My students are creative, clever and very spontaneous. As a teacher in a Title I school, my students are faced with various situations both in and out of the classroom. Half of my students are being raised in a single parent household and receive free/reduced lunch based on their socioeconomic status.
My school is comprised of a good percentage of students with IEP’s and students who are English Language Learners.
Even though these things may prevent them from getting ahead early in life and may not provide them with the life experiences many of us take for granted. Despite the many situations they face, from the minute my students walk in the door of my classroom, I center on their innocence, growth, and positivity.
I have a few students in my classroom who are on the autism spectrum. I’ve been researching trying to figure out how I can better support them.
The numbers of students with autism is increasing, making it more likely that teachers in both general education classrooms and special education programs will be responsible for students with low-functioning autism.
These students have different needs than do students who are considered higher functioning. This course will provide an overview of the strengths, needs, and challenges of students with low-functioning autism, with emphasis on understanding the reasons for a student's behavior. I’ll use this knowledge to build communication skills, behavior management interventions, and academic strategies for the student with the end goal of helping the students transition between educational levels into post-high school plans. As every student with low-functioning autism is a unique individual, emphasis will be placed on developing a toolbox of resources and strategies to be explored and tried with students in order to best meet their needs.
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