Kathryn Kleiner
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Go to: My personal page; My mini-course: Teaching students with ASD in 7-12 classrooms
Kathryn Kleiner
Topic/purpose
Teaching students with ASD in a 7-12 classroom is a look at the unique learning experience that students on the Autism Spectrum have in a classroom and gives educators an opportunity to learn how to help these students learn. The purpose of the mini-course is to give educators a better idea of what it is to have a student with Autism in their classroom, to give them options on how to better help these students to learn, to educate them on Individualized Education Programs, and give them practice in writing a lesson plan for an inclusive classroom containing a student with ASD.
Needs Assessment
Problem
Many educators are sent into the work force with only a rudimentary understanding of how to help their students with special needs. This can lead to broad assumptions being made in an attempt to aid these students learning and can cause unintended issues.
What is to be Learned
Participants will learn how to better help students on the autism spectrum in their classroom attain and retain information.
The Learners Educators teaching in a 7-12 environment.
Instructional Context
Participants of this course will require an internet connection, computer, the ability to view videos on their computer, and a word processor.
Exploring the Problem and Solution
Participants will learn about Autism and how it can affect different students learning, as well as some different methods for how to aid in the education of these students.
Goals
At the end of this course, participants will have a better idea what Autism is, and different methods on how to help these students to learn.
Performance Objectives
Participants will be able to:
-Understand the definition of autism
-Understand how autism can affect a students learning
-Recognize some of the difficulties for students with autism
-Recognize difficulties that teachers may encounter when they have a student with autism in their classroom
-Understand what an IEP is.
-Understand how an IEP is written
-Understand when to revise an IEP
-Revise an IEP
-Analyze methods for teaching students with autism
-Create a plan for teaching students with autism.
Task Analysis
Prerequisites
Participants should have prerequisite knowledge in
-Reading comprehension and critical thinking skills
-Writing skills
Unit Objectives
Unit One-What is Autism?
-Understand the definition of autism
-Understand how autism can effect a students learning
-Recognize difficulties that teachers may encounter when they have a student with autism in their classroom
Unit 2-Research-based Accommodations for students with ASD\
-Understanding the difference between popular and scholarly, research based accommodation
-Know about three different researched methods for accommodating students with autism
-Understand where to find scholarly, research-based accommodations
Unit 3-How to help students with Autism
-Apply knowledge of research to a real situation
-Create a plan for teaching students with autism.
Curriculum Map
See task analysis for units and the objectives for each unit
References and Resources
Baird, G., Cass, H. & Slonims, V. (2003). Diagnosis of autism. British Medical Journal, 327(7413), 488-493.
Banda, D. & Kubina, R.M. (2010). Increasing Academic Compliance with Mathematics Tasks Using the High-Preference Strategy with a Student with Autism Preventing School Failure, 54(2), 81-85
Burns, M. S. (2012). New views into the science of educating children with autism. The Phi Delta Kaplan, 94(4), 8-11.
Gastgeb, H. Z., Strauss M. S., & Minshew, N. J. (2006). Do Individuals with Autism Process Categories Differently? The Effect of Typicality and Development. Child Development, 77(6). 1717-1729
Hess, K. L., Morrier, M. J., Heflin, L. J., & Ivey, M. L. (2008). Autism Treatment Survey: Services Received by Children with Autism Spectrum Disorders in Public School Classrooms. Journal of Autism & Developmental Disorders. 38(5), 961-971.
“How Students with Autism Learn” (2009, July 28). Education.com. Autism Society of America.
Koegel, L. K., Singh, A. K., & Koegel, R. L. (2010). Improving motivation for academics in children with autism. Journal of Autism & Developmental Disorders. 40(9), 1057-1066.
Lampen, W. (2012). See the world through her Asperger eyes: Wendy Lampen at TEDxDelft. YouTube. TEDx Talks.
Powell, W., & Kusuma-Powell, O. (2011). How to teach now. ASCD. Retrieved from http://www.ascd.org/publications/books/111011/chapters/Knowing-Our-Students-as-Learners.aspx
Rispoli, M., Lang, R., Neely, L., Camargo, S., Hutchins, N., Davenport, K. & Goodwyn, F. (2013). A Comparison of Within- and Across-Activity Choices for Reducing Challenging Behavior in Children with Autism Spectrum Disorders. Journal of Behavioral Education, 22(1), 66-83
Ryan, J. B., Hughes, E., Katsiyannis, A., McDaniel, M. & Sprinkle, C. (2014). Research-Based Educational Practices for Students With Autism Spectrum Disorders. Teaching Exceptional Children. 47(2), 94-102
“Sample Individualized Education Program” (2012, May 21). Sage Publications. Retrieved from http://www.sagepub.com/gargiulo4e/study/resources/plans/88919_siep.pdf.
