Accommodating students with autism

accommodating students with autism-54
ASD is a measurement across a continuum that defines students as having high functioning autism (HFA), Asperger syndrome (AS), and pervasive developmental disorder not otherwise specified (PDD-NOS).Each student may be affected differently by the disability and to various personal degrees.

ASD is a measurement across a continuum that defines students as having high functioning autism (HFA), Asperger syndrome (AS), and pervasive developmental disorder not otherwise specified (PDD-NOS).Each student may be affected differently by the disability and to various personal degrees.

Others whose needs, sensitivities and triggers make their ability to function much more challenging to manage may require an almost entirely separate curriculum from what is taught in a traditional classroom.

Also, the need for curriculum modifications and adaptations can vary with age, developmental stage and subject.

A basic understanding of the unique needs of students with autism spectrum disorders allows you to make slight to moderate curriculum modifications and adaptations to help them succeed.

– Autism, or autism spectrum disorder (ASD), is a neurological disorder that was first described by Hans Asperger in 1944.

One of only three programs in the state of Michigan, the Autism Services Center is staff by a multi-disciplinary team of Western Michigan University faculty: Dr. In addition to the services provided to students with ASD, the team conducts on-going research to inform the work done in the center. Hadley is currently an Assistant Professor in the Department of Educational Leadership, Research and Technology (ELRT) at Western Michigan University.

Her research interests focuses on the academic issues first-year students with learning disabilities experience in their transition to college through the lens of student development theory.

However, it is important to understand the difference between curriculum modification and adaptation.

Modification entails altering the content taught, whether that means omitting or adding to the curriculum or changing the standards for assessment and evaluation based on a student's needs and limitations.

Also, you may need to try many different strategies or tweak strategies before you find a plan that works well.

The only way you will know is to track the student's progress and identify areas in which the adaptations appear to be working and those in which the student may continue to struggle.

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