AUTISM

EDUCATIONAL STRATEGIES AND

APPROACHES FOR TEACHING
STUDENTS WITH AUTISM

Directions should be given one at a time

Avoid giving repetition of the directions.
Break instruction down into smaller
chunks.
Confer with other support teachers.
Provide positive behavior management
opportunities.
Provide clear expectations and rules.

 Use concrete, tangible visual aids.

Encourage the use of talent areas
and provide additional learning
opportunities in these areas.
Practice functional real life skills
Use real places when learning about
acceptable public behavior.
Use field trips to provide concrete
learning experiences.

ASPERGER SYNDROME
(ASPERGER DISORDER)

EDUCATIONAL STRATEGIES
FOR ASPERGER SYNDROME
Assist the Student in Developing
Communication Skills
Provide a well-structured, consistent
environment
Promote self confident
Other accommodations inside the
classroom
Present assignment visually and verbally
Provide copies of teacher notes

Tape record the lecture

Provide headphones or earplugs in
the classroom to reduce noises.
Allow homework to be typed rather
than handwritten
Allow students to tape record
answers to written examinations

PERVASIVE DEVELOPMENT
DISORDER, NOT OTHERWISE
SPECIFIED (PDD-NOS)

EDUCATIONAL STRATEGIES
FOR PDD-NOS
Directions should be given one at a time
Avoid giving repetition of the direction.
Break instructions down into smaller
chunks
Confer with other support teachers
Provide positive behavior management
opportunities
Use concrete , tangible visual aids.

 Encourage the use of talent areas

and provide additional learning
opportunities in these areas.
Practice functional real life skills.
Use real place when learning about
acceptable public behavior
Use fieldtrip to provide concrete
learning experience.

RETT SYNDROME

EDUCATIONAL STRATEGIES
FOR RETT
Directions should be given one at a time
Avoid giving repetition of the direction.
Break instructions down into smaller
chunks
Confer with other support teachers
Provide positive behavior management
opportunities
Use concrete , tangible visual aids.

DEAFNESS

Educational Considerations for

Deaf Child
Having sign language interpreter to
assist with communication barrier.
It is important to teachers and
audiologist to work together.

DEAF-BLINDNESS

Educational Consideration
Two impairments must cause severe
communication difficulties and other
developmental and education
problems that cannot be
accommodated in special education
programs solely for children with
exclusive blindness or deafness.

EMOTIONAL
DISTURBANCE

Educational Strategies for

Serious Emotional
Disturbances

Structure the classroom

Define clear and explicit limits and
consequences for unacceptable behaviors.
Ensure that system also provides
opportunity for positive reinforcement for
acceptable behavior.
Post a written copy of Rules /Consequence
/Rewards in the classroom for easy
reference.

 The teacher is always in charge ,

never the students.
Ensure consistent follow through of
consequences and rewards when
appropriate.

 Develop a Good Rapport with

Students
Take every advantage possible
throughout the day to reinforce
feelings of self-worth.
Make eye contact and smile at the
child.
Provide praise for good work.
Exhibit close proximity.

 Focus Attention on Desired

Behavior and Not on Unacceptable
Behavior
Provide praise ,even for approximation
of the desired behavior.
Provide consistent ,positive
reinforcement for acceptable behavior.
Reward positive behavior by using a
token system.

 Begin with tangible ,extrinsic rewards

and eventually replace them with
intrinsic rewards.
Ensure that the students is aware of
and understands the token system in
place.

 Prepare a Behavior Plan to address

Physically Aggressive Behavior.
Write a plan that will include
removal from the classroom if
student behavior becomes
aggressive and threatens the
safety of others.
Make arrangement with a support
person to assist you.

 Utilize the Nonviolent Crisis

Intervention movement and restraint
techniques to ensures the care
,welfare ,safety, and security of
yourself ,the student and others
around you.

 Be alert to Any Indication that the student

may be experiencing difficulty
Provide a predetermined time-out area or
place where the students can go.
Allow the students to go to that area in order
to regain composure or side track an incident.
The students is not required to ask
permission to go to the time-out place.
Divert attention away from the source of
difficulty as much as possible.

 Send the child for a walk, to run an

errand ,get a drink , or any other
reason to leave the classroom to
provide time for the child to regain
composure.

HEARING IMAPIRMENTS

Educational Approaches for

Hearing Impairments
Regular speech ,language and
auditory training from a specialist
Amplification systems
Services of an interpreter for those
students who use sign language
Seating within 10 feet of the teacher
to facilitate lip reading and better
interpret visual cues.

 When speaking to the students , face

the students and speak in a normal
conversational voice- do not exaggerate
mouth movements.
Write assignments on the board and
then face the fully attend to instruction.
Use captioned films/ videos.
Assistance of a note taker so the
students can fully attend to instruction.

