Make a note of some of the strategies that they mention. Are they strategies that you have seen used?
Within the video there were several different strategies that were introduced, these ranged from individual approaches to work with the student as well as strategies that involved the whole class; not only the student with autism. Kurth and Mastergeorge (2010) comment that there are many teachers and paraeducators that do not have adequate training for students with autism, videos like this can be used as resources for these teachers. The video goes over these strategies and how teachers can integrate them into their classrooms daily. With how the video is set out, there are several teaching strategies that are explicitly talked about however there are also some that are only subtly mentioned or that you can see the teachers doing within the video. However, all these strategies; not just the ones that are explicitly mentioned, have their own places within the classroom to help the students not only succeed but feel comfortable within the classroom and school.
The strategies that are mentioned explicitly within the video are;
Priming, which is noted as how the teacher; or primary care giver or an aide, informs the student or class about something that is coming.
Academic Modification, is explained as modifying lessons and/or activities to be suitable to the student.
Home Base, listed as a place for the student to go to when they are needing time to calm down and collect their thoughts.
Visual Support, describes the different visual aids that can be utilised within the classroom and outside of the classroom to support the students learning.
Reinforcement, this was directly related to positive reinforcement of their behaviours within the classroom and to support personal growth.
Although there were only five strategies that are explicitly mentioned within the video, each strategy had other strategies subtly mentioned within their field. Examples of the subtle strategies mentioned are:
Priming: Creating classroom and school schedules for the students to follow, explaining to the class the lesson structure, and talking with the student about what anything that may be coming to prepare them.
Academic Modification: Explicit teaching of different skills for the student, offering repetition of a certain skill for the student to master, goal setting, and individual learning plans.
Visual Support: Seating arrangements for students needing to be closer to the visual aids, cue cards for students to refer to for additional support in the classroom or in social situations, and having the classroom labelled for students to know where everything is located.
These strategies whilst on their own may help in individual situations, however when utilised all together, develop into a teaching approach that allows the student to receive optimal support from their teachers and other support staff.
During my short time as a casual relief teacher and pre-service teacher I have been privileged enough to use these teaching strategies. These strategies come into practice daily, although I may go between schools these strategies are utilised within each school, however in their own way with subtle differences. Whilst I was teaching at a special school however, there was one classroom that has stood out for me where all 5 overarching strategies were used to a high level.
This grade had 7 students ranging from the ages of 8 to 10 all with a mild to severe disorder, with ability levels ranging from mild intellectual disabilities to a student that cannot speak or write. This promoted one aspect that came in on a lesson to lesson basis; academic modification. How this was utilised was that the teacher had an individual learning plan for each student within the classroom and they all had their individual goals that they were aiming for in each lesson. Individual learning plans are intended to have goals and objectives that an individual student can make progress towards within an achievable timeframe, whilst providing an educational benefit (Kurth
Literature Review: Play Work in Education
Weisberg, D. S., Kittredge, A. K., Hirsh-Pasek, K., Golinkoff, R. M.,