Teaching Children with Autism 2

Continued from here

Step 6: Manage Behavioral Challenges

For students with autism, problem behaviors may be triggered for a variety of reasons. Such behaviors may include temper tantrums, running about the room, loud vocalizations, self-injurious activities, or other disruptive or distracting behaviors.

Because children with autism
often have difficulties communicating in socially acceptable ways, they may act out when they are confused or fearful about something.

Your first challenge is to decipher the cause, or function, of a particular behavior. Look for patterns in these behaviors such as when they do, or do not, consistently occur. Communicating with families and other team members, and observing the behavior in the context in which it occurs, will be an essential part of learning the function of a specific behavior.

It’s important to use consistent, positive behavioral reinforcement techniques to promote pro-social behaviors for children with autism. This process involves
providing reasonable alternatives to undesirable behaviors.

Teachers may choose to ignore other negative behaviors or give predetermined consequences. The key is to be consistent with how you react to the behaviors over time, and to use as many positive strategies as possible to promote more desirable behaviors.

As you follow these steps and learn more about children with autism, you will become a mentor to other educators when they face similar challenges for the first time. Your curiosity will fuel your education about autism, and your communication skills will help you create a meaningful alliance with parents.

Most of all, you will be able to effectively collaborate with a team that will support a child with autism throughout the
course of the school year. Your patience, kindness, and professionalism will make a difference in the lives of all
your students.

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Courtesy: www.researchautism.org

Teaching Children with Autism 1

Your classroom is already a diverse place. With the rising inclusion of students with autism in general education settings, the challenges associated with managing a classroom will grow.

This section outlines a simple and highly flexible six-step plan you and your teaching team can use to prepare for the inclusion of a child with autism in your classroom.

Step 1: Educate Yourself

You must have a working understanding of autism and what that means for your students. Sometimes children with autism may behave in inappropriate or disruptive ways, but their behaviors are more related to their autism than they are deliberate, disrespectful acts.

Learning about autism and about how it specifically affects your student is the first step to success. Your education about autism will evolve as your
relationship with your student and their family develops; your knowledge about the disorder and skills in dealing with its impact on the classroom will also continue to grow.

Maintaining an open attitude to learning and working closely with the parents and school team will help you (and your student) succeed in the long term.

Step 2: Reach Out to the Parents

Parents are your first and best source of information
about their child. Step two is all about establishing a
working partnership with the families of the students
you serve. Not only will you meet before the school year
begins, but it is critical to establish methods and
patterns of communication for which there is mutual
agreement.
Building trust with parents is essential. Communication
with families about the progress of the student should
be ongoing. While the information you exchange may
often focus on current classroom challenges, strategies
employed, and ideas for alternative solutions, do not
forget to include positive feedback about
accomplishments and milestones reached.

Step 3: Prepare the Classroom

There are ways you can accommodate some of the needs of students with autism in your classroom that will enhance their opportunity to learn without sacrificing your plans for rest of the class.

Of course, there are practical limitations on how much you can modify the physical characteristics of your classroom, but even a few modifications to support a child with autism can have remarkable results for everyone.

Step 4: Educate Peers and Promote Social Goals

You must make every effort to promote acceptance of a student with autism as a full member and integral part of the class, even if that student only attends class for a few hours each week. As a teacher, you must create a social environment that encourages positive interactions between the student with autism and his or her typically developing peers throughout the day.

Children with autism, by definition, have difficulties with social skill development and understanding language and social cues. With appropriate assistance, however, children with autism can engage with peers and establish mutually enjoyable and lasting interpersonal relationships.

Research shows that typically developing children have more positive attitudes, increased understanding, and greater acceptance of their peers with autism when provided with clear, accurate, and straightforward information about the disorder. Assuming there are no
restrictions on disclosing that your student has autism, educating your class about autism and how it can affect their classmate can be an effective way to increase positive, social interactions between the child with autism and his classroom peers.

Remember that many social interactions occur in settings outside the classroom. Without prior planning and extra help, students with autism may end up isolated during these unstructured times.

You may want to create a “circle of friends,” or a rotating group of
responsible peer buddies for the student with autism; they will not abandon him or her, serve as a model of appropriate social behavior, and protect against teasing or bullying. This strategy should also be considered for use outside of school.

Read more about Autism here

Courtesy: www.researchautism.org

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Leadership retreat for February 25

The forthcoming retreat for school administrators and officials will expose the participants to the basic skills
needed to inspire their workers for longer service and productivity, the Association of Proprietors of Private Schools has said.

The retreat tagged, “Effective Empowerment of Schools through Collaborative Capacity Building and Leadership,’’ starts on February 25 at Magodo, Lagos State.

The Lagos State chapter Chairman of the association, Mr. Yomi Otubela, said the programme became necessary to provide “requisite skills in school business using collaborative building capacity.

“Some other focus is on sports and recreation activities as a tool for self and body development.

Exercising the body is a tool to staying healthy and its importance and benefits will be emphasised and practiced during
the retreat.’’

The Managing Consultant, Standard Mandate International, Mr. Nelson Ayodele, said the training of teachers and school managers was necessary to keep the academic environment vibrant.

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Our VC deserves it !

On the 27th of August 2014, Society of Nigeria Theatre Artists (SONTA) haven got its eyes on some Vice Chancellors of our Universities, noticing them that they have distinguished themselves in the areas of specialization especially in Theatre Practice and have assumed certain Leadership Position and are excelling. Prof. Rahamon Bello - Vice Chancellor University of Lagos Prof. Austin Asagba - Vice Chancellor Western Delta University bagged the "DISTINGUISHED LEADERSHIP AWARDS" at the 27th Annual Convention of SONTA

Theatre Veterans and Academics like Dr. Chris Iyimoga, Prof. Mabel Evwierhoma - Dean, Faculty of Arts, University of Abuja were inducted as Fellows of the Society of Nigeria Theatre Artists (SONTA) While : Chief Fred Agbeyegbe bagged "Artistic Excellence Award" Prince Ifeanyi Eke, the Head Trade Logistics Nigeria Limited bagged "Excellence in Leadership Award" Prof. Duro Oni, the Deputy Vice Chancellor (Management Service) UNILAG bagged "Award Honors in Creative Arts".

It was made known at the 27th Annual Convention that Theatre Artists have not performed their roles equitably well, in terms of checkmating the kind of Political rascality that we find in Nigeria. We should have the kind of theatre that will interrogate the kind of gap, that we have in our Political System. Photos: www.dailyindependentng.com www.unilag.edu.ng www.Sonta.org