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Age: 9
Grade: 5
Tyler was diagnosed with Autism Spectrum Disorder (ASD) when he was in first grade. His parents saw that he was disconnected from others, non-verbal, and sometimes aggressive. He is very close to his two siblings and connects with his parents. He loves animals and follows a routine precisely.

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-Like many children with autism, Tyler thrives on predictability and routine. So in my classroom, I use task Analysis and I have a schedule of all the things we will do that day and what time we will start them. I print one out daily and put it on Tylers desk so he can follow along and plan his day. This gets Tyler engaged and ensures he does the task during the time we have to do the certain task.
-Tyler also enjoys learning about planets, and space. At our school we have two recess periods. During one of the recess periods, I stay in with Tyler and work on projects related to space. Right now we are currently working on the solar system model.

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-I use centers in my classroom for different subjects. One table is for reading, one is for writing, one is for math, and the other is for science. Each student goes through each center and works with different group of others. This gets Tyler to communicate with others, he especially works well with others in the science and math centers.
-I also use the buddy system during lunch. Every day, the students draw a color from a jar and who ever is the same color as them will walk in line with the students who share the same color and sit next to and talk to those students at lunch time. This allows Tyler to connect with a different student or group of students every day.

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-I use multiple different strategies to motivate and encourage Tyler, in and out of the classroom.
Tyler has a phone specifically for him in my classroom. When he gets frustrated he is able to go and pick up the phone and call his mother. Since his mother connects with him best, this will allow him to relieve stress and be encouraged to try again or participate.
-Tyler also has a personal calendar. This is where I will put a green dot, a red dot or a yellow dot on each day of the school week. Green dot signifies that he had a good day. Red signifies that he was aggressive and did not behave well on that day, and yellow signifies that he had a good day with a few bumps here and there. At the end of each week, if he had at least 4 green dot days, then he gets to pick out his favorite animal coloring sheet and color that at home. We then make a book out of all his coloring sheets through the year.
-Another motivational strategy that I use with Tyler is compliments on his attitude. I try to use alliterations that correspond to animals like "wow Tyler, you are being very tough like a tiger", or "you are smart like a snake!" This small motivational strategy goes a long way with him. It makes him smile often.

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Math: This is a subject he gets frustrated the most with. I always have visual aids for Tyler. I use flashcards and pictures when representing numbers. When following word problems, I try to make them about animals as much as I can so he will be interested.
Assessment for math: I will give his assessment using a worksheet that has every problem broken down into a picture. For instance instead of having 3+3=? I will have a photo of three apples plus three apples=?
Science: Science is his favorite subject so he often does well in this area. However, I use a sensory input for him while he learns about science. I have him play with a fidget spinner. This allows him to stay focused and minimize other distractions from other students.
Assessment for science: All students will have a project as their test. For Tyler I will want him to build something. This allows him to be hands on and creative.
Social Studies: Tyler has an outstanding memory. In this subject, he often remembers dates of events and who was there.
Assessment: A multiple choice test will work just fine for him in this area. I will ask many questions about the date and time of the events that happened.
Language Arts: Tyler loves to write, but he also needs routine. I create different worksheets for him than the other students. His worksheets have more writing on them specific instructions of what to write about, rather than simple yes or no questions.
Assessment for language arts: All students will have to write a paper. It is a broad topic for most of the students. But for Tyler I will give a specific thing he will be writing about. That way he has a list to follow.