Hold on to your seat because Melissa Martiros had a lot to cover in a short time!
Use the iPad for recording, (record self playing and send video).
You may need to break down to simpler… then move up from there.
Prompting- brings them back (based on students as far as what works). If color coding, keep consistent and gradually fade out
Structure is very important, especially with kids with autism.
Communication (non verbal, pay attention, most disruptive behaviors are communicative, make eye contact whenever possible, say what you mean- clear, direct, literal)
Reflective journaling after lessons (this will help you later in reminding you what works, what doesn’t, etc…)
Basic factors when teaching:
Interpretation and expression
Full body awareness and control
Ability to block out external stimuli
Ability to stay on task
Ability to establish working relationship with adult
Ability to retain, memorize and transfer knowledge
Understanding social clues
Communication and assessment and feedback
Parents you work with are going to know more than you ever will about their child- become a partner with them.
Regardless whether or not they have the label, you can see what is going on with the child and respond accordingly. You do not need a label in order to respond what is happening.
Put the child before the disability- respectful language (not “autistic” child, child with autism)
Come up with a plan before behavior issues in what to do when behavior issues occur.
Transition time (before lessons begin). Some kids will need a time to transition from the outside world into lesson time. This can be as simple as getting a glass of water. Going to wash their hands, etc…
Help with sensory (ball or something to keep hands busy), drink of water…
Change activity you are doing (change to theory, etc…)
Physical activity (jumping jacks to get energy out, etc.) Allow child to stand if needed.
I noticed on Melissa’s website that she has a special needs blog coming soon. Here is the link so you have it when it goes live.