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Planning professional development for teachers
Autistic children in public schools
Inclusion for children who have autism in mainstream schools
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Recommended: Planning professional development for teachers
Personal Professional Development Plan
Goal One: Develop skills that will help me as an educator improve the social interaction of students on the autism spectrum. This goal is in accordance with Standard 1.6.1 of the AITSL Professional Standards for Teachers (NSW Institute of Teachers, 2012). Within this goal, I aim to become more understanding of the characteristic behaviors of students with autism and implement management strategies that create better relationships between the student and the school community. The strategies outlined will be implemented over a course of two terms.
Strategy One: ASPECT Australia “Recipe for Success” Workshop. (ASPECT Australia, 2017)
ASPECT Australia’s (2017) “Recipe for Success” workshop aims to refine
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At these visits I expect to take notes of the strategies adopted by the Support Unit teachers, in particular the strategies used to include autistic students in cooperative group learning experiences. Further through observation of playground duties, I expect to learn management strategies that will assist in developing my skills of integrating students with autism into a highly social environment (State of New South Wales through the Department of Education and Training, 2017). In particular, these visits will allow me to reflect on and adjust my own practices when approaching conflict resolution for students with autism within the classroom and playground.
Strategy Four: Conducting Self-assessment
This strategy involves setting a weekly goal regarding the student’s social habits (e.g. Showing patience and understanding of peers’ perspective) and assessing the success I have experienced in regards to the strategies implemented in order to achieve said goal. Through formative self-assessment I expect to reflect on how my personal organization and instruction within the class has helped or hindered the achievement of social goals for the student (Mosca, 2003).
Professional
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These events include tailored workshops that aim to connect carers of autistic children with teams who specialize in autistic education. Moreover, the “ASPECT” Facebook page also serves as an information aggregation PLN, providing access to an abundance of articles and resources, that aim to share the perspective of people on the spectrum. These resources will allow me to connect with people on the spectrum and gain insight into strategies that help make socializing a more manageable and enjoyable task. Further, “ASPECT” also creates a platform through which I can communicate with experts in the field, parents of children with autism and other teachers. Through this communication, I aim to build a better understanding of autistic behavior and a repertoire of strategies that I can tailor to suit the needs of my own student.
Goal Two: Develop skills that focus on extending Gifted and Talented Students in their Literacy development. This goal aligns with Standard 1.5.1 of the AITSL Professional Standards for Teachers (NSW Institute of Teachers, 2012). Within this goal, I aim to better identify the strengths of the “Gifted and Talented” Literacy students and use this information to better inform my teaching and organizational strategies, particularly when programming for these students. The following strategies will be implemented over the course of
Autistic children are isolated from most schools, socially and within the classroom. Although most children with auti...
Every year doctors diagnose thousands of adults and children with Autism Spectrum Disorder. Due to the growing awareness of autism and recent developments in technology, scientists and doctors can now discover and observe the effects of autism on society, and people. Starting with its discovery, researchers have been able to diagnose people more effectively. Doctors are beginning to discover what causes this disorder, and are currently trying to find ways to prevent and treat it. Many places have opened their doors to people with this disorder, creating autistic friendly environments where people are patient and understanding. Schools have also become accommodating to autistic children and adults. Autism also puts great strain on family and home lives.
Children with autism have multiple characteristic impairments in their social interaction skills. This results from the lack of “Theory of Mind” in autistic individuals. Autistic children have difficulty interpreting what another person may be thinking or feeling. Social impairments may cause the child to act inappropriately in social interactions and prevent the children from truly taking part in interactions. The children have difficulty recognizing social cues and responding to cues. Autistic children have a hard time forming relationships as a result of these impairments. Social stories, Applied Behavior Analysis, and Pivotal Response Training are three therapy techniques that help children with autism learn appropriate social behavior. Social stories allow the children to practice the situation in a lower stress environment. Applied Behavior Analysis utilizes positive reinforce to teach desired skills. Pivotal Response Training allows the child to learn social skills while in a natural play environment. Learning social skills through these techniques enable the children to have more meaningful relationships and engage more in their community.
Snell, M. E. (2003). Autism, Education of Individuals with. In J. W. Guthrie (Ed.), Encyclopedia of Education (2nd ed., Vol. 1, pp. 161-162). New York: Macmillan Reference USA.
The Integrated Curriculum Model has three main dimensions advanced content, process/product, and issues/themes. The first dimension, advanced content, is content that it at a higher level. In English Language Arts the readings are usually two grade levels above. Within advanced content, diagnostic-prescriptive approaches are used to promote new learning. Teachers are to continually pre-assess students before teaching content to make sure they are teaching at the appropriate level for the gifted students. In the second facet of the model it ensures that the students are thinking and processing information at higher complex levels. The third dimension of the Integrated Curriculum Model centers gifted and talented students learning around major issues and themes. To connect the themes and issues to real world applications is creating a deeper understanding of the material.
