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nellie

INSTRUCTIONS FOR EDUCATORS

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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

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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. :D

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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 :blink:

 

Jester :jester:

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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! :D Seriously though, a good job well done! :clap::clap:

 

Nellie xx

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Who would get top billing though? Would it be "The Bid & Jester Show" or "The Jester & Bid Show"? :lol:

 

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::lol::lol:

 

I shall of course refrain from commenting on antiques..... :party:

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