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Developmental Disabilities: Teaching students with developmental disabilities would need to have the lessons modified for each student, whether they be low ability readers, ELL, etc. I plan on assessing each individual child's needs based on the level they are personally at in my classroom.

Intellectual Disabilities:
When teaching intellectual disabilities, I learned that it is very important to keep rehearsing this information to them. It is also very important to provide visual images that they can associate the words, sentences they are trying to work on. I plan on breaking down the bigger lessons into small part because this can be a very frustrating subject for the student with a disability to learn. I also plan on providing the opportunity for the students to do whole group activities and time to work with peers to encourage socialization.
Learning Disabilities:
When teaching children with learning disabilities in my classroom, I plan on providing tasks that are multisensory, always providing positive feedback even if it’s just completing small steps. I believe it is good to provide very detailed instructions when proving tasks. I will assess each child's individual needs and work with them one on one with the task that they are needing to work on at that time. It is important to remember that each individual child is going to be at a different learning spot.
Autism Spectrum Disorder: When teaching the children with autism, I plan on using visual schedules in my classroom. From personal experience I learned that visual schedules showing the tasks they have completed and the tasks they have left until break time is the best motivational solution. I think it is very important to always provide positive feedback and work towards their break time goal.

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1. “Definition of Intellectual Disability”

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1. “Definition of Intellectual Disability”

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Intellectual disability is also known as intellectual functioning. This form of mental capacity (Over learning, reasoning, problem solving, etc.) can be measured by an IQ test. Adaptive behavior, is known as the collection of conceptual, social and practical skills that are learned and used in everyday life. Some examples of this could be the knowledge of language, money, interpersonal skills, self-esteem, personal care, schedules, etc. The condition is most likely to be realized before the age of 18. It is also important that you look at the other environmental factors that could be causing the intellectual disability, such as peers, environment type, culture, etc.

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Throughout this video, Intellectual disability is defined as “significant limitations both in intellectual functioning and in adaptive behavior which covers many everyday social and practical skills.” As mentioned before, this certain disability originates before the child reaches 18 years old.
Significant limitations in intellectual functions – affects every day things such as general mental capacity, problem solving, the ability to reason and understand information. Best test to use for this is an IQ test score. If score is in the 70-75 point range then this will show limitations in this category.
Significant limitations in adaptive behavior – This would include conceptual, social, and practical skills that are learned by most to be able to do the simple functions of everyday life. This would include the ability of reading, writing, social skills, obeying laws, day to day activities, safety, etc. The way these limitations are tested are by comparing what a child can do compared to the other individuals in the same age group.
Originates before the age of 18- This just means that someone who has an intellectual disability, had to have something that changed the course of their development before they reached the age of 18.

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3. “Teaching Students with Intellectual Disabilities”

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3. “Teaching Students with Intellectual Disabilities”

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This website had a ton of good strategies and methods for address the needs of individuals with an intellectual disability.

Learning and Academics:
Some of these examples would include, using short and simple sentences to make sure understanding is easier, repetitive instructions, use strategies for remembering such as elaborative rehearsal and clustering information together. When trying to teach students it is important to put all skills in a context so there is a purpose, teach the students everyday decision making skills, remove as many distractions as you can, start with small steps to avoid overwhelming the student. There is no need to rush the student through tough assignments, small steps are still progress. It is really important not to give the child too much all at once because this might cause the student to get overwhelmed and shut down from all work. Do not create high expectations, and always provide positive feedback.

Socialization:
When helping a child with an intellectual disability when socialization is involved, it is important to provide many opportunities to learn with their peers. Some ways to accomplish this would be group activities, have a social skill lesson daily, and provide opportunities of working in different environments. Ways of teaching socialization might include, asking students to imagine how their behavior is affecting others, teach others to ignore inappropriate behavior, comment on students behavior, social skills, turn-taking, social distance, reciprocal conversations etc.

