nellie Report post Posted January 1, 2005 I found the following on the o.a.s.i.s. website http://www.udel.edu/bkirby/asperger/ SPECIALLY DESIGNED INSTRUCTIONS FOR EDUCATORS: IEP MODIFICATION/ADAPTATIONS/SUPPORT CHECKLIST Communicating to the Student Be concrete and specific Avoid using vague terms like later, maybe, "why did you do that?" Slow down the pace If necessary for understanding, break tasks down into smaller steps Use gestures, modelling, and demonstrations with verbalization Provide accurate, prior information about change Provide accurate, prior information about expectations Specifically engage attention visually, verbally, or physically Avoid idioms, double meanings, and sarcasm Encouraging Communication with the Student Pause, listen, and wait Watch and listen to attempts to respond Respond positively to attempts Model correct format without correction Encourage input and choice when possible Social Supports Protect the child from bullying and teasing Praise classmates when they treat xxxx with compassion Create cooperative learning situations where xxxx can share his/her proficiencies Establish a "buddy system" in each class Build in time to watch, encourage watching and physical proximity Practice on specific skills through natural activities with one peer Practice on specific skills through natural activities with a few peers Structured activities with set interaction patterns and roles Focus on social process rather than end product Specific teaching, rehearsal, practicing, and modelling in natural settings of the following skills: turn-taking, complimenting, negotiating, responding, inviting, waiting, greeting, repairing breakdowns, joining others, accepting answers of others, accepting success of others, taking the lead, following ideas of others, joking and teasing. Shared interests using interests and strengths Teacher or school personnel advocate who will problem-solve and facilitate Individualize social stories giving specific situations emphasizing descriptions and perspectives Concentrate on changing unacceptable behaviours and ignore those that are simply "odd" Environment and Routine Provide a predictable and safe environment Minimize transitions Offer consistent daily routine Avoid surprises, prepare xxxx thoroughly and in advance for special activities, altered schedules, or other changes, regardless of how minimal Talk xxxx through stressful situations or remove him/her from the stressful situation Provide personal space in resource or other room for relaxation Reduce distractions and sensory overloads, noise, vision, smell Allow modifications as needed to deal with sensitivity to touch issues, such as immersing hand in gooey liquid Presentation of Material Presented visually written, demonstration, pictured and written, pictured, objects, calendars/maps/charts/diagrams, computers, video Use established routines Consistent use of expectations Peer tutoring Divide instruction into small, sequential steps Provide repeated opportunities to practice Provide needed prompts and cues Assessment and Assignments Modify difficulty Shorten Alter activity Highlight text Provide choice of activity Learn format ahead of time through rehearsal Modify questions format Allow extra time Apply learning to real situations Provide visual cues as a way of teaching how to summarize/write Self Management/Behaviour Teach use of timer or other visual cues Individualized contract Provide reinforcement that is individualized, immediate, concrete, other Incorporate strengths and interests into daily plan Encourage choices and decision making where appropriate Analyse the purpose of behaviour from student perspective Translate purpose into skills to be taught Avoid pressure to "be good" or other abstract expectations Avoid punitive measures that lower self esteem, increase anxiety, and are not understood: taking away set routines, free time, exercise, sending home, lecturing or yelling at Avoid disciplinary actions for behaviours that are part of the disorder, i.e.: avoidance of eye contact talking to self slow response time lack of "respect" for others repeating words or phrases upset in crowds or with noise anxious perseverating on topic of interest upset by change Homework Individualized Shortened No more than one hour per evening More time More help Staying on Task Break assignments down into small units Provide frequent teacher feedback and redirection Provide time in resource or special education room for completion of homework and class work Sit xxxx next to buddy so buddy can remind xxxx to return to task or listen to lesson If necessary, lessen homework expectations Quote Share this post Link to post Share on other sites
moncs Report post Posted January 2, 2005 Lots of practical strategies for teachers . Thanks Quote Share this post Link to post Share on other sites
kirstie Report post Posted January 3, 2005 Thanks Nellie, I am going to print it off and give it to Lewis's learning support assistant at Nursery who has very little knowledge on ASD's . I have given her a couple of books to read so i know she is keen to learn. Kirstie. Quote Share this post Link to post Share on other sites
tess Report post Posted January 3, 2005 nellie this is great , i will print it off and give it the teachers, it is a simple but useful guide fab thanks Tess x Quote Share this post Link to post Share on other sites
Jericho Report post Posted January 3, 2005 I've printed this off too. So far the school are doing a really good job but who knows what September will bring. Thanks Nellie. Quote Share this post Link to post Share on other sites
Jester Report post Posted January 4, 2005 Thanks Nellie I've just used some bits of this to help me give an 'Inset' talk to Auriel's old school about AS from the point of view of a teacher/parent. It went very well and who knows..? The Deputy Head's wife is SENCO in another school...he wondered if she could call me..blah blah. I had to grit my teeth at the earnest member of staff who said "Fantastic talk...really powerful stuff...you know, I never realised Aspergers was such a problem for them." AAAAAAAARRRRRRRGGGGGGHHHHHHH! (I could have said 'I know..that's why he had a breakdown and had to leave the school you silly cow'...but professionalism prevailed!) So thanks again Nellie...you helped me look good today; and that doesn't happen often Jester Quote Share this post Link to post Share on other sites
Jericho Report post Posted January 5, 2005 Well done, Jester. :clap: You've got more self-control than I have though. Didn't realise it was such a problem!!!! Quote Share this post Link to post Share on other sites
nellie Report post Posted January 5, 2005 Jester, I think you may have found a new career!! Get the wife to join you, you could both make a career of it???..a bit like Morecambe and Wise! Seriously though, a good job well done! Nellie xx Quote Share this post Link to post Share on other sites
Jericho Report post Posted January 5, 2005 Who would get top billing though? Would it be "The Bid & Jester Show" or "The Jester & Bid Show"? Alternatively you could call it "The Jester Bid Show" but it would sound a bit like one of those auction programmes they show on daytime TV. :lol: I shall of course refrain from commenting on antiques..... Quote Share this post Link to post Share on other sites