 Consider the lightning in the room- it

should not fall directly on the face of the
students,as it will make it difficult for the
student to observe the teachers and will
make it harder for the student to lip-read
or interpret the teachers visual clues.
Instruct for the teacher and peers in
alternate communication methods such
as sign language.

INTELLECTUAL DISABILITY

Educational Approaches for

Mild to Moderate ID
Educated in regular classroom with
extra support provided as needed.
They general able to master standard
academic skills and often plateau at
approximately a sixth-grade level.
Moderate ID frequently taught
communication, self-help , daily living
skills and vocational skills in addition
to limited academics.

Educational Approaches for

Severe to Profound ID
Self contained special education
classroom is the most common
educational placement.
Developing functional curriculum
goals.
Task analysis

MULTIPLE DISABILITY

 It involves severe learning and

developmental problem resulting from two
or more disability conditions determined by
assessment. A student is eligible to receive
services for the severely multiple impaired
if the students meets the entrance criteria
for two or more of the following disabilities;
1.Autism
2.Emotional Disturbances

3. Hearing Impairment
4.Mental retardation
5. Orthopedic Impairments
6.Visual Impairments

ORTHOPEDIC
IMPAIRMENTS

Educational Considerations for

Limb Deficiency
they can use prosthesis
They can functional inside the
classroom with only minor
modification.

Educational Consideration for

Arthrogryposis

No cure
Physical therapy
Splints
Orthopedic surgery
Gross and fine motor skills therapy at the
students pace and ability.
Appropriate seating in the classroom to
facilitate fine motor skills
Assists with self-help tasks such as feeding and
toileting needed

 Utilize assistive technology devices

when appropriate
Provide adaptive physical education
to assist in the development of
leisure and play skills.

Educational Considerations for

Spina Bifida
Physical therapist
Occupational Therapist
Neurologist
Neurosurgeons
Orthopedics
Pediatricians
Nutritionist
Psychologist
Mechanical aids
Assistive Technology

Educational Considerations for

Cerebral Palsy

Physical Therapy
Speech Therapy
Psychotherapy
Para educators
Medications
Mechanical aids
Assistive technology

OTHER HEALTH
IMPAIRMENTS

Educational Considerations for

ADD/ADHD
Seating
Information Delivery
Student work
Organization
Starting a lesson
Conducting the lesson
Ending the lesson

Educational Consideration for

Children with Asthma
Handling flare-ups at school
Triggers in the school environment
Suggestions that may assists in
decreasing possible flare-ups

Educational Consideration for

children with CFS

Related Services
Physical / occupational therapist
Counseling services
Speech or audiology
Transportation
Door to door transportation
Individual assistance on or off the vehicle
Wheelchair or other adaptive device
Use of elevator

 Physical education
Testing Modification
Flexible scheduling (extend time, no time
limit)
Flexible setting ( with minimal distraction)
Revised test format /directions (read
direction or questions, large print, place
fewer item on each page)
Use support aids

Educational Considerations for

Children with Diabetes
Form a strong and effective team,
including the childs parents, school,
nurse, classroom teacher, specialist
teachers, counselors ,administrators
,medical professionals ,food service
staff and any other who are involved
with the child to form an IEP.
Promote a supportive environment for
the student with diabetes.

 Provide accommodation for foods at

school parties
Be aware of the symptoms of
hypoglycemia or hyperglycemia.

Treatment for Epilepsy

Medication
Surgery
Dietary Treatment

Educational Considerations for

Children with Epilepsy
Form a strong and effective team
Promote a positive and comfortable
learning environment for the student
with epilepsy
Be familiar with what to do in case of
a seizure
Have the steps to follow incase of
seizure.

In Case of a Seizure
Move anything that can hurt the child out of
the way so the child wont be injured
Loosen any tight clothing around the neck
Put a pillow or something soft under the head
Lay him or her on one side
Time the seizure
Note the events of the seizure so the parents
and doctors know what type of seizure
occurred and where in the brain it is coming
from.

Things Not to Do during

Seizure
Do not put anything in the mouth
Do not try to hold the child down
Dont give mouth to mouth
resuscitation until the seizure is over
Dont call an ambulance during a
typical seizure.

Call an Ambulance If these

Take Place
The child was injured during the
siezure
The may have inhaled water
The seizure lasted longer than five
minutes
There is no known history if swizure

Treatment of Hemopilia
No cure
Replacement Therapy

Educational Considerations for

Hemophilia
Form a strong IEP
Keep the line of communication open
between school and at home
Check the parents to determine
which activities should be restricted
Accept and allow the child to be
exempted from the sport games

SPECIFIC LEARNING
DISABILITY

Educational Considerations for

Children with Learning
Disabilities

Presentation
Provide on audio tape
Provide in large print
Reduce number of items per page or
line
Provide a designated reader
Present instructions orally

 Response
Allow for verbal responses
Allow for answers to be dictated to a
scribe
Allow the use of a tape recorder to
capture responses
Permit responses to be given via
computer
Permit answers to be recorded directly
into the test booklet.

