Accommodations

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Accommodations
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Ordinary and Extraordinary

• Video Clip

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Autism Spectrum Disorder
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Children with Autism may have a different way of
seeing, hearing, or feeling things.
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Imagine

• Living in a foreign country where you dont know
  the language, customs, or rules

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Imagine

• A song that is stuck in your head . . . And never
  goes away
• Peoples voices sounding so loud theyre like
  fire engines

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Imagine

• The texture of your clothes feels like a burlap
  bag or sandpaper
• Not being able to feel food in your mouth, or a
  full bladder

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Imagine

• Someone's simple touch feeling like fire
• Having feeling in your hair and the pain of
  having it cut

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Imagine

• There is a bug buzzing around on the other side
  of the room, yet it sounds like it is coming
  through a stereo full blast.
• Your friends are in the hallway chewing bubble
  gum and you can smell it.

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Imagine

• The teacher is at the front of the room giving
  you a spelling test, but you cant make out the
  teachers face and you cant understand what he
  is saying.

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Imagine having autism.
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Through the Eyes of Autism
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Diagnosis

• Qualitative impairment in social interaction, as
  documented by two or more behavioral indicators,
  for example
• limited joint attention and limited use of facial
  expressions directed toward others
• does not show or bring things to others to
  indicate an interest in the activity
• demonstrates difficulties in relating to people,
  objects, and events
• a gross impairment in ability to make and keep
  friends
• significant vulnerability and safety issues due
  to social naivete
• may appear to prefer isolated or solitary
  activities
• misinterprets others' behaviors and social cues.

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• Qualitative impairment in communication, as
  documented by one or more behavioral indicators,
  for example
• not using finger to point or request
• using others' hand or body as a tool
• showing lack of spontaneous imitations or lack of
  varied imaginative play
• absence or delay of spoken language
• limited understanding and use of nonverbal
  communication skills such as gestures, facial
  expressions, or voice tone
• odd production of speech including intonation,
  volume, rhythm, or rate
• repetitive or idiosyncratic language or inability
  to initiate or maintain a conversation when
  speech is present.

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• Restricted, repetitive, or stereotyped patterns
  of behavior, interest, and activities, as
  documented by one or more behavioral indicators,
  for example
• insistence on following routines or rituals
• demonstrating distress or resistance to changes
  in activity
• repetitive hand or finger mannerism
• lack of true imaginative play versus reenactment
  
• overreaction or under-reaction to sensory
  stimuli
• rigid or rule-bound thinking
• an intense, focused preoccupation with a limited
  range of play, interests, or conversation topics.
  

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Strengths Weaknesses
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Differentiated Instruction

• To differentiate instruction is to recognize
  students varying background knowledge, readiness,
  language, preferences in learning, interests, and
  to react responsively.
• Differentiated instruction is a process to
  approach teaching and learning for students of
  differing abilities in the same class.
• The intent of differentiating instruction is to
  maximize each students growth and individual
  success by meeting each student where he or she
  is, and assisting in the learning process.

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Universal Design for Learning

• What it means... multiple approaches for a
  diversity of learners! 
• Multiple means of representation gives learners
  various ways of acquiring information and
  knowledge
• Multiple means of expression to provide learners
  alternatives for demonstrating what they know
• Multiple means of engagement to tap into
  learners' interests, offer appropriate challenges
  and increase motivation 

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Accommodations

• Multi-sensory
• Visual Strategies, including schedules
• Memory (Doesnt disappear)
• Comprehension
• Guided Choices

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Calendars
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Task Organizer-Writing
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Handouts
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So what does this mean?
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