https://padlet.com/lydiamckinley97/1i8hhykq91oa3o2l EDAP 638 Wiki en-us 2021-06-28 14:35:11 UTC 2021-07-14 16:04:34 UTC hello@padlet.com lydiamckinley97 https://padlet.com/lydiamckinley97/1i8hhykq91oa3o2l/wish/1628587512 Hey guys! If you haven't used this before, just double click on any blank spot OR hit the '+' button on the bottom right corner to type your response. It autosaves your response, so just click off the textbox when you're done. Also, don't forget to put your name :) Good luck! - Lydia McKinley]]> 2021-06-28 15:46:09 UTC https://padlet.com/lydiamckinley97/1i8hhykq91oa3o2l/wish/1628587512 lydiamckinley97 https://padlet.com/lydiamckinley97/1i8hhykq91oa3o2l/wish/1630110316 Picture Books- In my Mythology class a had a student who was autistic. He loved Mythology but struggled remembering who was who. To help content be easier to follow I used a lot of visuals such as picture books. This helped him tremendously. It was extremely impressive to me how much high schools in general appreciated the use of picture books. Students retained the information better due to the visualizations.

Creating a strong routine- One thing I struggled with in my Mythology class was routine. The class structure was different on a daily basis. This is something I want to improve next year. - Krista Mills]]> 2021-06-29 13:29:40 UTC https://padlet.com/lydiamckinley97/1i8hhykq91oa3o2l/wish/1630110316 mrslizthomasson https://padlet.com/lydiamckinley97/1i8hhykq91oa3o2l/wish/1633697186 The two strategies I chose were the Student Retreat Zone and the Calm Down Drawer. I've seen different classrooms where a bin of fidgety toys were available when a student identified that they needed a moment to come down from intense emotions before getting back to work. In the school I did student teaching, they also had Calm-Down Corners where a student could go sit under a table with pillows, books, posters about emotions and breathing techniques, and of course fidget toys. We had one student in particular that used it frequently to regulate his participation in the class with his fluctuating moods and was able to identify when he needed to go. In my Math class, we will have a Calm-Down Corner/Student Retreat Zone with the emotional regulation posters and fidget toys, with the expectation that it is to serve the purpose of getting you to calm down and return to the class ready to continue working. I think giving some control to students over when they need to use the Calm-Down Corner and the fidget toys gives them autonomy and internal motivation to do what is best for themselves in the moment and practice that emotional regulation needed to be highly functioning in the real world. ]]> 2021-07-01 17:14:17 UTC https://padlet.com/lydiamckinley97/1i8hhykq91oa3o2l/wish/1633697186 nateholcomb https://padlet.com/lydiamckinley97/1i8hhykq91oa3o2l/wish/1639140197 The two techniques I would use are grounding techniques and the SMART goal challenge. I already teach a few grounding techniques, such as tracing a hand with a finger, but the article offered a few more. I like incorporating calming music and listing 5 things in the room. Goals were already discussed by Jensen in his book, and I didn't know its appeal to ASD students. I will definitely incorporate more of it into my daily routines.]]> 2021-07-06 18:24:23 UTC https://padlet.com/lydiamckinley97/1i8hhykq91oa3o2l/wish/1639140197 https://padlet.com/lydiamckinley97/1i8hhykq91oa3o2l/wish/1641276820 7th Grade ELA/SS
I love the idea of giving students with autism a "student retreat zone". I have a working desk in the back of my classroom that would be perfect for students to sit at and chill out. The students can decompress for a few moments and when they are ready to rejoin an activity or their independent work. 

I also love the idea of reading a text and asking "how would (character/person in real life) feel about what is going on?" This would be great for both ELA and social studies. This will give students with autism a chance to think about how other's emotions are impacted by situations around them. This may help students with autism relate to people or characters or even create various connections (text, media, world, self).]]> 2021-07-08 03:12:38 UTC https://padlet.com/lydiamckinley97/1i8hhykq91oa3o2l/wish/1641276820 https://padlet.com/lydiamckinley97/1i8hhykq91oa3o2l/wish/1642562885 How could you adapt these strategies to fit your grade-level and content?

I appreciate the wide variety of strategies this article had to offer. At this point in education, we know that autism covers an extremely wide spectrum, and the strategies suggested reflected that span. The reality is that not every strategy will work for every student- this is where teacher knowledge becomes critical! The strategies I choose and reflection are listed below. 

Name Game: This strategy fits perfectly into classroom routines and procedures. I am an advocate for daily morning meeting during the entire school year, and the first part of the meeting is our greeting. The Name Game (and other similar name activities) helps the entire classroom build community and familiarity.

Grounding Techniques/Student Retreat Zone/Mindfulness: For the second strategy, I felt that all three of these blend together so beautifully I couldn't isolate any one of them! I work at an AIS school in JCPS and we have been identified as educating students who are significantly behind peers in social/emotional learning. While that is not ideal, I am grateful that this identification has resulted in allocating SE resources to our school in particular. Each classroom is required to have a calm down space (though effectiveness is varied based on teacher by-in) and every week students attend a Compassionate Schools Project class within the special area rotation. The school also starts each day with a mindfulness moment that includes that entire school. Again, utilizing these strategies positively affects all students, not just students with autism.

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