Working with low-incidence disabled children can be very satisfying, and yet extremely challenging. A successful intervention I have used is providing opportunities to communicate or respond in ways other than verbally or in writing. A previous student required that I make extreme modifications to the curriculum, so that she could respond using pictures. She also needed several breaks during "work time", so we developed a token economy for her. She was rewarded for her behavior and work, which allowed her to earn time to do an activity that she enjoyed. I also provide consistent prompts, cues, and feedback with visual supports. The autistic student I have this year makes noises constantly, so he has signs taped onto his desk as reminders. The signs are shaped like traffic signs and say "STOP" and "QUIET ZONE". I have learned through experience that all of my autistic students prefer to work independently rather than in a group setting. They take on different roles during group work, which may be "supervising" or a different activity in a quiet corner of the classroom.
It is so difficult to determine if a low-incidence disabled student is retaining and using their knowledge. One autistic student was very inconsistent in her assessments, which led me to believe that she knew more than she could always show. I struggled with this all year. A personal goal is to further educate myself about special education disabilities and the laws that pertain to them. However, researching takes a considerable amount of time.
It is important to have students in the LRE, but careful consideration must be taken to ensure quality learning can take place for ALL students. Two of the five autistic children I have taught are now in self-contained settings. The reason for both stemmed from high frustration of the rigorous academic expectations that lead to disruptive behaviors. Building a trusting relationship with the LID is the first step toward getting an accurate picture of the student's knowledge. Being CONSISTENT and firm helps to build that safety for autistic students. Every year and LID child teaches me how to be a more effective teacher. I struggle with finding "extra" time in my day to research information. However, I am fully aware that taking the time on weekends and late nights help to make a more successful year.
Abbey, I love that you are aware of the challenges that some students battle to make their voices heard. It can be very frustrating to come up with alternative assignments and alternative modes of communication. I can assure you that those efforts are much appreciated! :-)
ReplyDeleteYou are right about how different every child presents with their disability, even those with the same "label"! It often takes a lot of time and research to find strategies that work for an individual, and I am so impressed to hear how well you have done with that! Thanks for your dedication to students with learning differences! :-)
You have some great ideas for accommodating students with low incidence disabilities! The token system and stop signs on the desk sound like excellent ways of providing visual cues for these students. I think your greatest point is that these children need to have a trusting relationship with you and their classmates. The last child I taught with autism was fully accepted by the class and he had an amazing year. Sounds like you're doing a great job with your students with special needs!
ReplyDeleteIt sounds like you use wonderful strategies with your autistic students! I also find that autistic students have a hard time verbally communicating. I use many cues to help my student communicate, too. We also have a red light/green light sign to use for my student to help with his behavior and outbursts. It sounds like you are doing a wonderful job with your students!
ReplyDeleteI love all of your ideas for accommodating students with low incidence disabilities. I also like the token system you have with one of your students and the signs taped on another student's desk. These are great ideas that work well for the teacher, student, and others in the classroom.
ReplyDeleteYou have great ideas. I really like the token reward system. That can be used for not only students with disabilities but for behavior issues as well. I did a long-term this year for third grade and it was so very challenging. I had two students that were very had to deal with. This token idea could really help me when I start teaching. I like your picture cues as well. I think it is great to have a sign that reminds the student to be quiet instead of constantly saying the reminder. I am sure this really helps keeping the distractions down in the classroom.
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