Strategies: Teaching an Inclusive Class For All Students
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The number of children being diagnosed with Autism and Autism Spectrum Disorder (ASD) is on the rise. This is creating increasing demands on the educational system and its most valuable asset, the teacher.
This class will provide useful and practical resources for ALL teachers.
Students with ASD differ from their peers in a variety of ways, though they may outperform them in certain areas. Some have stronger rote abilities and can do spatial, matching and perceptual tasks with greater ease than their peers. Some may excel at mathematics and science. The task for the teacher is to know that the student with ASD will have a mixed ability of strengths and weaknesses. In the best classroom, the teacher focuses on the student’s strengths while teaching to the specific weaknesses.
A good teacher will always develop an interest in their students. A good teacher in an integrated classroom will also need to have an understanding of autism. This class will provide you will ideas to assist ALL children.
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|Section 1: Autism Training for the inclusive teacher - Meet your instructor|
Dr Valarie Whiting Welcomes you to this classPreview
|Section 2: Introduction to Autism Training for the Inclusive Teacher|
What it means to have a child with autism in your classroom
Identify and describe characteristics of children with autism
|Section 3: Planning for the Student with Autism|
Preparing yourself to help educate the child with autism in your classroom - Planning ahead, how to prepare yourself and the student for inclusion
Check your attitude - working with children with autism is not easy but it can be easier IF you are prepared - go in with a good attitude
|Section 4: You mean you need to prepare the actual classroom? The physical environment|
Classroom set up and environment, what works, what doesn't...
I hear the light...sensory challenges
|Section 5: Challenges and support|
Universal design - how to organize the classroom environment so it's effective for working with all children, those with and without autism making it universally acceptable, encouraging, and appropriate for the education of all children
Please offer suggestions and a reviewPreview
|Section 6: Thank you for taking this class|
|Quiz 1||10 questions|
I've let you take several quizzes along the way that have not been graded, just to help you check your knowledge. Now, however; I really want to test your knowledge thus far. This will help me to understand if I have helped you to learn information about the student with autism in the inclusive classroom.
|Lecture 11||1 page|
Final autism inclusion slide with a little information about where I am going next...look for more classes on ASD and information to help parents, families, and teachers of individuals with autism.
Dr Valarie has worked in Human Services for over 30 years. She has experience working with individuals with Autism Spectrum Disorder, Acquired Brain Injury, and Intellectual Disabilities which ensures her varied background working with families and individuals. For the past 10 years, she has been the Director of Training and Professional Development for the Massachusetts Department of Developmental Services.
Her expertise in this field is reflected by several recent accomplishments:
Massachusetts Department of Developmental Services
October 2004 – now
Responsible for leadership of the training department to include statewide initiatives such as the ‘Massachusetts Management Certificate Program’, the ‘Aspiring Supervisor’s Program’, ‘Making a Contribution’, ‘Community College Direct Support Certificate Program’, ‘Awareness and Action’, and orientation of 7800 state employees for the department – Development and dissemination of curriculum for state and college programs– Training support for over 332 Non-Profit Provider Agencies statewide – Management and support of statewide diversity project – Development and assessment of current training and staff development curriculum
New Bedford, MA
· The Division Director provides the management of the employment unit in New Bedford. -Supervision of all staff assigned to the program. -Hiring, evaluation, training and discharge of division employees. -Management of budgeted revenue and expense categories. -Ensure safety of staff and persons served in the division. -Carried out supervisory responsibilities in accordance with company policies and applicable laws. -Planning, assigning, training and directing all work activities.
The Kennedy-Donovan Center
Foxboro, MA – Cape Cod Residential Program
· Administration of the residential programs of seven private, non-profit, residential homes on Cape Cod for 31 adults with Developmental Disabilities. -Development and supervision of a year-round applied behavior analysis treatment program stressing the documentation and verification of individualized programs for each adult. -Development and supervision of a Family Support Services Program providing advocacy, referral and intervention for families living on the Cape and the Islands
Behavior Specialist at Lewis Bay Head Injury Center
The May Institute, Inc.
Head Teacher for autistic children