Communication:
By teaching communication, this is a way to make sure the students are expressing their wants and needs in an appropriate way. If you have an instance where your student might be non-verbal then you are able to use different forms of communication systems that work best for the individual student. You can teach communication by engaging students in role-plays that involve conversational skills, develop a procedure for the student asking for help, paraphrase back what the student has said, use story book sharing, etc.

Daily Living:
Daily living is important skills that the children need to know. It is easiest to teach if you break the larger tasks down, so they are able to analyze them in steps. You can teach these skills by teaching occupational awareness, exploration, teaching material in relevant context, provide opportunities for them to be able to apply what they have learned, plan based on the individual students life, teach rules for dangerous situations, safety, hygiene habits, etc.

Behavior:
When teaching behavior it is important to model the desired behaviors and clearly identity what behaviors you expect in your classroom. If the child breaks the rule, maybe it is best to have a token system so they can visually see that they lost a token because of their actions. With intellectual disabilities it is important to reinforce, have a calming area, have a hand to yourself rule, use visual organizes to help them evaluate the situations, explain your reasoning’s, etc.

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It is important to implement strategies that address the needs of the individual. We recommend that you apply these strategies across home, school, and community contexts.
Go to the Site Map for a full list of resources and activities!

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picture exchange communication system cards

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Do2Learn: Educational Resources for Special Needs

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picture communication cards, songs, games and learning activities for autism, aspergers, fetal alcohol syndrome and disabilities

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This website opened my eyes up to the idea of learning disabilities. According to the website, 2.4 million students are diagnosed with a SLD, this statistic represents 41% of all students receiving Special Education Services.  A learning disability is defined as a neurological condition that interferes with an individual’s ability to produce, store, and process information. Some specific LDs mentioned include, Auditory Processing Disorder, Dyscalculia. Dysgraphia, Dyslexia, LPD, Non-Verbal LD, and Visual Perceptual/Visual Motor Deficit.

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Your chances of knowing someone with learning disabilities are very good. Did you know?

Children with learning disabilities begin school expecting to learn and be successful. If your child is having difficulty in school, she may learn differently from other kids. Parents are often the first to notice that "something doesn't seem right." But sometimes knowing what to do and where to find help can be confusing.

Children grow up to be adults and unfortunately learning disabilities cannot be cured or fixed; it's a life long issue. And some individuals don't realize they have learning disabilities until they are adults. With the right support and interventions, however, children and adults with learning disabilities can succeed in school and life. Recognizing, accepting and understanding your learning disability are the first steps to success.

Defining Learning Disabilities

Learning disabilities are due to genetic and/or neurobiological factors that alter brain functioning in a manner which affects one or more cognitive processes related to learning. The majority of children K-12 who receive special education are served under the specific learning disability (SLD) category. Approximately 80% of those children have an SLD in reading.

Learning disabilities range in severity and may interfere with the acquisition and development of one or more of the following:

oral language (e.g., listening, speaking, understanding);

reading (e.g., phonetic knowledge, decoding, reading fluency, word recognition, and comprehension);

written language (e.g., spelling, writing fluency, and written expression); and

mathematics (e.g., number sense, computation, math fact fluency, and problem solving).

Learning disabilities often run in families. They should not be confused with other disabilities such as intellectual disabilities, autism, deafness, blindness, and behavioral disorders. None of these conditions are learning disabilities. Because learning disabilities cannot be seen, they often go undetected. Recognizing a learning disability is even more difficult because the severity and characteristics vary. Learn more about what a learning disability is here.

Parents can help children with learning disabilities achieve success by encouraging their strengths, knowing their weaknesses, understanding the educational system, working with professionals and learning about strategies for dealing with specific difficulties.

Most importantly, if you suspect you or your child has a learning problem, don't delay in seeking help and taking action!

Learning Disabilities

Related Disorders

Don't Delay

If you suspect that your child's learning difficulties may require special assistance, please do not delay in finding information and support. The sooner you move forward the better your child's chances for reaching his full potential.

