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Mr. M.’s Classroom Edit display name

  • New York (State)
  • More than a third of students from low‑income households

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The majority of the students that I work with have autism, paired with at least one other diagnosis, such as an intellectual disability. One of the biggest struggles that teenagers/adults with autism face is their ability to interact with others, especially people who they view as figures of authority (such as bosses or teachers). As such, I work everyday to teach my kids not just ELA content, but also how to appropriately interact with their peers and adults. One way that I do this is through a portfolio system. While my students may be used to being brushed aside or written off in their previous schools, here I want them to realize their full potential through active engagement with the curriculum, their learning goals, and with the adults who help them. The binders, folders, pencils, erasers, and tape will be used to help the students identify and keep track of their learning goals throughout the school year. It will teach them responsibility by having to organize and maintain their work. Moreover, through our quarterly meetings to discuss their work/progress, I hope to also encourage their level of accountability, self-advocacy skills, and comfort with discussing their work with an authority figure, like they will soon have to do on a regular basis once they graduate and need to get jobs. Finally, the headphones will be used to help the students monitor the progress of their goals by allowing them to use software on our computers to take assessments and receive targeted mini lessons that I can assign them.

About my class

The majority of the students that I work with have autism, paired with at least one other diagnosis, such as an intellectual disability. One of the biggest struggles that teenagers/adults with autism face is their ability to interact with others, especially people who they view as figures of authority (such as bosses or teachers). As such, I work everyday to teach my kids not just ELA content, but also how to appropriately interact with their peers and adults. One way that I do this is through a portfolio system. While my students may be used to being brushed aside or written off in their previous schools, here I want them to realize their full potential through active engagement with the curriculum, their learning goals, and with the adults who help them. The binders, folders, pencils, erasers, and tape will be used to help the students identify and keep track of their learning goals throughout the school year. It will teach them responsibility by having to organize and maintain their work. Moreover, through our quarterly meetings to discuss their work/progress, I hope to also encourage their level of accountability, self-advocacy skills, and comfort with discussing their work with an authority figure, like they will soon have to do on a regular basis once they graduate and need to get jobs. Finally, the headphones will be used to help the students monitor the progress of their goals by allowing them to use software on our computers to take assessments and receive targeted mini lessons that I can assign them.

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