Autism 201901 by Brenda Williamson https://padlet.com/bwilliamson9/m0xuuri6tyde Alex en-us 2019-01-10 21:34:54 UTC 2026-01-11 18:01:04 UTC hello@padlet.com Swan https://padlet.com/bwilliamson9/m0xuuri6tyde/wish/329420107
Alex is a first grade student in a general education setting with special education push in support/collaboration. He receives services under the category of autism. Preferred placement depends on what is best for the individual student. Where on the spectrum does the student fall? One must consider the range of autism spectrum disorder. What teachers are available and how they run their classrooms? 

Alex would benefit from a highly structured routine, clear classroom organization and regular schedule. Small group instruction. Posting the schedule, rules and routines in the classroom is helpful for all students. In addition, having a copy in his binder/folder or taped to his desk. Planning for a substitute teacher with social stories, clear expectations, breaking assignments into smaller parts, built in breaks, specified work/break areas, homework support, binder/paper organization support, positive reinforcement, and a positive home school connection. Attention to lighting is very helpful. Overhead florescent lights are not best for the majority of my kiddos (and my migraines). Utilizing lamps, string lights and when available the film covering for lights is beneficial. Overall, having at least one trusted adult in the building to go to when the student needs is paramount.


]]> 2019-02-08 21:42:46 UTC https://padlet.com/bwilliamson9/m0xuuri6tyde/wish/329420107 Rebecca Ingram-Alex https://padlet.com/bwilliamson9/m0xuuri6tyde/wish/329458281 Alex is a first grader student diagnosed with Autism Spectrum Disorder. Alex is enrolled in a general education classroom but requires support to facilitate success in this setting. Alex’s teacher, Mr. Runyon runs a highly structured class which is incredibly beneficial to students with Autism. Additionally, Alex works with his special education teacher to improve on his communication deficits and the implement applied behavior analysis. For students with Autism all of these strategies can yield lasting benefits. There is no preferred placement for students with Autism. Because Autism is such a wide and varied spectrum a “one-size fits all” placement does not and should not exist. For Alex, supports should be put into place to continue building the skills necessary for independence in the general education setting. 
 
First, Alex could stand to greatly benefit from the use of visuals. The text notes that Alex receives ABA and communication services with his special education teacher. To further his progress with ABA and communication, Alex’s special education may create visuals for Alex to reference when presented with situations that may require reinforcement of concepts that Alex is working to generalize in the general education setting. Additionally, Alex’s occupational/sensory needs should be met. This may look like fidgets, weighted vests or blankets, headphones or access to quiet spaces within the classroom. Often times students with ASD may require sensory regulation in order to be successful in the classroom. Lastly, Alex may benefit from the use of social stories to introduce and reinforce concepts necessary for his success. Social stories are an incredibly important strategy for students with Autism and can be used to address many deficits both in and out of the classroom.  
]]> 2019-02-09 05:38:22 UTC https://padlet.com/bwilliamson9/m0xuuri6tyde/wish/329458281 Kodi Oakes https://padlet.com/bwilliamson9/m0xuuri6tyde/wish/329520189 Is there a preferred placement for children with autism? 
 
I don’t think there is a general preferred placement for children with autism. I think it depends on each child and how their autism is presenting. Placement should be individualized for the best success of the student. Some autistic children might do fine in the general education classroom with the noise level, others might need small group instruction in an alternative location. I think having supports in place is definitely needed to avoid overwhelming the child. At Tanana, we are doing inclusion and integrated math this year. It’s interestingly split between our students, half like staying in class and working on modified assignments and listening to music. The other half asks for the alternative location to work in quiet on their modified assignments. Their instruction is split between direct instruction and using instructional technologies like RedBird, MangaHigh, and Khan Academy. 
 
What kinds of supports should be available for Alex to facilitate his success in the general education classroom?
 