Maybe you have wondered if you are overreacting, or if the situation will work itself out over time. The truth is, you know your child better than anybody else. And regardless of who may tell you that it's a "phase" or "nothing to worry about," only you know how much your child dreads Monday morning. You have watched the impact of his daily struggles on his self-confidence. Deep down, you know something isn't right.

The good news is there are things you can do. In fact, the only "wrong" thing to do is to do nothing. If you wait to seek help for your child, frustration and a sense of failure will continue to erode your child's self-esteem, while the window of time for meaningful intervention narrows.

Since you are one of the best observers of your child's development, you will be able to recognize potential problems early. But, in order to spot problems early, you'll need to know the warning signs!

Seeing the Signs

There may be a number of reasons why your child is having a hard time. But what you are seeing could also indicate a learning disability. This does not mean your child is "slow" or less intelligent than your child's peers. Their brain is simply wired differently for learning and your child needs to adapt strategies that make the most of your child's abilities. The earliest possible intervention is critical to your child's success in school.

Learn to recognize the signs of a potential learning disability. If you have observed several of these signs in your child, consider the possibility of a learning disability.

It is normal for parents to observe one of these signs in their children from time to time. But if your child consistently exhibits several of these signs, it is important for you to take action to get him the help that he needs.

Pre-School
Have you noticed that your child has:

pronunciation problems?

difficulty finding the right word?

difficulty making rhymes?

trouble learning numbers, alphabet, days of the week, colors and shapes?

trouble concentrating?

trouble interacting with peers?

difficulty following directions or learning routines?

difficulty controlling pencil, crayons, scissors?

Grades K-4
Does your child:

have trouble learning the connection between letters and sounds?

confuse basic words? (run, eat, want)

make consistent reading and spelling errors including letter reversals (b/d, inversions (m/w), transpositions (felt/left), and substitutions (house/home)?

experience difficulty learning basic math concepts?

have trouble learning about time?

take a long time to learn new skills?

have trouble remembering facts?

Grades 5-8
Is your child having difficulty:

with reading comprehension or math skills?

with letter sequences? (soiled for solid, left for felt)

with prefixes, suffixes, root words and other spelling strategies?

organizing his/her bedroom, notebook, papers, and desk?

keeping up with papers or assignments?

with handwriting?

with time management?

understanding oral discussions and expressing thoughts aloud?

High School and Adults
Is your child having difficulty:

spelling the same word differently in a single document.

taking on reading or writing tasks.

with open-ended questions on tests.

with memory skills.

adapting skills from one setting to another.

with a slow work pace.

grasping abstract concepts.

focusing on details.

misreading information

It is never too early to seek help for your child, but waiting too long could be very harmful. If you see several of these signs over a period of time, consider the possibility of a learning disability. Knowing what a difference early help can make will help you lose your fear and take the next steps to getting help for your child!

Losing the Fear

It can be hard to acknowledge that your child is having difficulty in school let alone a potential learning disability. Perhaps you have worried that by calling attention to your child's learning problems he might be labeled "slow" or a "discipline problem," or sent to the wrong class.

What many parents and their children don't realize is that most kids with learning disabilities are just as intelligent as their peers. Their brains are simply wired differently for learning. They need to be taught in ways that are best adapted to how they process information.

And, scientists and researchers are learning more every day about learning disabilities. Their research provides hope and direction. From research we now know that:

Receiving help in the early grades greatly improves the chances for these kids to adapt learning strategies that will enable them to succeed in school. Among children who struggle with basic reading and language skills the most common learning problems 75% of those who do not receive help until the third grade will struggle with reading throughout their lives. But if those same kids receive appropriate help by the first grade, fully 90% of them will achieve normal reading ability.

By identifying what is causing your child's learning problems, you are one step closer to getting the help you both need. Your child can still have hope for a wonderful future if given the proper tools and learning strategies.

