12/5 Educating Students with ASD: Interdisciplinary Collaboration Flashcards
T/F: Individuals with ASD have strengths (some gifted), cognitive, communication, social, and sensory that affect their ability to learn
True
Who becomes a part of the educational support & intervention team mandated by federal law?
- teachers and classroom aides
- administrators, and other service providers (at school/community),
- parents
- student themselves
T/F: Collaboration (among the team) results in a better understanding of the student’s abilities (strengths & area of concerns)
True
Regarding support and intervention, what are the responsibilities of teachers?
Provide student with disabilities access to same standards as other students; work collaboratively to develop new skills/strategies
Regarding support and intervention, what are the responsibilities of other school-based professionals?
Provide observations/assessments to determine eligibility of services; participate in goal planning, provide direct intervention, & consult with teachers
Regarding support and intervention, what are the responsibilities of outside professionals?
Provide private and/or supplemental assessments & services
Regarding support and intervention, what are the responsibilities of parents?
Have varying degrees of understanding
Regarding support and intervention, what are the responsibilities of the student?
Helps identify strengths; asks/accepts help (problem-solving relationship)
Regarding support and intervention, what are the formal and informal team collaboration?
- Each discipline has a SHARED focus = school success
- School success = enhances “resiliency” and the likelihood of future success in life (Bernard, et. al. 1991)
Regarding support and intervention what does the formal team collaboration consist of?
- Student Study Team Meeting/Student Success Team (SST)
- IEP: student who has been evaluated qualifies for spec. ed.
- 504 Plan: student with the disability does not qualify for direct instruction but receives accommodations to ensure academic success
What is Student Study Team Meeting/Student Success Team (SST)?
Parent, teacher, & resource personnel study the needs of the student who has not been formally assessed, with academic, attendance, or behavioral problems
Regarding support and intervention what does the informal team collaboration consist of?
- Occurs between the teachers, parents, and other personnel who work with the student
- Facilitate understanding & enhance communication
- Share information among team members to support student’s strengths
- Problem solve in response to student’s needs & challenges
Who is a part of the IEP team?
- parents
- teachers
- practitioners (Ed Psych, SLP, OT, PT, Medical)
What are the questions to be answered by school team?
- What are the student’s strengths vs. weaknesses?
- What behaviors affect interaction in he environment?
- What instructional support is appropriate?
- What is the educational goal (LTG/STG) of this student?
- What is the student’s daily schedule?
- Can student access materials?
- Level of support (strategies to support learning)
- Independent, maximum, moderate, minimal
- What is each team member’s role in supporting this student?
T/F: Sensory input may cause inattention to irrelevant information or trigger an overload of information?
True
T/F: Students with ASD communicate through behaviors (anxiety, frustration, uncertainty)
True
T/F: Research has shown that a high % of individuals with ASD are visual learners vs. auditory learners
True
Regarding Hinder vs. Help, what is hinder?
overlook sensory needs, do not focus on building independence, and lack recognition of full potential
Regarding Hinder vs. Help, what is help?
assist students with ASD to focus on important information
Regarding Hinder vs. Help, what is the goal
student to establish clear meaning, clarify expectations (within their environment), achieve highest level of independence
When creating a successful learning environment, what are the systematic teaching principles?
- Provide direct & consistent instructions
- Introduce strategies to promote some level of independence
When creating a successful learning environment, what are the multiple strategies?
1) Combination of simple/clear verbal instructions with visual prompts (e.g., Schedules used to prime/prepare students for what is to come)
2) Use of functional everyday tasks to encourage generalization of skills
3) Reinforcement schedules to help maintain target behavior and motivation level
What are some accommodations?
- Does not lower or alter the standard or expectation of the course
- Changes: environment, presentation, assistive technology, reinforcement, test adaptation
- EX: Preferential seating, minimize distractions, physical arrangement of the room, extend time, frequent breaks, emphasize teaching approach (visual, auditory, both), individual vs. small group, note taking assistance, pre-teaching, keyboard, positive reinforcement, large print, test format changes (mult. choice vs. fill-ins), shortening length of test
What are the modifications?
- Alters/lowers standards or expectation of the course
- Changes: lower curriculum, materials simplified, grading changed, lower expectations, testing measures lowered
- EX: specialized curriculum, adapt materials (use of manipulatives vs. pictures/text), text simplified, average all scores (throughout semester), use single project/test/paper, lower reading levels, simplify vocabulary
