Talk Autism by Debbie
Let's talk about Autism. The ups and downs for guiding an individual that is on the spectrum. Let's not forget about the parents and other children during out talks.
Talk Autism by Debbie
Supporting Success: Practical Strategies for Educators and Parents of Autistic Students
How can you effectively support students with autism in their educational journey? In this episode, we offer practical strategies and essential insights for educators and parents navigating the complexities of Individualized Education Programs (IEPs), classroom accommodations, and fostering social skills. We discuss the emotional challenges IEPs pose for both parents and teachers and emphasize the critical role that teachers play in balancing the needs of students, parents, and district requirements. You'll gain valuable tools for educating the class about a student's behaviors, planning for accommodations and modifications, and understanding the significance of visual aids and study guides. Real-life examples will illustrate the difference between accommodations and modifications, helping you create a more inclusive classroom environment.
Consistent communication and collaboration between teachers and parents are key to supporting children's education, and we explore effective strategies for sharing student progress and understanding family dynamics. By viewing each other as partners with a shared goal of bettering the child's development, both teachers and parents can create a supportive and nurturing environment. We also shed light on practical tips for parents to help their children establish routines at home, which can further aid in their development. To round out the episode, we delve into enhancing social skills for autistic children through activities like day camps, art, music, sports programs, and swimming classes. Whether you're a teacher, parent, or caregiver, this episode is packed with actionable insights to help foster a supportive learning environment for autistic children.
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Hi everyone, I hope you're having a great day today. Today I'm going to talk about our kids that are on the spectrum and going back to school. Either they've been homeschooled or they are just starting back into school and haven't been homeschooled either way. So I know you've had IEPs and there's some coming up and I want to talk a little bit about that today also. I know that when you come out of those IEPs you kind of feel drained. They take a long time trying to understand everything and it's kind of difficult to process, to go through. But I want to share with you as parents that please understand that the teacher is kind of the person that's in the middle. She wants to get along with the parents, of course, and she wants to provide for the student, of course, but she also has district people that she's trying to please and so it just is very difficult and draining for the teacher also. So we're going to talk a little bit about stuff for the teacher that can kind of help with the process after the IEP, and for the parents, and then to kind of together. So let's talk first about the teacher. So here are some tools to kind of help you a little bit with a child that's on the spectrum. Maybe you've had experience, maybe you're in a special day class, or maybe you're a general education teacher and that student is going to be in your class. So you kind of have to also educate your class on what to expect. They may make sounds, they may be stemming, there's different things that may set them off a little bit. So you need to let your children in the classroom, the other ones kind of kind of help and support that Include them in. Don't make them wonder what's happening that they don't understand. So that is one important, important aspect that we should all use in our classrooms.
Speaker 1:When doing your lesson plans, plan for accommodations and modifications. Now some of those will be written in the IEP and so you need to follow those that are written in the IEP. The IEP is a legal document that we need to be able to follow. So what is the difference of accommodations and modifications? We all need to be reminded of that. They can kind of blend sometimes, and I kind of do it this way Accommodation is how the student will learn the material that I want him or her to learn, and modification is what the student will learn. For example, you're teaching modifications To accommodate. You may use rhymes or flashcards or any of them, and those accommodations can be used for all our students. It doesn't have to be written in an IEP to accommodate how we want that child to learn. But modifications are different. They need to be just the ones that are written Well, not just the ones that are written Well, not just the ones that are written. Let me rephrase that a little bit. But you don't usually use them for your kids that are not on an IEP goal. So to modify, you want the student to learn maybe only the multiplications of threes or something like that. So I do have a little bit of a list here. You know me, I'm always making lists. So accommodations are. Here's some examples. You want to maybe decrease. You can decrease the problems. Maybe they're only going to have 10 items to learn instead of 12 or something like that.
Speaker 1:Give the autistic student a way to answer the questions. They may be nonverbal so they may be able to have to have some other method of answering the question, and that's something you can discuss in an IEP. And you can also ask the parents you know what have they used? Read aloud the questions. You can't read the answers all the time, but you can read the questions, and that that is for more formal testing. But even testing in in the room for something you can, you know, accommodate them as needed, highlight the important facts of something that they need to learn, give assignments in print form so that they can learn. Like really is what I'm trying to say is give them a study guide that is in a printed form that they can take home and study so they have more of a goal that they can accomplish. Maybe have a set of textbooks if you have textbooks for at home and, like I said, a study guide, and again give it in printed form too, because sometimes on the computer it's harder or on a tablet it's harder for some of our students. It just depends. You have to kind of figure that one out. Sometimes the computers are better than in a printed form, so we have to kind of find out which works best for that student.
