Students with ASD are expected to follow grade appropriate standards; however, that can’t be achieved without proper support. Please provide recommendations for teachers to use a variety of instructions supports for students with ASD.

Question

What will be an ideal response?

Answer 1

The teacher in the situation above might use developmentally appropriate literature to introduce the concepts, with clear illustrations, to address the standard interpreted from earlier levels of the same standard, which are better suited to the student’s abilities (Marsh, 2015). Teachers of students with disabilities could use a variety of instructional supports to present the standards in multiple ways.Teachers can be flexible in both their presentation of learning opportunities and in the ways students are allowed to demonstrate their knowledge, depending on the student’s individual learning style and academic or social needs (Marsh, 2015). Extensive use of visual cues, such as pictures from the story, can be very helpful for helping students with ASD meet expectations for the CCSS.Strategies can be modified for older students or for those requiring fewer supports, for example, by providing multiple choice written answers on cards projected in a slideshow instead of pictures (Marsh, 2015).Older students may also enjoy learning opportunities in the form of popular television quiz shows (i.e., “calling a friend,” as in the show, “Who Wants to be a Millionaire”).Another helpful strategy for addressing the CCSS, or any content for that matter, is to use the student’s unique interests or preoccupations.When students have an intense interest in a topic, such as computers or trains or weather, it may be difficult for them to stop thinking about these things long enough to focus on a lesson that does not relate to their interest (Marsh, 2015).