• 17 JUL 19
    • 0

    Many of the teaching suggestions presented in previous chapters may benefit students with ASD”

    Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Reference the Discussion Forum Grading Rubric for guidance on how your discussion will be evaluated.

     

    Autism   Spectrum Disorder (ASD)

     As Chapter 9 of your text states “the number of students identified with ASD has increased over the last few decades.  Some people even call ASD an ‘epidemic’” (Powell & Driver, 2013, Chapter 9 Introduction).  This increase specifically affects you in the classroom or daycare center because it shows a high likelihood of your encountering children with ASD.  Therefore you must understand the disorder as well as the strategies that will support children with ASD in the classroom or center.  For this discussion, imagine you are new teacher just learning about ASD.  
     

    This discussion has two parts: (Please be sure to include both parts of this in this discussion)

    1. Part One:      After viewing the Autism Awareness Video: Diagnostic Criteria      for Autism and reflecting on the reading      from Chapter 9 of your text, briefly describe what ASD is according to      IDEA. Even though “no two students with ASD exhibit the exact same      characteristics” (Powell & Driver, 2013, Section 9.3), list a few of      the difficulties children with ASD might have with communication, social      skills, and repetitive or obsessive behaviors.  Lastly, explore      several of the academic characteristics that some children with ASD might      exhibit. Support this portion of your discussion by utilizing information      from at least one scholarly resource, as well as your text.
    2. Part Two:      As your text states, “Many of the teaching suggestions presented in      previous chapters may benefit students with ASD” (Powell & Driver,      2013, Section 9.6). The more we understand these connections, the more      prepared we will be in terms of planning our instruction.  Complete      the Austism Spectrum Disorder      (ASD) Table, comparing which instructional      strategies might work with children with ASD as well as children with      other disabilities. Be sure to complete each of the bulleted points as      they are required, but you may add more detail outside of these bullets if      you wish. Include your ASD Table as an attachment. 

    Guided Response:  Review several of your peers’ posts.  Imagine you are no longer a new teacher, but rather are now mentoring a new teacher.  The teacher you are mentoring has come to you asking for advice because a parent of a child who was recently diagnosed with ASD has come to her asking for suggestions on how she can support her child at home.  Respond to your peer with support for this parent by including the following tips:  What recommendations can be provided to this parent with regards to helping the child academically as well as socially?  What resources are available to support this parent?  Lastly, how should the classroom teacher support this parent through communication?   

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