Kathy

dyslexia

autism

Autism is a spectrum disorder. Students having autism, share many similar and dissimilar traits with both the regular and special needs' populations, and in teaching students with autism, I pay particular attention to the students' cognitive and learning styles, as well as those rewards that act as positive reinforcers in the classroom environment. When teaching students with autism, this acquired knowledge pertinent to their cognitive and emotional levels of development helps in planning accessible lessons that stiumulate their development of knowledge. Although I have found and believe there is no single method for delivering academic instruction to students with autism, the instruction should be modified and differentiated, and sometimes abridged, to enhance learning. When tutoring students with autism, a more positive learning environment can be attained by posting weekly schedules, in advance, and delineating the academic and social goals for the week. I have found that most students with autism benefit from having a specific schedule, which includes scheduling at the same time and on the same day, each week, along with a brief notation of material to be studied, objective for successful learning, classwork and homework to be discussed, studied and read, and the method for delivering instruction, such as directed reading, videos, current publications to reference and so forth. Using precise, concrete language and vocabulary when working with these students is extremely important inasmuch as they often experience difficulties in understanding figures of speech, idioms and jokes and terms, such as "write several examples." It is almost important that I review the instructions for the assignments to be accepted inasmuch as some students with autism do not process auditory information accurately. Checking and rechecking expectations are really important for insuring success for the students with autism. I teach students to use check sheets as they complete their different assignments so that they can self correct for any deficits or omissions they may have overlooked. Looking these children in the eye is often unsettling, so try to present material in a friendly, non direct approach. Sit next to the student, rather than across from the student, and try to read their non verbal cues. Asking questions, such as, "I just want to make sure that...) often helps them begin dialogues about the lessons or discuss some confusions they may have. Some students with autism appear emotionally withdrawn or out of control; rather, this may really be their attempts to control their enviornments that they find difficult with which to cope, so try to work out a reinforcement schedule that will promote more academic and behavioral progress. Begin by saying, "I want to create a better learning environment and I believe that this (idea) may be helpful in our learning. What do you think about this?" I try to remain patient and retry some ideas I have developed that have worked with other students in the past if I notice there is a lag in our learning. A tutoring experience can be a great time for learning and reading non verbal cues as long as the tutor (me, for instance), keeps a positive and appreciative attitude for the differences in each of these learners. Give concrete, specific feed back on assignments; "I liked the way you used different researchers to discuss your point," or "Great, I see you colored and sorted these as directed." Most of us have days that are better than others; so too, will students with autism. Just remember to prompt and appreciate. Use literature that offers pictures, or suggest they draw pictures; use manipulatives when teaching math, and have them help you correlate multiplication with division, multiplication with addition, using coins or other concrete objects. Have them read part of their assignments into a tape recorder so they can learn how their reading comes across to others. Use mirrors to help them learn to have a pleasant demeanor when saying 'good morning,' and other pleasantries. Use cartoon figures to strenth their understanding of moods, attitudes and general social reactions. Many students with autism are cognitively delayed; however, they can be taught using manipulatives and music. There are many good videos coming out that improve teaching. Others need to be introduced to basic social skills so that they do not remain "outcastes" in the classoom. High functioning students with autism are often gifted in one particular field, and they are called studens who have asperbergers.

ADD/ADHD

I am a certificated special education teacher, who has earned a Master's Degree in Learning Handicaps, and a familiar with this learning disability. Some learning theorists consider attention problems and hyperactivity as falling under the "other health impaired" category, while other educators consider lack of attention and hyperactivity as behavior problems. Underscoring the confusing in defining this learning disability is the realization that these students lack the ability to recognize and maintain on relevant classroom tasks, and then shift attention to new tasks. Students with attention problems cannot screen out extraneous stimuli; irrelevant stimuli attract them -- the sirens blaring in the background. Some attention deficit students are considered easily distracted -- someone walking to the wastebasket will cause the student to get off track. Other attention deficit students are characterized as hypersensitive to stimuli. In this instance, I had a boy, who was also diagnosed as having Aspergers, who would lose control for unidentifed reasons. One day there was a listening machine in the classsroom; he asked to be tested, and the speech teacher called his mother to see permission, which she gave. His hearing was so sensitive that he could not be tested. Another student would always pull his hood over his head when he was testing to block out auditory distractions. One of the ways in which I try to mediate short attention spans with my students is to set a timer -- anywhere from five to fifteen minutes. When the timer goes off, the student is allowed to take a two to three minute break. Another strategy that often works is to break up the silent work time so that the student can engage in verbal feedback. One strategy that is sometimes used, although in some districts, it is prohibited are the use of cubicles in which the student is placed to work. This practice appears to negatively identify the student so I would not encourage it. Another problem with attention deficits is that the students, themselves, come to school with overwhelming problems and sometimes they get into the habit of tuning out so they can sort their emotions out, until it gets to the point of having learned a very bad habit. In a small group or tutoring situation, I usually ask whether there are any concerns before the class/tutoring gets under way. Another way I handle the walking around or asking to go to the restroom is through the "red cards," I hand out at the beginning of the week. The student is given l0 cards; he can use them all in one day, but no permission will be given the other four days; if all ten are not used, he can use the remaining cards to boost a class participation grade. Teaching attention deficit students requires understanding and appreciation that these are legitimate behaviors that need to be mediated so that the student is more successful. Researchers have found that often times it is the teachers' attitudes towards the ADD/ ADHD student that enables students' successes. For example, if teacher is not unduly bothered by a student's need to get up and walk around quietly, he/she has a greater chance of being successful; or if a student constantly pushes a chair back and forth or moves a desk, and is allowed to sit a bit away from the group, so as not to disturb the others, the student will concentrate better. As a teacher for students with ADD/ADHD, it is more efficient to discuss the symptoms candidly with the student and ask for positive suggestions on dealing with classroom behaviors. Sometimes a behavior plan is important; other times, meeting with the students before class is helpful to work on some behavioral goals that will increase learning. One of he most effective principles is not to call the student out in front of class for lack of attention or hyperactive behavior. In some instances, it is negative reinforcement; in other case, it is just embarrassing and confrontational. At all costs, it is important to help the student learn to chart behaviors and work on no more than two goals at once. If the student is younger, use pictures to show and chart proper behavior, and have the student check mark -- good day; needs improvement day. Usually, there is no need for remediation in instruction. It is helpful to let the student know that you are there for extra help, but it is the student's responsibility to ask for the assistance, if needed, and not disturb the class. Once the behavior is identified and a student-teacher plan is worked out, both parties are responsible for respecting their responsibilities.

ESL/ESOL

ADHD

Autism Spectrum Disorder (ASD)

special needs

phonics

elementary math

spelling

psychology

literature

English

writing

reading

vocabulary

grammar