During the year, I will be using various evidence-based practices in order to teach your students! Here are a few of them that I will be frequently utilizing:
Black, W., Simon, M. (2014, October). Leadership for all students: planning for more inclusive school practices. NCPEA International Journal of Educational Leadership Preparation, Vol. 9 (2).
Gunn, K. M., & Delafield-Butt, J. T. (2016). Teaching children with autism spectrum disorder with restricted interests: a review of evidence for best practice. Review Of Educational Research, 86(2), 408-430.
Ronfeldt, M. (2015, May 8). Teacher collaboration in instructional teams and student achievement. American Educational Research Journal, 52 (3), 475-514.
Rovira, A. (2014, May). Enhancing social behavior of children with autism in an inclusive classroom. Thesis. Dominican University of California.
Writer, J. (2016). Lecture during Characteristics of Low Incidence Disabilities. Lecture given at Benedictine University in Lisle, IL.
- Visual Supports
- During class, I will be using different supports in order for you student to be able to understand what I am talking about. For this, depending on the needs of your student, I will use pictures to help guide them through the lesson. For example, rather than raising my voice for students to regain their attention, I will use a handheld visual aid that will read either "Eyes on Me!" or "Quiet Please!".
- Using Their Interests!
- For this practice, I will be asking students about their interests outside of school (favorite movie, television show, sport, game, etc.) in order to learn more about them. Then, I will utilize this information and incorporate it into lessons. For example, if your student told me that they enjoy the movie "Moana", then I will use recognizable characters from the movie on their worksheets, or while I am teaching I might phrase a question in this way: "If Moana had four coconuts, and she gave one of them to her Grandma Tala, then how many does Moana have left?"
- Use of Scheduling
- I will have a schedule on the board at all times, and remind students when we are changing to the next lesson. Your student will also have a copy at their desk, and this one will be special because it will include pictures of themselves completing the activity. They will receive new schedules on a needed basis. After the lesson or activity is completed, they will be allowed to check it off their schedule as the schedule will be put into a dry-erase sleeve.
- Collaboration Among Students
- There will be many times through the day where your student will be interacting with their peers, they will never be partnered with the teacher or a paraprofessional. If adaptions and modifications are needed, the peer buddy to your child can help them work through the activity or worksheet. This will also be a part of the social curriculum that I stated on my Class Curriculum Page.
Black, W., Simon, M. (2014, October). Leadership for all students: planning for more inclusive school practices. NCPEA International Journal of Educational Leadership Preparation, Vol. 9 (2).
Gunn, K. M., & Delafield-Butt, J. T. (2016). Teaching children with autism spectrum disorder with restricted interests: a review of evidence for best practice. Review Of Educational Research, 86(2), 408-430.
Ronfeldt, M. (2015, May 8). Teacher collaboration in instructional teams and student achievement. American Educational Research Journal, 52 (3), 475-514.
Rovira, A. (2014, May). Enhancing social behavior of children with autism in an inclusive classroom. Thesis. Dominican University of California.
Writer, J. (2016). Lecture during Characteristics of Low Incidence Disabilities. Lecture given at Benedictine University in Lisle, IL.