Description
*This course is worth one graduate credit or 15 continuing education contact hours (CECH).
Do you wonder if you are doing enough to support the diverse needs of students with autism?
Students with ASD have the remarkable strength to overcome learning challenges. As an educator, your mission is not only to recognize these strengths but also to understand autism's impact within the classroom.
Best-selling author and special needs educator, Richard Bass, provides evidence-based practices and empathetic insights garnered from years of experience in the field to help both new and seasoned teachers develop the skills to foster academic success for neurodivergent students.
Inside the book, you will learn different ways to manage autism-related behaviors in the classroom and implement tailored accommodations and modifications, such as:
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Designing sensory-friendly classroom environments to minimize sensory overload and meet the sensory needs of learners.
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Collaborating with parents and support staff to address challenging behaviors through individualized education plans and positive behavior support plans.
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Facilitating social skills development by creating opportunities for classroom engagement and peer interactions.
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Modifying instructions and teaching practices to provide a multisensory and enriching learning experience.
A Teacher's Guide to Managing Autism in the Classroom is your indispensable tool for refining your teaching methods to meet the individual needs of every student.
Book: A Teacher's Guide to Managing Autism in the Classroom: Teaching Success from Kindergarten to High School by Richard Bass
Objectives
Participants will:
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Identify characteristics of Autism Spectrum Disorder and their impact on learning and behavior.
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Apply evidence-based strategies to support students with ASD in inclusive settings.
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Utilize IEPs, differentiation, and behavior supports to meet diverse student needs.
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Implement and reflect on a minimum of two strategies to support communication, social skills, and self-regulation.
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Reflect on instructional practices and identify areas for improving student outcomes.
A Teacher's Guide to Managing Autism in the Classroom: Teaching Success from Kindergarten to High School (Inclusive Teaching)
Alignment to Professional Teaching Domains
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Danielson Domain |
Description |
Alignment to A Teacher's Guide to Managing Autism in the Classroom |
|
Domain 1: Planning and Preparation |
Demonstrating knowledge of students; selecting instructional goals; designing coherent instruction. |
Planning instruction that considers the individual strengths, needs, communication styles, and sensory processing differences of students with autism; developing clear learning goals; and selecting appropriate accommodations, supports, and instructional strategies across grade levels. |
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Domain 2: The Classroom Environment |
Creating an environment of respect and rapport; establishing a culture for learning; managing classroom procedures and student behavior. |
Creating inclusive, predictable, and supportive classroom environments; establishing consistent routines and clear expectations; and promoting positive relationships, sensory accessibility, and a sense of belonging for students with autism. |
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Domain 3: Instruction |
Communicating clearly; engaging students in learning; using assessment in instruction; responding to student needs. |
Using explicit instruction, visual supports, structured routines, and differentiated strategies to improve communication, engagement, and independence; adapting instruction to individual learning needs; and monitoring student progress to guide instructional decisions. |
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Domain 4: Professional Responsibilities |
Reflecting on teaching; communicating with families; participating in professional communities; growing and developing professionally. |
Reflecting on inclusive teaching practices; collaborating with families, special education teachers, and support professionals; and expanding professional knowledge to strengthen educational access and outcomes for students with autism. |
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