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Mrs. Hildebrand’s Classroom Edit display name

  • Thomas S. Baldwin Elementary School
  • Quincy, IL
  • More than half of students from low‑income households

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My students are functionally nonverbal. What that equates to is they cannot get their basic wants and needs met with speech. In our highly-structured Autism classroom, we are constantly pushing functional communication. Each day we help our students work on requesting things they need or want in a very nontraditional way. The play-based curriculum is the perfect opportunity to encourage them to interact with both peers and adults in an appropriate manner. We are striving for independence in our classroom in all areas. Many students with Autism struggle with verbal directives and cues. This is why we use pictures, visual boundaries, and visual-spatial cues for where and what students are supposed to be doing. Having the play curriculum will increase their communication and give them appropriate ques in appropriate situations to increase peer to peer interactions. Any support is very much appreciated!

About my class

My students are functionally nonverbal. What that equates to is they cannot get their basic wants and needs met with speech. In our highly-structured Autism classroom, we are constantly pushing functional communication. Each day we help our students work on requesting things they need or want in a very nontraditional way. The play-based curriculum is the perfect opportunity to encourage them to interact with both peers and adults in an appropriate manner. We are striving for independence in our classroom in all areas. Many students with Autism struggle with verbal directives and cues. This is why we use pictures, visual boundaries, and visual-spatial cues for where and what students are supposed to be doing. Having the play curriculum will increase their communication and give them appropriate ques in appropriate situations to increase peer to peer interactions. Any support is very much appreciated!

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