My kids are seven second- and third-grade boys with autism.
My students come from low-income backgrounds in an inner city school in Los Angeles.
Most are English language learners. 100 percent of our students receive free or reduced-price lunch and many come from single parent households. Many of the students have behavioral challenges in addition to autism and, because their autism is secure enough to prevent them from functioning in a traditional classroom, they have been placed on an alternate curriculum that requires lessons and activities to be adapted.
I need printer ink and velcro dots to design and print projects for literacy activities. Students with autism present with unique challenges and abilities and are able to learn when information is presented in a format that plays to their strengths rather than their weaknesses. I use activities based on TEACCH, a research-based peer reviewed format developed by the University of North Carolina Chapel Hill that plays to various learning styles. Lessons are tactile and hands-on and enable the students to focus and acquire skills and allow them the necessary repetition required to assure skill acquisition. Because of this approach, many students have acquired skills that they otherwise would not have been able to acquire in traditional formats.
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