Sunday Stillwell For the past three years, I have worked in a local elementary school as a one-to-one support aide to a handful of K-2 students with various intellectual disabilities, in a self-contained functional academic life-skills (FALS) classroom. My job is to assist the student I am working with in all aspects of their day. […]
Think of your goal less about “doing it right” and more about “getting comfortable with AAC.” I’ve seen fear of being wrong all too often lead to no modeling. And I promise some modeling, modeling with mistakes, modeling slowly, all of it is better than no modeling.
We can be the teachers that our students need. We can celebrate neurodiversity while we hold ourselves to higher standards. We can provide robust education, equal access to the curriculum, and a life of autonomy and dreams. It starts with this…
I love that the expectation is that he has an opinion, wants to learn, and we just haven’t figured out all the best ways to help him communicate. It is comforting to know that they meet him where he is, but demand much of him.
How the right accommodations helped one autistic student instantly go “from being a misunderstood, odd child with behavior problems to being a supported autistic child.”
Stephen M. Shore, Ed.D. www.autismasperger.net Preparation “Can you help me draw a straight line down the middle of the page?” I ask my student upon our initial meeting. Done! “How about three more lines, going sideways?” Done! Soon we have eight empty squares on what was a blank notebook-sized piece of paper. “A!” responds my
Daniel Dage http://specialed.wordpress.com Note from the author: This article is part of a larger series about Individual Education Plans (IEPs) and the IEP process in which I go over each part of the IEP in-depth and describe the process from both a teacher perspective and a parent perspective. By far, this article seems to be
