My Foundations of autism class created another FREE resource for our teacher colleagues…
With the collaboration of my Fall 2019 SPED 561 Foundations of Autism class, we created this FREE resource for teachers. We want to promote inclusion and provide 20 current and helpful tips for including students in the mainstream class. These tips are support suggestions that have worked for us for students with autism spectrum disorder.
I have general education teachers ask me for ideas and suggestions to help students who may be on the spectrum. It is encouraging to see teachers who are willing and interested in helping their students be successful in the general education classroom.
This is not an exhaustive list of supports and suggestions but it is a place to start. Please check out this youtube video slide show.
Thanks for following this blog, and my YouTube channel. This blog is intended for my college students but I love that the ideas and suggestions I give them is accessible to people around the world.
“Work together to get the LEGO character to the house!”
How to set up the board:
Print out both pages on card stock (colored or white).
Laminate both pages
Put Velcro on each square and one on the mini LEGO house
Find your children’s favorite LEGO character and put Velcro on their back
Hole punch and put two O-Rings to connect the pages together to make the chart fold up. Use a binder clip to keep the chart closed and to hang it up in the house
Use wet erase marker to set family rules and write in rewards
How to use the board:
Create three positively stated family rules “We keep our hands to ourselves”
Teach, model and practice the rules as a family
Pre-determine what each child would like to “earn” as a reward once the LEGO character gets to the house
Parents “catch” both children following one or more rules and advance the LEGO character one spot
Be explicit on why you are moving the LEGO character. For example say “I caught you both keeping your hands to yourself so we can move the LEGO character. Only seven more and you get to the house. Keep up the great work.”
Once the children get to the house, they get the reward and you can start over if you want. Make sure to check in and see what they want to work for as a reinforcer
When creating rules use positive language
Give a forced choice of two-three rewards to make sure the rewards are doable for you and the family
These rewards should not necessarily be huge items to work for. Small and consumable items may be a good start
Make sure any reward you are using is not accessible during other times of the day.
Remember, a reward is only considered a reinforce if it increases the desired behavior
If you can’t find something reinforcing, continue to do reinforcement assessments until you find the right motivator
Don’t move the character backwards. If the child doesn’t earn it, just don’t advance the character.
Encourage “buy-in” by having the children earn the reward quickly at first.
Attending an IEP meeting as a parent can be overwhelming and intimidating. At every meeting, parents have a chance to give input. As a teacher, I have seen parents who on the spot, are not able to express their child’s strengths and challenges.
The graphic organizer I created helps parents plan ahead of time what they want to share. The document includes a section to write in strengths, concerns and remedies.
Teachers can give this form to parents to fill out before the IEP meeting to help them organize their thoughts.
What are some ways you have shared your concerns with the child’s IEP team meeting?