with organizational strategies, assisting the student with autism with matters that
are difficult for him or her (e.g., remembering how to use an eraser). Keep instruction
as unrestrictive as possible, perhaps a prompting note or picture somewhere.
* Avoid abstract ideas unless they are necessary in instruction. Be as concrete as
possible.
* Communicate with specific directions or questions, not vague or open-ended
statements.
* If the child becomes upset, he or she may need to change activities or go to a place in
the room that is “safe” for a period of time.
* Use rules and schedules that are written with accompanying pictures so students
clearly understand what is expected of them.
* If the child is not learning a particular task, it may need to be broken down into smaller
steps or presented through more than one medium (e.g., visual and verbal).
* Begin preparing the child with autism for a more variable environment by
programming and teaching adaptation to changes in routine. Involve him or her in
planning for the changes, mapping out what they might be.
Tips for School Personnel
* Promote an all-school environment where children model appropriate behavior and
receive reinforcement for it.
* Develop peer-assistance programs, where older students can help tutor and model
appropriate behavior for children with autism.
* Encourage the development of strong, ongoing, school-parent relationships and support
groups working together to meet the child's needs. Consistent expectations are
important.
* Do not depend on the child with autism to take messages home to parents for anything
unless you are trying this out as a skill for him or her to learn? communication is a major
problem, and even a note may be lost.
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You are giving a lecture on a topic you know is difficult for your students. Describe at least one specific strategy you can use to maximize the probability that:
a. Your students will store the information in their working memories. b. The information you present doesn't exceed the limits of students' working memory capacities. c. Your students will organize the material effectively. d. Your students will elaborate on the things you talk about.
(p. 209) Define "Goodness of Fit." How can "Goodness of Fit" be manifested within the three different temperamental types? Use situations or scenarios to further illustrate your examples.
What will be an ideal response?
Advantages of online learning environments include all of the following EXCEPT
a. ability to present information in multiple ways b. ability for students to demonstrate understanding in multiple ways c. students have difficulty navigating and completing tasks independently d. can customize instruction to the needs of individual students
Answer the following statement(s) true (T) or false (F)
Students who are deaf and it is inherited, which means within the family, tend to not have multiple disabilities; students who are deaf, and it is not inherited or not in the family, tend to be more apt to having multiple disabilities.