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Autism Strategy

This document provides guidance on addressing autism in the science classroom. It outlines four steps: 1) identify any behaviors that could be dangerous in the lab, 2) address issues that threaten classroom structure if safety is not a concern, 3) attend to minor issues that could impact learning, and 4) tailor the solution based on the previous assessments as the level and manifestation of autism can vary individually. The strategy emphasizes maintaining an open mind to properly manage each student's specific needs.

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58 views1 page

Autism Strategy

This document provides guidance on addressing autism in the science classroom. It outlines four steps: 1) identify any behaviors that could be dangerous in the lab, 2) address issues that threaten classroom structure if safety is not a concern, 3) attend to minor issues that could impact learning, and 4) tailor the solution based on the previous assessments as the level and manifestation of autism can vary individually. The strategy emphasizes maintaining an open mind to properly manage each student's specific needs.

Uploaded by

api-370624896
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd

Disability category Autism

Goal/Objective To properly address and manage the level and


spectrum of the autism in question. Results may vary
depending on the individual so an open mind is
needed to be kept for noticing and managing the
correct methods.

When to use this strategy The strategy for the specific spectrum and intensity of
autism should be decided on by the teacher based on
appropriate environment and progress. The steps to
identifying this information however should be used
at first notice.

Step by step instruction- How to use this in a


Science classroom. You will partner with a 1. Start by looking for behavior that could be
classmate to teach them your strategy so be dangerous in a lab setting. Any involuntary
explicit and provide a sample for your partner. movements or ticks that might cause a mess,
or outbursts that are hard to control, any sort
of inability to control oneself and puts others
in danger.
2. If there are no immediate threats in safety to
other students, look for threats to classroom
coherence and structure. This can be anything
that fits into the first problem but of a lesser
magnitude.
3. At this point any minor detriment to learning
should be attended to. It can be an issues
solvable by personal involvement or even a
side talk.
4. The final step is the solution and it will always
vary on the previous assessments.
Assessment- How could this strategy be used to So no definite strategy was given so instead one that
evaluate student learning? could be a solution in the right case will be used as an
example. If a student's is prone to task avoidance than
setting different expectations can lead to giving them
the same education they need as well as still
contributing work but without as heavy a load or as
intense a focus needed.

Citation Children With Autism in the Classroom. (n.d.).


Retrieved October 31, 2017, from
[Link]
children-with-autism-in-the-classroom

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