Students with autism or other special needs, who have an Individual Education Plan (I.E.P) or 504 plan, will have a section in the plan detailing accommodations and/or modifications. The student’s IEP or 504 team will determine what these accommodation or modifications will be and it is the responsibility of the classroom teacher (and other members of the team) to follow through on the plan in class. To learn more about an IEP check out my link What is an IEP?
Students with IEPs qualify under Individuals with Disabilities Education Act (IDEA): Public Law No. 94-142
- Laws require that students who have special needs have equal access to educational opportunities.
- Equal access to general education curriculum
- Schools are required to make reasonable accommodations for students identified as having a disability
I went to a great local training where Dr. Ashley Brimager, a clinical psychologist shared some tips for creating success at dinner time. She referenced support strategies from Dr. Marsha Linehan who created Dialectical Behavior Therapy. Check out more about DBT here: DBT therapy Information .
Long Term Goal:
The goal is for children to learn to internalize healthy eating habits and develop a healthy relationship with food.
What does “drama” look like in your home at mealtime?
Some parents have shared: food refusals, crying, acting out, meltdowns, throwing food etc.
Be mindful of the “setting events” before, during and after dinner. Make sure your child is not too hungry or too full when you attempt dinner routine. Do the best you can and every meal is a chance to work on creating harmonious mealtimes where kids work towards the long-term goal.
Transitions are when a student moves from one activity to another in the classroom. Going from small group work time to large group work, lining up for lunch, going home and going to P.E. are all examples of transitions.
Transitions are commonly a time when children who experience autism struggle. Wait time, uncertainty, and needing to go from preferred to non-preferred activities all contribute to this breakdown. Staying one step ahead of the curve and supporting the student with autism will help the school day go smoothly. Here are some tips for creating success with transitions during the school day.
Give ample warning for transitions: Use a visual timer and gently alert the child verbally about the upcoming transition. Why I love My Time Timer for Visual Support
Time Timer for visual support
Minimize wait time during transitions Hurry up and wait should not be the motto for your transitions. Waiting in line for example can exacerbate anxiety, frustration and uncertainty for students with autism. Continue reading
All students who experience autism are unique and have their own strengths and needs. Here are 5 common supports for students with autism in the mainstream classroom:
1. Read, understand and implement the student’s accommodations page of their IEP.
- As a classroom teacher you will be given a copy of the accommodations page of the IEP. To review what an IEP is please read What is an IEP?. You are responsible for knowing and implementing any and all accommodations on this page in your classroom. Written directions, an outline of the schedule, and short breaks are examples of accommodations. If for some reason you were not given the accommodations page, make sure to reach out to the student’s case manager (special education teacher) to get a copy of this before school starts.
2. Work closely with specialists to provide support for the student
- Something I love about working in special education is that you always have a team of people working to support the student. You are never alone! Reach out to any and all of the specialists who are on your student’s team. The student’s IEP will outline which specialist he or she has on their IEP team. Examples of specialist include Speech Language Pathologists (SLP), Occupational Therapists (OT) and Physical Therapists (PT).
3. Collaborate with parents Continue reading