 Timing
Allow frequent breaks
Extend allotted time fro a test
Setting

Provide preferential seating

Provide special lightning or acoustic
Provide a space with minimal distractions
Administer a test in a small groups setting
Administer a test in private or alternative
test site

 Test Scheduling
Administer a test in several
timed sessions or over several
days
Allows subtest to be taken in a
different order
Administer a test at a specific
time of a day

 Other
Provide special test preparation de
an outline of the days act
Provide on-task/focusing prompts
Provide an outline of the days
activities on the board
Provide kinesthetic opprotunities
Recognizes success no matter small

Educational Considerations for

children with Dyslexia

Book/Reading
Provide audio tapes
Provide summaries of chapters
Use marker or highlight important from the
books
Assign peer reading buddies
Use colored transparency or overlay
Review vocabulary prior to reading
Provide preview questions

 Do not require students to read aloud

Talk through the materials one to one reading
assignment
Curriculum
Shorten assignments to focus on mastery of
key concepts
Shorten spelling tests to focus on mastering
the most functional words.
Substitute alternatives for written
assignments

Classroom Environment
Provide a computer for written work
Set student close to teacher in order to
monitor understanding
Provide quiet during intense learning times.
Directions
Give directions in small steps and with as
few words as possible
Break complex direction

 Read written directions to students ,then

model/demonstrate
Accompany oral directions with visual clues
Use both oral and written directions
Ask students repeat to check for
understanding
Writing
Use worksheet that require minimal writing
Provide a designated note taker

 Provide print outline with videotapes

and filmstrips
Allow students to use a keyboard when
appropriate
Allow student to respond orally
Grade only fro content ,not spelling or
handwriting
Have student focus on a single aspects
of writing assignments

 Allow students to dictate answers to essay

questions
Reduce copying tasks
Reduce written work
Mathematics
Allow student to use a calculator without
penalty
Use visualization and concrete examples
Use grid paper to help correctly line up math
problems

 Present information in small increments

and at a slower pace
Take time to re teach
Read story problem aloud
Break problems into smaller steps
Grading
Provide opportunity to test orally
Allow student to type responses
Read test to students

 Evaluate oral performance more than written

Avoid penalizing for spelling errors ,reversals
and others
Testing
Go over directions orally
Permit as much time as needed to complete
test; avoid timed testing
Read test materials and allow oral responses
Separate content from mechanics /conventions
grade

 Provide test materials, not test written

in cursive
Allow student to respond on tape, with a
typewriter or by dictating answers to
atutor for assessment
Allow test to be taken in a room with
few distractions.
Home works
Reduce reading assignments

 Accepts work dictated by students to

a parent
Limit amount of time to spend on
home work ; have parents verify time
spent on assignments.

SPEECH AND LANGUAGE

IMAPAIRMENT

Educational Approaches for

Speech or Language
Impairments

Ask questions that require an answer of few

words
Allow as much time as necessary for an
answer to be given.
Do not require a child with speech or
language impairments to read out loud in
the classroom
Concentrate only on the content of what is
being said and not the manner in which it
is said.

 Do not hasten a childs attempt to speak ;

provide as much as necessary for the child
to respond
Keep an open and direct relationship with
the students speech and language
therapist in order to provide positive and
appropriate situation.
Criticism does not help to overcome a
speech disorder; understanding and
patience are necessary .

TRAUMATIC BRAIN INJURY

Educational Consideration for

children with TBI
Provide repetition and consistency
Demonstrate new tasks , state provide
examples to illustrate ideas and concepts.
Avoid figurative language
Reinforce lengthening periods of attention to
appropriate tasks
Probe skills acquisition frequently and provide
repeated practice.
Use teacher compensatory strategies for
increasing memory.

 Be prepared for students reduces

stamina and increase fatigue and
provide rest breaks as needed.
Keep the environment as distractionfree as possible.

VISUAL IMPAIRMENT

Educational Strategies for VI

Adjust the lighting and conditions for
individuals and having them wear
sunglasses and seek shade when outdoors
are essential for those who are very
sensitive to bright light.
Child with cataracts can use magnification .
Child with Nytagmus may tend to lose their
place during reading instruction and may
need help. Use index card to underline a
sentence

Or typoscope (a card with a hole to view

one word or line at a time) can be
helpful. As those children with
Nystagmus mature the more they need
devices less often, they tend to
compensate in other ways.
Children with Retinitis Pigmentosa usually
use variety of optical aids, such as
magnifiers , telescope and prism lenses.

Educational Strategies for All

Visual Impairments

Using Braille
Guide dogs
Tape recording
For low vision they use their residual vision
as possible. They use optical aids and large
print to read regular type. Try to develop their
listening skills.
Familiarization of the room arrangement and
avoid changing it. Buddy system
Social skills is hard for them .