Speaker 1:Now to modify instead of decreasing the problems, you're going to simplify the homework or the problems so that they're a little bit easier. I know that in some of the readings that I've had, you know it's maybe the same story, but it's like okay, this is we on level one and this would be level two of the story and level three of the story. So sometimes you can find a different version of a story or different way of presenting math problems to the students and then simplify the coursework, make it a little bit easier for them to understand and get and level down the language also a little bit for them. And if you're looking at like level one, level two, level three in the reading, that is going to be level the language down. And on grading, that has to do with your district, you might want to talk to the district or read your handbook or something about grading because schools are different in different areas but maybe grade on progress of that student.
Speaker 1:When I was in a learning disability classroom, all my students made progress. They might not be on grade level but at least they are making progress and that to me was my goal, that if they're on A I want them on B or C and I just want to keep raising that bar so they keep progressing and maybe get their study guides in color or in visuals, more visuals for them. So those are two different modifications that are accommodations and modifications, a difference in those two, and I think we just all need reminding. Like I said, they can kind of blend it a little bit when we're trying to figure out okay, is this a modification or is this accommodation? Adjust as needed. You know, as you're going along, you'll be fine. Okay, you know he's getting it, he's calming down, this is working, so kind of adjust it. Maybe I can up it a little bit. Let's move on from this and see what he can do.
Speaker 1:The next one no, any medical issues, especially like it could be. Maybe they need time out or a break, and not in a negative way. But okay, you worked for 20 minutes. You know why don't you go and color or something like that? Or go draw something A lot of our kids like to draw. Maybe it's a bathroom issue too. You need to know that and be accommodating to them per if they need to go to the bathroom. My rule is I never say no because you know God, I'd rather say yes and not have an accident. Also, their fine motor. If there's a problem with fine motor control, don't you know, beat yourself up trying to correct everything.
Speaker 1:Not saying they can't practice, you know, but give them another way to do it. Maybe it's typing on their assignments or something like that. Do they do better with auditory or visual? Are they visual learning? And we need to know that with all our students. Which way?
Speaker 1:If you know they're going to be an interruption in your classroom that day maybe you're having a guest speaker or the principal's coming in to observe you, or something like that Let the student know. Okay, you should let all your students know, but definitely the kids that are on the spectrum, because they like routine. And if there's going to be a disruption in the room for that day, then you need to let them know, hey. Or if you're going to know you're going to have a fire drill, hey, we're going to go outside or something. But let them know and kind of maybe give them a clock or put it on the board or something so they can expect it and not have that. They may repeat and say we're going to have somebody, we're going to have somebody. Until it drives you kind of crazy, but at least you're working with them to say, yes, yes, we're going to. Now how are you going to plan for unexpected interruptions? And they do happen a lot. So what is the plan? And work with that student and say, okay, if somebody comes in, we don't, you know, are not expecting this is what you need to do, and so maybe it's just put on a set of headphones or something like that, something that they can do that will calm them down and not let them get too excited.
Speaker 1:Okay, and then for parents give parents your findings. I know we do for our formal, but you know sometimes if they're just doing a simple spelling test or reading or whatever, or they did really good, keep that information given to the parents. Let them see that they're doing good. Maybe they got five right out of 10, you know which was. It's a big goal. So share that with the parents. I know he missed five, but look, he got five correct this time. So those little things are important to the parents and so we need to share that with them and know the family.
Speaker 1:Who's in the home. Is it a single parent? Is it two moms, two dads? Is it just grandma and grandpa, aunt, uncle All kinds of different families anymore. So find out who's in the house. I know that our younger kids sometimes teachers will have them draw pictures and sometimes that can kind of backfire on you. So maybe find out in a different way, like during the meeting or something, to find out who's in the home, or look at a previous IEP, also know additional family members, like who else is coming in to help care for that child, who's coming in after school, and things like that, just so you can be aware of what's going on.
Speaker 1:Okay, so now this part is for the parents. First thing I want to say to the parents is you are not the enemy. And to the teachers you're not the enemy, you're a partner with your teacher. So that's the way it should be, that you two are partners, because you both have a common goal and that's better for this child. So you're not the enemy and the teacher's not the enemy either. So she's trying to do her very best and the teacher's not the enemy either. So she's trying to do her very best. Remember, she maybe only has one para in maybe a room of too many kids with too many issues, and she can only do so much. So you need to support her in every way that you possibly can. And teachers, don't be afraid to have an advocate parent that will speak up and it will fight for what's right for your, for their child in the room. They can be an asset to you and get you things that you're not able to do. So embrace those advocate parents.
Speaker 1:I always did and it was very beneficial to me. I learned a lot. I got things that I normally couldn't have got on my own, and so you guys got to be partnerships. Be consistent in your communication with the team. This is to parents. So and I want to express myself here I said be consistent. I didn't mean be constant, so don't be constantly asking, but be consistent. Like at the first of the month you're going to say, hey, how's he doing? You know I haven't seen any progress or reports or whatever the situation may be, but just be consistent in your communication.
