Children with Autism Spectrum Disorder in the Mainstream Playground
When we think about inclusion, we typically think about the classroom setting. For many students with autism, social skills are a known area of deficit and an area for IEP teams to write goals and objectives. In the article, Children with Autism Spectrum Disorder (ASD) in the Mainstream Playground, the authors do a nice job detailing the value of the playground as an important area for inclusion. With schools placing an increased importance on academic instruction and minimizing the importance of play, early childhood practices need to advocate for the importance of playground time, especially for students with ASD.
Physical Improvements: Students with autism typically have slower motor development compared to their typically developing peers. Continue reading
I wrote up a few strategies that have worked for me when teaching students who have ADHD. Check first to see if the student has an IEP or a 504 plan. If they have either of these plans, the accommodations may already be in place in which case it’s the teacher’s legal obligation to follow through on the plan. ADHD is not one of the 13 categories of disability under IDEA (Individuals with Disabilities Education Act). Students with ADHD might be eligible under “Other Health Impaired” for special education services.
If you are a student teacher, check with your collaborating teacher before trying any new strategies. It’s important to take data to see if the support strategy is effective. The information you collect can be given to the behavior support teacher and collaborating teacher to help modify how you are supporting the student. Remember if a strategy is NOT working over a period of time (for example, repeated verbal redirection), take data to support that it is not working and try something new. Students who hear too many negatives and commands may eventually refuse to cooperate. Remain positive and supportive, and focus on progress (however small). Continue reading