Explain the adaptive approaches to curriculum for an autism student in an inclusive classroom
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1: Learn about the learner from the learner
Oftentimes, educators needing information about a student will study the individual’s educational records. While these documents are certainly one source of information, they are seldom the most helpful source of information. Teachers wanting to know more about a student with autism should ask that student to provide information. Some students will be quite wiling and able to share information while others may need coaxing or .
2: Teach to fascinations
Whenever possible, educators should use interests, strengths, skills, areas of expertise, and gifts as tools for teaching. Can a passion for GPS be used to inspire more reading (operations manuals), new math skills (be a “human GPS”-calculate shortest route between two places), or fun social studies questions (“How would the world be different today if Christopher Columbus had GPS?”) . [For more on using fascinations to support students with autism see Just Give Him the Whale, a book I wrote on this topic with my colleague, Patrick Schwarz.]
3: Get them talking
In some classrooms, a handful of students dominate small-group conversations and whole-class discussions. While it is important teacher used this strategy throughout the year to break up his lectures and to give students time to teach the material to each other. After giving mini-lectures of fifteen minutes, he asked students to turn to a partner and answer a specific question or re-explain a concept he had taught. For instance, after giving a short lecture on the Presidency, he asked students way to do this is to ask for physical whole-class choice for the diverse, inclusive classroom.
4: Give choices
Choice may not only give students a feeling of control in their lives, but an opportunity to learn about themselves as workers and learners. Choice may be especially helpful for students with autism who have special needs when it comes to learning environment, lesson that can be offered in classrooms include:
Solve five of the ten problems assigned
Work alone or with a small group
Read quietly or with a friend
Use a pencil, pen, or the computer
Conduct your research in the library or in the resource room
Take notes using words or pictures
5: Consider handwriting alternatives
Writing can be a major source of tension and struggle for students with autism. Some students cannot write at all and others who can (process).
6: Help with organizing
While some students with autism are ultra-organized, others need support to find materials, keep their locker and desk areas , teachers can have all students copy down assignments, pack book bags, put materials (e.g., creating to-do lists, prioritizing tasks).
7: Support transitions
Some students with autism struggle with transitions. Some are uncomfortable changing from environment to environment, while others manage time on their own throughout an activity.
8: Create a comfortable classroom
Sometimes students are unsuccessful because they are uncomfortable or feel unsafe or even a visor to a student who is especially sensitive); and minimizing distracting noises (e.g., providing earplugs or headphones during certain activities).
9: Take a break
Some students work best when they can pause between tasks and take a break of some kind (walk around, stretch, or simply stop to fifteen or twenty minutes. Some students will need to walk up and down a hallway once or twice, others will be fine if allowed to wander around in the classroom.
A teacher who realized the importance of these instructional pauses decided to offer them to all learners. He regularly gave students a prompt to discuss (e.g., What do you know about probability?) and then directed them to “talk and walk” with a partner.
10: Include
If students are to learn appropriate behaviors, they will need to be in the inclusive environment to see and hear how their peers talk and act. If students are to learn social skills, they will need to be in a space where
If it is true that we learn by doing, then the best way to learn about supporting students with autism in inclusive schools is to include them.
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I have shorter it
Oftentimes, educators needing information about a student will study the individual’s educational records. While these documents are certainly one source of information, they are seldom the most helpful source of information. Teachers wanting to know more about a student with autism should ask that student to provide information. Some students will be quite wiling and able to share information while others may need coaxing or .
2: Teach to fascinations
Whenever possible, educators should use interests, strengths, skills, areas of expertise, and gifts as tools for teaching. Can a passion for GPS be used to inspire more reading (operations manuals), new math skills (be a “human GPS”-calculate shortest route between two places), or fun social studies questions (“How would the world be different today if Christopher Columbus had GPS?”) . [For more on using fascinations to support students with autism see Just Give Him the Whale, a book I wrote on this topic with my colleague, Patrick Schwarz.]
3: Get them talking
In some classrooms, a handful of students dominate small-group conversations and whole-class discussions. While it is important teacher used this strategy throughout the year to break up his lectures and to give students time to teach the material to each other. After giving mini-lectures of fifteen minutes, he asked students to turn to a partner and answer a specific question or re-explain a concept he had taught. For instance, after giving a short lecture on the Presidency, he asked students way to do this is to ask for physical whole-class choice for the diverse, inclusive classroom.
4: Give choices
Choice may not only give students a feeling of control in their lives, but an opportunity to learn about themselves as workers and learners. Choice may be especially helpful for students with autism who have special needs when it comes to learning environment, lesson that can be offered in classrooms include:
Solve five of the ten problems assigned
Work alone or with a small group
Read quietly or with a friend
Use a pencil, pen, or the computer
Conduct your research in the library or in the resource room
Take notes using words or pictures
5: Consider handwriting alternatives
Writing can be a major source of tension and struggle for students with autism. Some students cannot write at all and others who can (process).
6: Help with organizing
While some students with autism are ultra-organized, others need support to find materials, keep their locker and desk areas , teachers can have all students copy down assignments, pack book bags, put materials (e.g., creating to-do lists, prioritizing tasks).
7: Support transitions
Some students with autism struggle with transitions. Some are uncomfortable changing from environment to environment, while others manage time on their own throughout an activity.
8: Create a comfortable classroom
Sometimes students are unsuccessful because they are uncomfortable or feel unsafe or even a visor to a student who is especially sensitive); and minimizing distracting noises (e.g., providing earplugs or headphones during certain activities).
9: Take a break
Some students work best when they can pause between tasks and take a break of some kind (walk around, stretch, or simply stop to fifteen or twenty minutes. Some students will need to walk up and down a hallway once or twice, others will be fine if allowed to wander around in the classroom.
A teacher who realized the importance of these instructional pauses decided to offer them to all learners. He regularly gave students a prompt to discuss (e.g., What do you know about probability?) and then directed them to “talk and walk” with a partner.
10: Include
If students are to learn appropriate behaviors, they will need to be in the inclusive environment to see and hear how their peers talk and act. If students are to learn social skills, they will need to be in a space where
If it is true that we learn by doing, then the best way to learn about supporting students with autism in inclusive schools is to include them.
bro dry can't above 5000 words
I have shorter it
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Explanation:
The involvement of the frontal lobe in the neurobiology of ASD has long been documented in literature. In fact, the frontal lobe has a central role in the executive functions and emotion recognition; these processes are both compromised in ASD.
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