The number of children that display autistic traits keeps rising and the need for services is at an all-time high. Out of 10,000 children born, 60 to 100 children and families will be affected by autistic spectrum disorder (Gulberg, 2010). Autism is characterized by a lack of connection to other people, even parents, and an avoidance of interpersonal situations (Feldman, 2011). Children with autism also show limited, repetitive and stereotypical patterns of behavior, interest, and activities. Not one child with autism is the same as the next; each child has their own severity and indicators of autism. A child with intellectual disabilities and a gifted child can both be given the diagnosis of being on the autism spectrum, because of the wide range of severities. Many of these children will not attend special schools, but instead be included in the general education population by inclusion. Inclusion has been found to have a number of benefits for children with autism. In addition, negative perspectives have also come into play when discussing autism and inclusion. Furthermore, parents have the right to make decisions for their child on an individual basis.
One of the most difficult things teachers will face when dealing with Autistic children is their lack of communication skills and inappropriate or nonexistent social skills. In addition to academic instruction children with Autism require instruction in communication techniques and social skills. Kamps et.al. says “A key to accommodating students with autism in public school settings is the provision of social and behavioral programming to develop meaningful participation with nondisabled persons” (p.174).
The ‘Getting Started’ section of the PEERS book written by Dr. Laugeson touched on some topics and brief descriptions about how to teach social skills training to both the social coaches and young adults with autism spectrum disorder. The writer wrote about teaching methods and behavior management techniques to teach young adults the necessary skills to maintain meaningful relationships with others. Besides, she describes the lesson that should be included in the daily lessons for the social coaching group and young adult group. The lesson format and activities for the social coaching group and young adult group are slightly different.
There can be a quiet space made available for the child to take a break if there is a sensory overload. There can also be social stories used if there are any changes to the schedule. The teacher and any staff members who will be assisting the child can get training on how to assist a child with autism. To promote friendships in the classroom the teacher can arrange play time/play groups for all the children to play together. The teacher can speak to the class about how important inclusive practices are in the school.
As a kid, I was enrolled in my school system’s Talented and Gifted (TAG) program, which “provides highly motivated, academically gifted students with an opportunity to realize and develop their exceptional intellectual and creative abilities.” I loved TAG. As a proclaimed “talented and gifted” student, it was refreshing to learn in an engaging environment where creative thinking, deep conversations, and real world connections were encouraged. For six years of my early school life, up until I started high school, I was in this type of classroom with some half of the same group of sixty kids. We enjoyed learning and were encouraged to expand our knowledge and critical thinking.
Gifted and talented education is often forgotten in our country. This is not done on purpose but because of the lack of information and resources. Teachers need to be able to understand and identify gifted and talented students by familiarizing themselves and working with parents, guardians, and other educators. Keeping in mind a classroom is a spontaneous place with unique, energetic students, each classroom is consists of a combination of individuals who help to create the subjective nature of the class. When teaching, the reality is no two students are the same in terms of learning and no two classes are alike, which creates the challenge of establishing an effective classroom management strategy. It is important for teachers to realize that a classroom is a place that will keep you on your toes, and that it will be easier to try and manage the classroom instead of trying to control it and the students.
After I have done finished about Personal Development Plan (Template) and Skill Audit. I was found out myself have to enhanced and upgrade a lot of abilities in the business field. I have some skills have to improve a lot such as: communication skill, interpersonal skill, responsibility but some skills I do not have idea about them in the field of culture sensitive and initiative. Anyhow, I will try to improve my weakness skills become strength than before. On the following paragraph I would like to express some my experience and ending with short summary.
Based on their interview results, they found that teachers encountered several problems when teaching with autism in an inclusive setting. “These challenges include understanding and managing behaviour; socio-structural barriers (training, resources, policies); and creating an inclusive environment within the classroom” (p. 360). Based on all these challenges that teachers face, how can the universities, school districts and community better prepare and support
The prevalence rate of ASD within past decades is rising rapidly. Consequently, this disability has posed difficulty among educators and children both in and out of the classroom. “Autism spectrum disorder (ASD) refers to a group of complex neurodevelopment disorders characterized by repetitive and characteristic patterns of behavior and difficulties with social communication and interaction. The symptoms are present from early childhood and affect daily functioning.” (NIH).
Morawska, A., & Sanders, M. (2009). Gifted and talented children: Conceptual and empircal foundations. Gifted Child Quarterly, , 163-164, 165, 166, 168, 169, 170,.