Getting Help

Though the process of getting help may seem overwhelming, finding support for your child and for yourself is easier than you might think. In most cases, talking with your child's teacher should be the first step.

Share your concerns with your child's teacher and ask about her observations of your child's performance, interactions with his peers, etc. Together you may come up with strategies to try in the classroom and at home to support your child's learning needs.

Most teachers want to help and will work with you to try and meet your child's learning needs. If you feel it may be necessary, your child's teacher can also help to arrange a full evaluation of how well your child is performing in school.

Also, be sure your child has had a thorough physical examination by a medical doctor or nurse practitioner to assure that there are no major health problems that might be interfering with learning. Be especially certain to have eyes and ears checked for correctable vision and hearing problems.

Useful tips when meeting with your child's teacher

Write down any questions you have before entering the meeting. These questions should be geared toward gaining greater understanding of your child's problems and how to address them in the school setting.

Review records of previous conferences and educational decisions before attending conferences and be prepared to share them with school personnel.

Be ready to share your observations about your child's academic progress. Listen well and participate in the meeting with an open mind, knowing that you are all there to facilitate school success for your child.

Keep careful and detailed notes at the meeting. Don't be afraid to ask for clarification if you do not understand something that was said.

Ask for information on the curriculum and how students' work is evaluated, so that you know how to gauge your child's progress.

Appreciate that teachers must juggle the unique needs of many students. Work with school personnel to come up with strategies that are practical, given the realities of the school and the classroom.

Acknowledge that the major motivation for success must come from your child. Work with teachers to keep expectations high and to nurture an enthusiasm for learning.

Agree on how you and the teacher will make follow-up contacts to review progress.

Now that you know the first step to take, there are several more steps you can take to find support and make sure your child gets the right kind of help!

Take Action

The most important thing you must determine is the source of your child's learning problem. Time is of the essence if your child does, in fact, have a learning disability, "wait and see" almost always means "wait and fail." If you act early, you will gain the peace of mind that comes with knowing what is causing your child's learning difficulties. You also will be helping to ensure that she overcomes her struggles and enjoys success in school.

In addition to working with your child's teacher, here are additional steps you should take:

Collect information on your child's performance. Keep notes, copies of your child's assignments, and any correspondence from your child's school regarding your child's performance in a folder so that you can document any patterns. At the same time, it is also important to observe your child's strengths and interests, encouraging and rewarding your child for the things he does well.

Monitor your child's progress. Watch your child's progress to be sure that your child's needs are being met. Keep your child's education folder up to date, adding new samples of schoolwork and test results. If your child is not making progress, discuss your observations with school personnel and work together to make changes. You may need to ask for a comprehensive educational evaluation to determine if your child may be eligible for special education services.

Learn as much as you can. The more you understand about the way your child learns and the help that's available, the better equipped you will be to help your child succeed. If it turns out that your child does have a learning disability, you also need to be aware of your rights and protections under the law.

Join with others who care. By joining with other parents and professionals you can increase awareness of the issue, dispel popular misconceptions, help establish educational systems that provide for the needs of children with learning disabilities, and get support for yourself. Locate the LDA Chapter near you today!

Enjoy your child and encourage an interest in learning. You can encourage your child's interests outside the classroom and create a home environment that supports the way your child learns. Rather than focusing solely on your child's deficiencies, emphasize and reward your child's strengths.
Visit our Parents area for additional information on how to help your child and help yourself! * National Center for Education Statistics
**National Adult Literacy and Learning Disabilities Center
***National Institutes of Health

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Children with learning disabilities begin school expecting to learn and be successful. If your child is having difficulty in school, she may learn differently from other kids. Parents are often the first to notice that "something doesn't seem right." But sometimes knowing what to do and where to find help can be confusing.