Speaker 1:Now, younger kids we have they have at least here in Florida. They have journal books that go home and there's always notes right alone in there. Do a check, make sure you sign it or something to keep that communication open with that teacher. Or if there's a dentist appointment coming up, say he will be out tomorrow because of a dentist appointment. Let that teacher know ahead of time so it can help her with her planning and put work away for that student and ask questions. If you don't understand something, just ask a question and say that you know I'm not understanding this. What's going on. Can you help me a little bit with them and then ask to learn or observe school services so you can kind of know what's happening, like maybe sit in on a speech session and talk to that speech teacher beforehand and say, you know, I just need to learn a little bit. I want to know what I can maybe help at home. I'd like to sit back and watch if it's not too disruptive. Also, ot and PT all those find out what they're doing. Then you can do it at home. Maybe it's tossing a ball or throwing a ball or, you know, catching a ball.
Speaker 1:All right, know your rights, of course, that's very important and advocate parents, do they know inside and outside, and please understand your teacher's position. They are the middleman and I know that there's been bad teachers out there and there are burnout teachers out there. I get that and it's kind of hard for them. But maybe if there's a burnout teacher or she's having a bad day or whatever, you can help bring her up and and give her a new lease on life kind of thing, cause we need that too, you know, and you know when I talked about communication, you know, don't be afraid to say hey too, you know, and you know when I talked about communication, you know, don't be afraid to say hey, you know, thanks for the good job you've been doing. I really appreciate it. Uh, or maybe just hey, can we meet and chat about this situation or that and uh, keep those lines of communication. Maybe we uh give them a gift card to uh buy a coffee or something once in a while, not something, something you have to do every week or anything like that, but just once in a while to just kind of bring up their spirits. I know I've gotten notes from parents before and it's just really like, okay, you know, I can do this and it makes a difference, it really does. Okay now, parents, to kind of help your child. That will help the child and it will help the teacher too, and things that we should be doing on our own. We used to, a long time ago, have to do these things, but not anymore. So have your child make choices at home. Do you want spaghetti or hamburgers tonight? Do you want the blue pin or the red pin? Just little things to help them learn to make a choice.
Speaker 1:Establish weekly chores Now. I used to do this as a homework assignment. I had a homework page that I got off Teachers Pay Teachers and it would have what they read, so Monday through Sunday what they read. That the parent would have to fill that out and then it would have the weekly chore that they would do Maybe it was dust the table or set the table or something like that and then it would say, did you like that chore? And they would write yes, I did, or no, I didn't, or the parent would help them and that's fine. Those are okay as long as they read and as long as they did the chore. That's all I cared about. And then it would be some other activities that were going on through the week that were academic and some that were just at home. So those are some.
Speaker 1:Also, teach your children hygiene. Wash their hands after they go to the bathroom. Wash their hands before they eat. Go to the bathroom Able to clean themselves. Those are extremely important because they take up a big part of the day. If you're constantly trying to potty train but you know sometimes there's issues that we do have to potty train if they're younger kids but try to teach them as much as you can and do community outings like go to the park or shopping, library or eating out. Do those things weekly if you can, at least Shopping.
Speaker 1:I do want to talk a little bit about Don't have your child think that they can have something every time they go shopping. And let them know we're buying groceries, make a list, take pictures or whatever. Get the newspapers and you know, say these are the things we're buying groceries, make a list, take pictures or whatever. Get the newspapers and you know, say these are the things we're buying and we're not buying candy and you're not getting a gift. And let them know ahead of time they throw a tantrum. They throw a tantrum, oh well, move on, you know. But you need to teach them and tell them. If you can't behave, then you can't go grocery shopping with me. So those are some things that can kind of help.
Speaker 1:Also, social skills, like maybe go to day camp or art or music, uh, sports, uh things. And they have like swimming classes. They have stuff where that parents can get somebody to teach a kid to swim that knows how to deal with autistic kids. Do family events, and I know part of you are saying, yeah, but you know, and then he gets overstimulated. But try to work, you don't have to stay forever, but just go for a little while and do little things at a time so they can get used to the sounds and the people and the talking and the chatter. I know that they can become overstimulated, but try to do small things at first.
Speaker 1:Okay, so anyway, that is about all I have for today. I hope you guys are doing well. If there's something you'd like me to discuss, you can drop me a line. If you'd like, I, through the, I have an email somewhere, fan email, so that you can drop me a line. It's supposed to be on there, so you have to kind of check it out. So, anyway, have a good day and I will talk to you real soon. Bye-bye.
