Calming Activities to Prevent Autism Meltdowns in Class

Effective Teaching Strategies for Children with Autism

Specific Measurable Agreed-upon Relevant Time-bound

Activities for Autism Awareness Month in April

Available Resources and Services

Specialized Teaching Strategies

Select a meaningful goal or skill the student will need to learn and present it at the level of the student; Provide a simple rationale to help the student understand the relevance of the skill; Give clearly stated task directions (limit the number of steps) and ask the student to repeat or paraphrase the directions to ensure understanding; Break tasks into small steps and demonstrate each step; Provide opportunities for student response and practice at an appropriate pace; Provide immediate feedback and error correction when necessary—feedback should be positive and systematic; and Use verbal praise and encouragement frequently.

Use a direct statement telling the student to start (rather than stop) a behavior; Look directly at the student as you give the request, move close, and use a soft, calm voice.; speak clearly, slowly and concisely—do not shout. Limit requests to only two or three at a time and give requests that the student is capable of following; Allow enough time for the student to follow through; and Recognize their effort with verbal praise and encouragement.

Case Study: Josh

Classroom Interventions for Students with Traumatic Brain Injuries

Setting the Stage

Common Sequelae of TBI

Assessment

Can you tell me about a successful behaviour management strategy you have used in the past that helped engage a pupil or group of pupils?

expect to hear things like: to improve skills and independent learning; to encourage team work; to gain a qualification; for enjoyment (very important, rarely mentioned); to enhance other subjects; to develop literacy, numeracy and ICT skills; to improve career prospects; self discipline; memory development; to encourage life-long learning in that subject.

Why do we teach x in schools?

If you overheard some colleagues talking about you, what would they say?

Why do you want to work in special education?

Why do you want to work in this school?

We want to see clear indications that candidates have done background work about our school and can talk about why the way we work appeals to them. We'd always want candidates to have visited the school so they should be able to flesh this out with specific examples of what they thought based on their visit.

A question that is specific to the candidate's letter of application

What are the key qualities and skills that students look for in teachers?

"Liking young people. Fairness. Consistency. Sense of humour. Passion for their subject. Good at explaining new concepts/ideas. Able to make the topic or subject relevant. Able to make everyone feel comfortable and confident about contributing."

Evaluate your lesson

If we decided not to appoint you, what would we be missing out on?

STEAM has since gained momentum across the globe

What student behavior is telling you

Harness the power of collaboration

successful students, they need to learn grade-level content as well as the English language skills needed to access that content.

Content Strategies

ELLs

Science Instruction for ELLs

Social Studies Instruction for ELLs

Language Arts Instruction for ELLs

The Arts

simultaneous bilingual

sequential bilingual

Provide multiple means of action and expression:

Provide multiple means of engagement:

Universal Design for Learning (UDL)

is a framework for instruction that prioritizes the design and development of curriculum that is effective and inclusive for all learners by considering differences in mental, physical, and cognitive abilities during the planning process.

v

four terms

Blind vs. Visually Impaired: What’s the Difference?

means a person has partial vision, either in one or both eyes.

refers to a severe visual impairment in which visual acuity is 20/70 or poorer in the better-seeing eye and cannot improve with glasses or contacts.

person has a corrected vision of 20/200 in their best-seeing eye.

refers to a complete loss of sight.