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It is mentioned in the video that most individuals misunderstand the term learning disabilities. Learning disabilities is actually an umbrella term for a wide variety of learning problems. Having a learning disability does not mean that the child is not smart, it just means that they process, interpret, and learn information differently than their peers. Learning disabilities make is harder for students to develop and use their skills in math, writing, reading, work habits, and learning skills. Cognitive processing is also more difficult for individuals. These are due to genetic, other congenital and/or acquired neuro-biological factors. Often students who have a learning disability, often also feel the environmental sensitive, difficulties regulating emotions, fear of failure, self-judgment, frustration, negative view of themselves, etc.

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Special Education - Learning Disabilities

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Learning disibilities-- Created using PowToon -- Free sign up at http://www.powtoon.com/join -- Create animated videos and animated presentations for free. PowToon is a free tool that allows you to develop cool animated clips and animated presentations for your website, office meeting, sales pitch, nonprofit fundraiser, product launch, video resume, or anything else you could use an animated explainer video.

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6. “Teaching Students with Learning Disabilities”

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6. “Teaching Students with Learning Disabilities”

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This website provides information on how we can help children with learning disabilities to learn. They found that some of the best intervention practices used that produce the largest outcomes are, direct instruction, learning strategy instruction, and using a sequential, simultaneous structures multi-sensory approach.
Teachers who are using these strategies also, break the learning into smaller steps, always give positive feedback, use visual ways to teach, provide independent ways to practice, model the instructions for the students, provide prompts, and engage the students in process type questions. It is mentioned that success for the student with LD required a lot focus of the individuals achievement. Each student is different, it is best to find the one thing that helps the individuals learn in their own way.

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Research continues to confirm that we can teach students with learning disabilities to "learn how to learn." We can put them into a position to compete and hold their own.
Some intervention practices that produce large outcomes are:

direct instruction;

learning strategy instruction; and

using a sequential, simultaneous structured multi-sensory approach.

Teachers who apply those kinds of intervention:

break learning into small steps;

administer probes;

supply regular, quality feedback;

use diagrams, graphics and pictures to augment what they say in words;

provide ample independent, well-designed intensive practice;

model instructional practices that they want students to follow;

provide prompts of strategies to use; and

engage students in process type questions like "How is the strategy working? Where else might you apply it?"

Scaffolding is also something that seems to make a real difference. Start out with the teacher using heavily mediated instruction, known as explicit instruction, then slowly begin to let the students acquire the skill, moving towards the goal of student mediated instruction.

Success for the student with learning disabilities requires a focus on individual achievement, individual progress, and individual learning. This requires specific, directed, individualized, intensive remedial instruction for students who are struggling.

Whether the student is in the general education classroom or learning in a special class setting, focus the activities on assessing individual students to monitor their progress through the curriculum. Concerns for the individual must take precedence over concerns for the group or the curriculum or for the organization and management of the general education classroom content.

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Successful Strategies for Teaching Students with Learning Disabilities

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Research continues to confirm that we can teach students with learning disabilities to "learn how to learn." We can put them into a position to compete and hold their own. direct instruction; learning strategy instruction; and using a sequential, simultaneous structured multi-sensory approach.

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In the article “Colorado's Definition of Developmental Disabilities” they define the disability as a disability that is manifested before the person reaches the age of 22, which constitutes as a substantial disability to the affected individual.  This disability is attributable to mental retardation or related conditions which include cerebral palsy, epilepsy, autism, or other neurological conditions that could result in impairment of general intellectual functions or adaptive behavior. This disability can impair the general intellectual functions with means that if the individual has been determined to have a full scale IQ. Adaptive behavior just means that the person has an overall adaptive behavior composite or equivalent score that is two or more standard deviations below the normal average. Developmental Disability is only attributable to a physical or sensory impairment, as well as a mental illness.