I think Alex’s school has a great plan already in place for his success in the classroom. Mr. Runyon’s class with high structure and routines is great for Alex. Alex also benefits from Ms. Dunn, the SPED teacher, coming in to work with him one hour a day and using the Picture Exchange Communication System. To highlight other things for the success of Alex I’d like to list them here:
  •      Rigid structure and routines. Already being done with Mr. Runyon.
  •      Direct instruction and TEACCH
    •   Mr. Runyon is already using direct instruction. 
    •    With TEACCH focus on Alex’s like of trucks/vehicles. 
  •      Utilizing Social Stories to improve communication. Alex is also currently using Picture Exchange Communication System with SPED Teacher and should keep using that. 
    •    Social Stories could be used for Alex to write about his day. This could build his skill for writing a sentence using more words. 
  •     Avoid verbal overload, visual aids could be very helpful.
  •    Could use computer based software to increase communication skills. Computer software could be to build academic skills also, if deemed appropriate for Alex. 
  •      Preferential seating with a quieter group in the classroom/Instructional Grouping. 
    •    Peer buddy for lunch or alternative lunch location with other students. This would improve social skills. 
  •    Keep in contact with parents. Home-School Collaboration. Again, sounds like the school is handling this well. 
]]> 2019-02-09 19:16:09 UTC https://padlet.com/bwilliamson9/m0xuuri6tyde/wish/329520189 Kelsey Monahan- Alex Padlet kmonahan21 https://padlet.com/bwilliamson9/m0xuuri6tyde/wish/329533008 1. Is there a preferred placement for children with autism? 
     For all children in a special education setting, the goal should be "mainstreaming" or integrating into a general education placement. Of course, this is not always the reality, but it should be the goal. For students who experience autism spectrum disorder, there is such a broad spectrum of abilities that it is difficult to pinpoint a "preferred placement" as the question states. For students who are able to participate in general education settings successfully, a resource center would be a great accommodation to accompany their general education placement. For students who are not quite ready for a general education setting, a placement in a support center that can provide some "push in" to a general education setting for activities such as music or lunch time may be a great way to begin the mainstreaming process. At the very least, this gives them the opportunity to interact with and observe their typical peers and practice social skills. 

2. What kinds of supports should be available for Alex to facilitate his success in the general education classroom?
     Alex's teacher has already begun to set up a classroom and environment where Alex can be successful. Structure and routine help decrease anxiety about what comes next and create a sense of control over the day. Since Alex has a communication delay, Mr. Runyon could introduce a visual schedule with pictures of what comes next to help assure that Alex is understanding the schedule. This addition would also help support the PECS system that Ms. Dunn has introduced to Alex. Throughout the day, Alex should have access to a resource center that he can go to when he is feeling overwhelmed or needs assistance with academics. He could also benefit from a social skills group due to his lack of initiation to interact with peers. ]]> 2019-02-09 21:50:32 UTC https://padlet.com/bwilliamson9/m0xuuri6tyde/wish/329533008 Alex Preferred Placement by Sharon Comer Ranaldi lovescookie00 https://padlet.com/bwilliamson9/m0xuuri6tyde/wish/329661273 Is there a preferred placement for children with autism? A preferred placement for children with autism would be based on each child individually. According to the National Research Council (2001) many features are considered critical for children with autism. The most important would be early diagnosis followed by entry into an intervention program. This program should have intensive instruction, year-round for five days a week. Including repeated, planned teaching with low ratios, like 1:1 or 1:2. The family included, with teaching and training at home. The environment needs to be highly structured, with a stringent schedule and routines. An emphasis on functional, spontaneous communication early on can insure success later on. Another important aspect for the preferred placement would include flexibility.  The student progress is monitored by ongoing evaluations.  This allows the data to drive decisions and corresponding adjustments the individual programming, similar to an IEP.
What kinds of supports should be available for Alex to facilitate his success in the general education classroom? The first, most important support should be another adult, a Teacher’s Aid or paraprofessional, who guides, repeats directions, and redirects focus. The student must have closer support than one teacher over twenty students. Social skills support must be discussed daily with a student with autism. I had a male student few years ago at Lake Hood Elementary School. I will call him Billy, which is not his name. Billy was a paternal twin, and built in his 4th grade general curriculum schedule was a pullout for social stories. Billy was a gentle, sweet, handsome ten-year-old boy but his twin did not require services.  Billy loved and knew facts about commercial airplanes, expensive cars, and loved Garfield. Many times we would go into my room and I would encourage Billy to set up the seat configuration of a Boeing 747. Billy wanted to be the pilot. He also wanted to push the (lunch) snack cart down the aisle and serve drinks or snacks.  He loved this make-believe set and while we were acting, I would ask open-ended questions. I know this type of play was beneficial to Billy. ]]> 2019-02-10 21:40:27 UTC https://padlet.com/bwilliamson9/m0xuuri6tyde/wish/329661273