Inclusive Programming for Middle School Students with Autism/Asperger's Syndrome

Häftad, Engelska, 2001

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Middle school presents unique challenges to those with autism/Asperger's, but it can also be exciting and rewarding. Inclusive Programming addresses transitioning to and from middle school, and everything in between: hormones, cliques, bullying, aggression, and "fitting in." The ingredients for success are pre-planning, frequent monitoring of progress, teacher training, and regular communication between all concerned. Add committed teachers, peer mentors/tutors, sensible allowances for individual students' needs (extra test time, visual/oral format, less or different homework, etc.) as called for, and you have a recipe for success. Helpful chapters include: Autism in a NutshellInclusion DiscussionProfiles and Characteristics of Middle School StudentsFormation of an Individual Education Plan (IEP)Behavior Programming in Middle SchoolAcademic Issues of Middle School StudentsSocial ProgrammingCollaborative Roles

Produktinformation

Utgivningsdatum2001-10-01
Mått208 x 280 x 12 mm
Vikt555 g
FormatHäftad
SpråkEngelska
Antal sidor277
FörlagFuture Horizons Incorporated
ISBN9781885477842

Chapter 1: Autism in a NutshellChapter 2: Inclusion DiscussionA. Introduction to Middle SchoolB. Philosophy and Definition of InclusionC. Necessary ComponentsChapter 3: Profiles and Characteristics of Middle School StudentsA. Profile of the Typical Developing Middle School StudentB. Profile of the Middle School Student with autism/ASC. Where Do We Find the Middle School Student with Autism/AS?Chapter 4: Formation of an Individual Education Plan (IEP)A. Issues to Consider for a Middle School IEPB. Necessary SupportsC. Questions to Ask About Paraprofessionals or Teacher’s AssistantChapter 5: Behavior Programming in Middle SchoolA. Behavior AnalysisB. Positive Behavior SystemsC. Reactive/Crisis PlansChapter 6: Academic Issues of Middle School StudentsA. Middle School Academic EnvironmentB. Functional Curriculum vs. Academic CurriculumC. Academic ModificationsD. DiplomasE. Foreign Language RequirementF. Block SchedulingG. Teacher ExpectationsH. Academic IntensityI. Homework Issues and Family Incentive ProgramJ. Student Progress ReportsK. Attendance Issues and SuspensionsL. Organizational SkillsM. Team TeachingN. Areas of Strength/Splinter SkillsChapter 7: Social ProgrammingA. Peer Tutor ProgramB. Social Skills Objectives for the IEPC. Social Skills AssessmentD. Direct Instruction of Social SkillsE. Choosing a Social Skills CurriculumF. Student CliquesG. Credited Peer ProgramsH. Extracurricular ActivitiesI. FriendshipsChapter 8: Collaborative RolesA. The Program ManagerB. Between Home and SchoolC. Between Regular Education TeachersD. Between Special Education and Regular Education TeacherE. School Administration SupportF. Between Mom and DadG. Between School and Community TherapistsH. Between Paraprofessionals and SupervisorsI. Treatment Team MeetingsChapter 9: Other Programming Issues to ConsiderA. Teacher Exhaustion or BurnoutB. Transition to High SchoolC. Middle School MentalityD. Dress CodeE. LockersF. Changing ClassesG. Working in GroupsH. Budding Sexuality and Raging HormonesI. Fine and Gross Motor ChallengesJ. Sensory IssuesChapter 10: Let’s Get to Know some Middle School Kids