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Developmental Disability means a disability that is manifested before the person reaches twenty-two (22) years of age, which constitutes a substantial disability to the affected individual, and is attributable to mental retardation or related conditions which include cerebral palsy, epilepsy, autism or other neurological conditions when such conditions result in impairment of general intellectual functioning or adaptive behavior similar to that of a person with mental retardation.

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9. “Teaching Students with Developmental Disabilities”

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9. “Teaching Students with Developmental Disabilities”

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When teaching students with developmental disabilities, it is still very important to make sure you are accessing the needs of each individual child. For teaching physical development, it is important to plan the physical activities when the students have the most energy, incorporate fun activities such as singing and dancing, give students blocks, clay, pencils, etc., have students practice every day physical activities such as buttoning, zipping, opening doors, etc. There are some good methods throughout this site when it comes to teaching the individuals cognitive development. The examples provided for some teaching methods used for this specific lesson are, providing hands on material, teach specific skills that is needed by individual students, show a picture when presenting new information verbally, be as concrete as you can be, use a visual timer so children transition between tasks, always provide encouraging support. Communication development is a big part of these children’s lives, some kids are very visual learners so it is helpful to use large pictures to reinforce what you are saying to them, keep reinforcing communication attempts, being repetitive is not a bad thing. Some kids learn by using active listening, modeling the speech around them, or learn through story book sharing lessons. When teaching social and emotional development to children with developmental disabilities it is important to use strategies to assist the students in separation issues, set a good routine for them, model the benefits. When teaching lessons, it is best to explain your reasoning’s for the limits and rules you set so the children have a better understanding. One of the most helpful techniques is when conflicts arise, when dealing with a conflict it is important to stay calm when explaining what happened, this will make the processing easier and less stressful. Like mentioned before, when teaching adaptive behavior, teaching life skills is one of the key techniques. It is best to break down these skills into smaller steps so the children are not overwhelmed. Provide many opportunities where these skills can be practiced as if they would use them in everyday life. It is good to get them into the habit of good health and hygiene.

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picture exchange communication system cards

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Do2Learn: Educational Resources for Special Needs

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picture communication cards, songs, games and learning activities for autism, aspergers, fetal alcohol syndrome and disabilities

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8. “Developmental Disability Example – Down Syndrome”

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8. “Developmental Disability Example – Down Syndrome”

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Down syndrome is caused by the individual having an extra chromosome (no.21). Most individuals who are diagnosed with Down syndrome were born before their mother reached the age of 35. Down syndrome individuals are no different than anyone else, they enjoy their life just as much when they are well supported by their family and peers. Some individuals might consider Down syndrome to be an illness, but it is not, it just causes disabilities. Learning starts at birth for the individuals with Down syndrome and it never stops. Although some of the individuals may have some communication and speech problems, they are the best communicators and listener’s to be around! Individuals who have this disability are just as likely to be successful and live a full life. Back in 1960s the life expectancy for children with Down syndrome was only ten years old, today most of the individuals live into their 50s and 60s.

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Ten things people with Down syndrome would like you to know

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October is world Down syndrome awareness month. Why not celebrate the achievements of people with Down syndrome by joining us for the Buddy Walk! For Australians, visit www.buddywalk.net for more information, or for other countries, search google to find a walk near you!!!

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After watching this video, it gave me a better understand of a real life experience with autism. I personally love learning about this disorder. I worked one on one with an autistic boy for 2 years and absolutely loved every minute of it, they have such a wonderful loving personality. Throughout the video you can see that Tessa is having some issues with school work, it seems overwhelming and frustrating to her. When she gets overwhelmed she pushes back. I love the way they have their schedules set up, 3 tasks and then she earns a star every 10 minutes. When I worked one on one, we did the same exact things and it worked so well, the student completed the tasks in order to get iPad time. I like how they give her a chart of what items she can choose from on her five minute break. Doing this method, motivates her even more to make it through the day.
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"Anxiety in School" Real Look Autism Episode 1

