1. Difficulty with Reciprocal Social Interactions - some students have no desire to interact with others, while some do not know how to interact. They do not comprehend the give and take of social interactions. They do not understand the verbal and nov-verbal cues such as eye contact, facial expressions, body language, or turn talking.
2. Impairments in Language Skills - "Those with Asperger's syndrome have very specific problems with language, especially with pragmatic use of language, which is the social aspect. That is, they see language as a way to share facts and information (especially about special interests), not as a way to share thoughts, feelings, and emotions."
3. Narrow range of Interests and Insistence on Set Routines - May develop own rules that do not coincide with the rules of society.
4. Motor Clumsiness - difficulties with fine and gross motor skills. HANDWRITING
5. Cognitive Issues - "Mindblindness, or the inability to make inferences about what another person is thinking, is a core disability for those with Asperger's syndrome. Because of this, they have difficulty empathizing with others, and will often say what they think without considering another's feelings. The child will often assume that everyone is thinking the same thing he is. For him, the world exists not in shades of gray, but only in black and white. This rigidity in thought (lack of cognitive flexibility) interferes with problem solving, mental planning, impulse control, flexibility in thoughts and actions, and the ability to stay focused on a task until completion. The rigidity also makes it difficult for an Asperger child to engage in imaginative play. His interest in play materials, themes, and choices will be narrow, and he will attempt to control the play situation."
6. Sensory Sensitivities - can occur in one or all of the senses.
Read more on FamilyEducation: http://life.familyeducation.com/aspergers/characteristics/66244.html?page=2#ixzz1CYg81CN0
Sunday, January 30, 2011
Classroom Notes - What have I noticed? 1/18/11-1/30/11
When I first started back in C1, the students had a classroom management system that included table points, earning stars for being on task that was rewarded by lunch bunch, and a whole class reward system that was rewarded with a classroom party. My mentor teacher was very frustrated with the amount of students talking out, getting out of their seats, talking with their neighbors, etc. I introduced her to a classroom management system that I worked with in Boise. It is similar to the colored card system, but informs the students parents of how they are performing in school. I also showed her P.A.T - Preferred Activity Time. My mentor decided to implement these two strategies in the classroom, and I think this is a great starting point for my teacher research project.
I wish I had had more time to collect data before we started the new management system. However, I have noticed several of the students responding to the system - in a good way! Two days ago, one of the students asked me "Miss Gies, was I being disruptive when you asked me to move my name?" It was evident through our conversation that he was self assessing his actions, and realized that he could turn his behavior around if he just tried. This new system seems to be working well for the class as a whole, but I still need to gather more evidence to see if it the system is working well for T and K, the students with AS in my classroom.
When we first started the new system, T did not respond very well. He was concerned about what his peers would think of him if he had to move his stick. I told him that I would then move his stick for him, and I contemplated creating his own chart system on his desk. However, I do not think that this will be necessary because over the past few days, he has not complained when I ask him to move his stick. I think that as each day goes by, he is improving in his behavior. One strategy that I definitely plan on implementing during my work sample and three weeks of full time teaching is posting the lesson objective on the board. I think this will help all the students stay on task, but will definitely be beneficial to the two with AS.
K is so different from T and so stays so quiet that I almost forget about him. However, on the 29th, he had a really off day. I think that this is because our schedule was so off. In the morning, we were invited to a "wax museum" put on by the fifth grade class in our pod, then we had an assembly, two specials, a movie for ELD, a birthday party, and PAT. During the assembly, he kept asking me if he could go back to the classroom and read his book, he also asked if he could take a book out to recess. When we were in the classroom, he was rarely in his seat, and if he was he was coloring. How do I encourage him focus??!?! Also, sometimes K stays at his seat when it is mini-lesson time at the carpet, but when you ask the class a question he knows the right answer, his mind is almost functioning at two different levels - he is at his seat, focusing on coloring, but also in tune with what is going on with the rest of the class. So, do I really need to encourage him to focus? Or is he getting what he needs from the lessons? This would be something that I would have to question again when I am able to give pre-test/post-test for my work sample.
Some of the data that I am working on collecting include - inappropriate questioning, off task behavior, becoming "stuck" on an issue, and the number of times the students get out of their seats.
I also need to start forming interview questions and interview several people on my list.
I am going to a meeting on Monday about Autistic Students provided at the Teacher Inservice at Lamb.
I wish I had had more time to collect data before we started the new management system. However, I have noticed several of the students responding to the system - in a good way! Two days ago, one of the students asked me "Miss Gies, was I being disruptive when you asked me to move my name?" It was evident through our conversation that he was self assessing his actions, and realized that he could turn his behavior around if he just tried. This new system seems to be working well for the class as a whole, but I still need to gather more evidence to see if it the system is working well for T and K, the students with AS in my classroom.
When we first started the new system, T did not respond very well. He was concerned about what his peers would think of him if he had to move his stick. I told him that I would then move his stick for him, and I contemplated creating his own chart system on his desk. However, I do not think that this will be necessary because over the past few days, he has not complained when I ask him to move his stick. I think that as each day goes by, he is improving in his behavior. One strategy that I definitely plan on implementing during my work sample and three weeks of full time teaching is posting the lesson objective on the board. I think this will help all the students stay on task, but will definitely be beneficial to the two with AS.
