This week, I thought I would write about student’s with Autism and what we could expect in our classroom when we have an AU student in our class. Kristi Key from our class created a great breakdown of the NCPTS: 2D and 2E
It really got me thinking about how I will handle the different situations that we as teachers will face. I am sure there are many teachers out there who dread having a problem child, ADD/ODD/ACDC students in their class. I would hope that is not the case for all teachers, but let’s be real.
Autism is one of those things that some teachers are unsure about and may not be equipped or accustomed to in their class. I understand. I actually look forward to the challenges and struggles we will face and I am sure we will all have those days when we wish we didn’t have to deal with some of the behavior, developmental and learning capacities some students exude in the classroom. But we will and we have to ask ourselves how do we build up these students? How do we give them the best experience they can have? What are the ways in which we will make them feel loved when they may seem unlovable? Are you up to it? I believe everyone in 435 is. I hope to illustrate some points to help us learn more about how to provide instruction as well as a safe happy environment for students within the AU spectrum. There is certainly a rabbit hole of information out there that we can learn about, but this is a snapshot.
In my Clinical placement, we have some very interesting students behavior wise. They are all great but there are a few who require a little more guidance. We have one diagnosed student within the AU spectrum. I gravitate to this student who is very sweet and does a great job on learning tasks. But there is a bit of scaffolding involved with other students as well as a little extra help provided. But it is a great experience for me to learn how to best provide support and instruction with this student in particular.
So what are some ways to assist an AU student within the classroom? Well the first is understanding and love. Having a son within the AU spectrum as well, I know first hand that he shuts down when he is pushed too hard or when he feels threatened in any way. He is capable of a lot, but you have to find what he likes or doesn’t consider “boring”. Also, a majority of students with autism on the higher functioning end (Asperger’s, etc.) can be opinionated and may say what is on their mind to you. A lot of AU students will be kind of awkward emotionally and or socially so that is something to keep in mind for sure. Students within the lower functioning end of the spectrum can be a little more of a challenge, but we should be prepared for either student. This is important to research because as we are learning more and more, differentiated and blended classroom models and instruction are crucial for all students to succeed and enhance their learning experience. From Autism Speaks: IDEA provides that students with disabilities are entitled to experience the “least restrictive environment.” School districts are required to educate students with disabilities in regular classrooms with non-disabled peers, in the school they would attend if not disabled, to the maximum extent appropriate, supported with the aids and services required to make this possible. This does not mean that every student has to be in a general education classroom. The objective is to place students in as natural a learning environment as possible, within their home community, as much as possible. (Autism Speaks) This illustrate a glimpse into the importance of helping students transition smoothly throughout their school career.
The use of IEPs or (Individual Learning Plans) is another way to help students get the help and the leadership they need. It is up to the teacher to adhere to the plans that are established by the parents and the teachers involved with the design of the plan. This insures that the student will receive the adequate assistance they need. Another method listed in the PDF: Named for its pioneer (ABA-based) Teacher-directed DTT targets skills and behaviors based on an established curriculum. Each skill is broken down into small steps, and taught using prompts, which are gradually eliminated as the steps are mastered. The child is given repeated opportunities to learn and practice each step in a variety of settings. Each time the child achieves the desired result, he receives positive reinforcement, such as verbal praise or something that he finds to be highly motivating. (Autism Speaks) So there are certainly great ways in which we can help these students. I think the main thing is making them feel part of the team and not feel like there is anything different about themselves. They will have behavior issues like most students. Sometimes a little more extreme. But they also are capable of following the rules set by the teacher and being held accountable for their actions. All students are to be taught how to be a good citizen in society as well as in the classroom.
This certainly corresponds with the standard: Teachers II • Teachers establish a respectful environment for a diverse population of students. Particularly IId •Teachers adapt their teaching for the benefit of students with special needs. But all of the subcategories of this standard certainly apply! Experience is the best teacher for us on this area, but being prepared is very important. Look at this not as a challenge, but an adventure. I think this is the essence of teaching a well rounded classroom. Teaching is not for everyone, and teaching students with special needs is not for everyone either. But loving humans is or should be for everyone. Teaching can teach you a lot about yourself, so make sure you are willing to learn! :)
Resources:
Wow! Thanks for sharing Ben! I work at a day camp in the summer and we have several children within the AU spectrum. These kids are my some of my favorite to work with and I've learned over the past two years that though they are all classified the same way, it seems as if no two cases of AU are the same. Each child has something unique to bring to the table and when we celebrate those uniquenesses the child tends to become more comfortable in our class setting. For instance we have one kid who loves dancing, so we try to incorporate dance into a lot of our activities. We also have another who at times can be quite bossy, but at 5 knows all 100 kids first and last names. This kid is usually paired with me as my "assistant" for the day and this usually makes him feel important and keeps him from telling everyone what to do.
ReplyDeleteI think having this experience has shown me that with kids within the AU Spectrum, and even kids not in the spectrum, it is important to find those qualities that make a child who they are and play them up so that the child feels valued and comfortable in their environment!
Thanks for sharing!
Awesome blog post, Ben! This is something that we as future teachers have to keep in mind. I know that it is especially important to learn all that we can while we are still in school. At my clinical placement, I too have students who have mental disabilities. It is tough some days, but it is important that we do show them that we love them and try our best to help them learn. It is not always easy, but our jobs require us to reach each and every student no matter where they may be. I, like you, am ready to accept that challenge. Great post!
ReplyDeleteBen,
ReplyDeleteYour perspective is awesome here! I know you will work your hardest to make sure you are reaching all of your students. Your research on this will go a long way in helping you to be prepared to be successful in this regard. Keep on learning and helping us learn with you!