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This video for Real Look Autism.com looks at a third grader's anxiety in school. Tess has an autism spectrum disorder and is benefiting from a restructured break system in class. To read more and to see more autism related videos, go to Real Look Autism.com

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10. “Autism Spectrum Disorder Definition”

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10. “Autism Spectrum Disorder Definition”

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Autism is a disorder that can cause a child to have problems with their communication and social skills. From personal experience, I highly agree that all children and individuals with autism are all completely different. Some individuals fixate themselves on certain things, even if its smell, touch, or a visual object. The way to look for signs of autism would be watching if your child has problems with their communication, social skills, behavior skills, gross motor skills, etc. The child might have an issues when it comes to understanding/using gestures, understand and using words, following directions that they are given, having normal conversations, learning to read and write, etc. Most individuals with autism have issues with their attention, they could have joint attention, hard to focus on one object or subject at a time. Behaviors associated with autism may include spinning, starring, flapping of hands, having trouble when transitioning, etc.
Testing for autism, is usually done by an autism specialist. You can take your child to a pediatrician, neurologist, physical and occupational therapists, SLP, etc. There is really no treatment for autism, but if diagnosed at an early age it is best to take your child to professionals, and get them into a local early intervention and preschool programs. By taking your child to an SLP they will help your child with talking, reading, writing, understanding words, alternative communication, etc.

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Children and adults with autism, also known as autism spectrum disorder, have problems with communication and social skills. Speech-language pathologists, or SLPs, can help.

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This video describes how all of us individuals are all different, whether it be physical differences, personality differences, learning differences, we are all different and that is okay. All brains work differently, it works differently and controls our learning processes that are all different. The brain is wired differently for the individuals who have autism, this affects their interactions differently, as well as communication systems. It is very easy for the autistic individual’s brain to get overwhelmed, and their senses become too much at times. It is hard for children to express their emotions about how they are feeling. Autistic individuals develop ways for them to cope with the world, such as messing with their hands, rocking themselves, making noises, etc. “People with autism are not ill, or broken, they simply just have a unique view of the world.” I found this quote to be so inspiring, I wish everyone would look at autistic individuals the same way.

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13. “Teaching Students with Autism Spectrum Disorder”

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13. “Teaching Students with Autism Spectrum Disorder”

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When teaching children communication skills with Autism, it is best to establish an appropriate functional communication system that works best for the individual child. While teaching communication you need to be sure to simplify your language, shorten the sentences, try to be as literal and clear as possible, avoid using sarcasm, teach the meaning behind puns and idioms, repeat instruction to check for understanding, etc. When teaching the skills of socialization to a child with autism, it is very important to not take rude or aggressive behavior personally. It is important to keep teaching the rules and skills repetitively, break them social skills down into non-verbal and verbal components, and target perspective-skills. There are many different methods and ideas when dealing with restrictive, repetitive, and stereotyped behavior that might occur in a classroom. It is best to set a daily routine and make sure instruction is very clear, create a picture schedule if that works best for the student, encourage quiet noise levels, provide a “time-out” area, or a break area if the student needs a safe place to calm down. A good method that I used is printable cards that had the words sit, break, done, quiet, etc. on them, they also had visual representations. I used these cards throughout the class when transitioning, all autistic children have different preferences on how they manage and learn best. When teaching daily living, it is best to explain the essential grooming and self-care skills, teach the students to know the proper hygiene, and break the larger tasks down so they do not get overwhelmed. When teaching academics and organization, it is very important to make sure that there are very minimal distractions, do not give the student tasks that are too large and overwhelming. It is best to break the tasks down to different parts and make sure that they have a clear understanding of what “finished” means. This is a good time to have schedules for transitioning between assignments, tasks, classes, etc. A good schedule can either me written, visual, etc.

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picture exchange communication system cards

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Do2Learn: Educational Resources for Special Needs

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picture communication cards, songs, games and learning activities for autism, aspergers, fetal alcohol syndrome and disabilities