K is so different from T and so stays so quiet that I almost forget about him. However, on the 29th, he had a really off day. I think that this is because our schedule was so off. In the morning, we were invited to a "wax museum" put on by the fifth grade class in our pod, then we had an assembly, two specials, a movie for ELD, a birthday party, and PAT. During the assembly, he kept asking me if he could go back to the classroom and read his book, he also asked if he could take a book out to recess. When we were in the classroom, he was rarely in his seat, and if he was he was coloring. How do I encourage him focus??!?! Also, sometimes K stays at his seat when it is mini-lesson time at the carpet, but when you ask the class a question he knows the right answer, his mind is almost functioning at two different levels - he is at his seat, focusing on coloring, but also in tune with what is going on with the rest of the class. So, do I really need to encourage him to focus? Or is he getting what he needs from the lessons? This would be something that I would have to question again when I am able to give pre-test/post-test for my work sample.
Some of the data that I am working on collecting include - inappropriate questioning, off task behavior, becoming "stuck" on an issue, and the number of times the students get out of their seats.
I also need to start forming interview questions and interview several people on my list.
I am going to a meeting on Monday about Autistic Students provided at the Teacher Inservice at Lamb.
Simple Strategies that Work
SUMMARY
This book gave me some great ideas that I plan on trying to incorporate into the classroom. I definitely do not think that all of the ideas pertain to my students, but I can see how some of the suggestions would be very helpful to all class management - providing every student with specific praise is important!
It has also been found that modeling metacognitive strategies is important for all learners, not just students with AS. This is a major part of Daily 5 and mini-lessons. I definitely think that this is something that I will have to practice more, but I think that it will come more naturally over time.
I liked this book, however, they provided very general strategies. I think that I was looking for more specific ideas to implement. I think a lot of suggestions in this book are just good teaching strategies and ways to become aware of what each student needs to succeed. I did learn more about how students with AS function, and what I should be aware of in the classroom. I will take a few of the ideas and try and implement them successfully in the classroom, but I think there are more sources out there that can show me much more effective, specific strategies to implement!
This book gave me some great ideas that I plan on trying to incorporate into the classroom. I definitely do not think that all of the ideas pertain to my students, but I can see how some of the suggestions would be very helpful to all class management - providing every student with specific praise is important!
It has also been found that modeling metacognitive strategies is important for all learners, not just students with AS. This is a major part of Daily 5 and mini-lessons. I definitely think that this is something that I will have to practice more, but I think that it will come more naturally over time.
I liked this book, however, they provided very general strategies. I think that I was looking for more specific ideas to implement. I think a lot of suggestions in this book are just good teaching strategies and ways to become aware of what each student needs to succeed. I did learn more about how students with AS function, and what I should be aware of in the classroom. I will take a few of the ideas and try and implement them successfully in the classroom, but I think there are more sources out there that can show me much more effective, specific strategies to implement!
Monday, January 10, 2011
Teacher Research Plan?
Question: What are effective teaching strategies that benefit students with Aspergers and can be implemented in a whole class environment?
Types of Sources and Data
How we're communicating
We will each be creating a blog and responding to each others posts. We will respond to each others posts by the Sunday before each dialogical analysis is due. On our blogs we will post at least a summary of what we have found up to that point. During Class time, each member of the group will work on writing their dialogical analysis and use each other to help write our own pieces.
What do we need from each other?
I think that discovering what we need from each other will be an ongoing process. We don't exactly know what we need from each other at this point, other than continual support and critical feedback. Answers to questions, and helping each other through frustrations.
What do I need from Jennifer?
I mainly will just need support and critical feedback on my assignments.
By first meeting
Types of Sources and Data
- Interview with Occupational Therapist
- Interview with LRC Teachers
- Interviews with in-service and pre-service teachers
- Tallies of behavior before and after implementation
- Articles about effective strategies to implement
- Pictures of students using the artifacts that I introduce
- Use of the artifacts that I implement in the classroom
- Field Notes
- Interviews with students
- Pictures/Diagrams of the classroom
- Visual Aids in the classroom.
- Books on Aspergers
- Books on Classroom Management
- By the end of the year, students will use classroom implementations to self-direct themselves away from off task behaviors.
- See a difference in the behavior of all students, but in particular the two students with Asperger's.
- I want to work with other professionals to inform my practices.
- I want to keep better notes, both in the field and on personal research time.
- Find good teaching strategies that I can eventually implement in my own classroom.
- .
- Using this blog to keep track of my overall project.
- Taking notes at my teaching site on a daily basis
- Keeping voice messages to myself and while conducting interviews
- Writing notes as I read articles
RESEARCH TEAM
*Hailey*Rachel*Crystal*JennHow we're communicating
We will each be creating a blog and responding to each others posts. We will respond to each others posts by the Sunday before each dialogical analysis is due. On our blogs we will post at least a summary of what we have found up to that point. During Class time, each member of the group will work on writing their dialogical analysis and use each other to help write our own pieces.
What do we need from each other?
I think that discovering what we need from each other will be an ongoing process. We don't exactly know what we need from each other at this point, other than continual support and critical feedback. Answers to questions, and helping each other through frustrations.
What do I need from Jennifer?
I mainly will just need support and critical feedback on my assignments.
By first meeting
- Literature read
- initial in class research done
- implement at least two new strategies
- set up interview with occupational specialist/lrc teacher
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