Name: Cynthia Ramos PLC Disability ___Autism_______
PLC Group Members ____Dawn Nowlin, Sarah Steffen_____________________
Please closely follow: (1) rubric; and (2) “Preparing for PLC” document to ensure full credit.
SOCIAL INTERACTION SUPPORTS (highlighted in pink)
Ask yourself, “What can I, as a classroom teacher, do to support children with this disability in their social interactions with
peers and adults?”
Ideas from YOUR source(s) Ideas from Dr. Sanders’ source(s)
Counseling The use of visual communication supports such as the
picture Exchange Communication Systems
Faculty Mentor A peer or teacher modeled the use of the graphic symbol
and verbal language to request entrance into playrooms
Peer Mentors Creating communicative opportunities
Social Skills Groups Work with parent to help prepare the student
social stories
preferential seating
clearly define the roles of all group members
similar interest grouping
provide opportunities for peer support through small group
activities
have students orally read to each other
break down social interactions into a sequence of steps for the
students
Cooperative Learning Groups
BEHAVIORAL SUPPORTS (highlighted in blue)
Ask yourself, “What can I, as the teacher, do to effectively support children with this disability in terms of their struggles
with appropriate behavior?”
Ideas from YOUR source(s) Ideas from Dr. Sanders’ source(s)
behavior chart/ rewards systems Specific guidance was provided in order to teach the participant to
engage in the desired behavior
fidgets/ provide items with a variety of tactile qualities Provide natural consequences
provide a “smell book” Minimize adult interactions during the times that the student is off
task.
maintain behaviors Set up alternative “cueing” systems
use a variety of manipulative materials as an ongoing Provide a variety of quick nonverbal cues to help the students get
component of instruction to enable students to generalize focused on the assignment
concepts across materials
model
identify for the students what is currently happening and why
encourage the student to monitor and provide feedback about
social actions of self and others
teach self-calming or relaxation techniques
Allow activity breaks
Use rule cards (picture or text)
Make behavior expectations concrete and visual
ENVIRONMENTAL SUPPORTS (highlighted in green)
Ask yourself, “How can I arrange and maintain the physical classroom environment to support the needs of children with
this disability?”
Ideas from YOUR source(s) Ideas from Dr. Sanders’ source(s)
Self-Advocacy Trainings Use of environmental arrangement to establish physical proximity
Use of Technology Incorporate gradual fading of adult support
Housing Accommodations (College Level) When writing is necessary allow student to use portable keyboarding
devices
Reader/Scribe Minimize extraneous activity
Provide specialized seating Prepare the student for daily or weekly activities
have more intensive levels of assistance available as required
frequent breaks
encourage the use of technology to complete a task
provide a variety of opportunities and ways for the students to
demonstrate learning
be aware of and prepare the student for anxiety-causing
situations
monitor and respond to signs of teasing or bullying from others
Provide quiet corner/room
ORGANIZATIONAL SUPPORTS (highlighted in orange)
Ask yourself, “How can I, as the classroom teacher, provide support to students with this disability in terms of organizing
their personal belongings, their workspace, their backpack/locker as well as their papers for this class. Also, how can I
support them in the area of time management? This includes keeping track of assignments and deadlines.”
Ideas from YOUR source(s) Ideas from Dr. Sanders’ source(s)
Note Takers Graphic and Visual Organizers
Posting copies of notes on the computer for students to Mnemonic
access
Audio Recorded Lectures Provide a visual way to monitor what is being competed and what
needs to be completed
Transition Programs Between Grades/Schools
Timers
Provide structure and predictability to routines and activities
within the students day
Develop a visual schedule of activities
Have specific places where materials are stored
Color code materials
Provide an agenda book
Provide checklists
INSTRUCTIONAL SUPPORTS (highlighted in yellow)
Adaptations, modifications, interventions
Ask yourself, “How can I, as the classroom teacher, plan and implement differentiated lessons in my classroom to most
effectively support the learning of students with this disability?”
LESSON PRESENTATION: “What can I do as I actively teach and implement this lesson to more effectively meet the needs of
students with this disability?”
Ideas from YOUR source(s) Ideas from Dr. Sanders’ source(s)
Academic Coaching Priming before activities
Reduced Course Load Role play, use of hierarchy
Teaching how to take class notes Embedded instruction
Communication book Modeling desired skills
Teach to students’ learning style: Linguistic, Provide specific guidelines for students
logical/mathematics, musical, spatial, bodily/kinesthetic
Help students visualize information
Make rhythms or sayings to help the students remember a
fact or content
Provide specific beginning and end points over several class
periods
INSTRUCTIONAL SUPPORTS (highlighted in yellow)
Adaptations, modifications, interventions
Ask yourself, “How can I, as the classroom teacher, plan and implement differentiated lessons in my classroom to most
effectively support the learning of students with this disability?”
INSTRUCTIONAL MATERIALS: “What can I do- in terms of the materials I create for this lesson, including visuals, handouts,
smartboard presentations, powerpoints, manipulatives, etc.- to specifically address the learning needs of students with this
disability?”
Ideas from YOUR source(s) Ideas from Dr. Sanders’ source(s)
Visual communication system Highlight important concepts
Provide concrete and specific information and expectations
Increase student participation by keeping students interested
Relate material to the students preoccupations
Provide student with visual material that allows them to follow
along with the teacher when they are speaking
INSTRUCTIONAL SUPPORTS (highlighted in yellow)
Adaptations, modifications, interventions
Ask yourself, “How can I, as the classroom teacher, plan and implement differentiated lessons in my classroom to most
effectively support the learning of students with this disability?”
INSTRUCTIONAL ASSIGNMENTS: “How can I most effectively create and/or modify assignments- including group work and
independent practice- that will meet the learning needs of students with this disability?”
Ideas from YOUR source(s) Ideas from Dr. Sanders’ source(s)
Writing Center Establish alternate modes for completing assignments
Tutoring Reduce requirements for written output
extra time on assignments Allow alternatives to written assignments
homework modifications
INSTRUCTIONAL SUPPORTS (highlighted in yellow)
Adaptations, modifications, interventions
Ask yourself, “How can I, as the classroom teacher, plan and implement differentiated lessons in my classroom to most
effectively support the learning of students with this disability?”
ASSESSMENT/EVALUATION: “How can I most effectively create and/or modify assessments that will meet the learning needs of
students with this disability while accurately assessing mastery of the lesson objectives?”
Ideas from YOUR source(s) Ideas from Dr. Sanders’ source(s)
Extra Time on Tests
Take tests at disability center
Accardo, Amy. "Accommodations and Support Services Preferred by College Students With Autism
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Philadelphia, 29 June 2016, www.carautismroadmap.org/accommodations-and-supports-for-school-age-students-with-asd/.
Effective Educational Practices for Students with Autism Spectrum Disorders: a Resource Guide. Queens Printer for Ontario, 2007.
Johnston, Susan, et al. “The Use of Visual Supports in Teaching Young Children With Autism Spectrum Disorder to Initiate
Interactions.” Augmentative and Alternative Communication, vol. 19, no. 2, 2003, pp. 86–103.,
doi:10.1080/0743461031000112016.
North Dakota Department of Public, Instruction. Guidelines for Serving Students with Autism Spectrum Disorders in Educational
Settings. North Dakota Department of Public Instruction, North Dakota Department of Public Instruction, 02 Sept. 2014.
EBSCOhost,
login.libproxy.noctrl.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED572825.
Shaw-Hegwer, Mark. “Instructional Management Tips for Teachers of Students With Autism Spectrum Disorder .” Teaching
Exceptional Children, vol. 35, no. 4, 2003, pp. 50–55.
