The Supplemental Enrichment Program Is A Comprehensive Reading And Language Arts Program

This case study focuses on Connor, a Year One student diagnosed with Autism Spectrum Disorder (ASD). Observations and assessment of Connor’s specific needs, current level of performance and modifications to the learning and teaching environment currently being made to cater his individual needs will be analysed. Consequently, a range of teaching strategies, assessment strategies and resources to support Connor will be discussed and Individual Learning Plan (ILP) offered. Finally, a reflection on the strategies proposed and their influence on Connor’s learning needs will be detailed.

Information Communication Technology (ICT) is essential in classrooms for producing significant improvements in children’s reading ability (identification of letters, words, and sentences) in children with Autism Spectrum Disorder (ASD). Research conducted by Hagiwara & Smith Myles (1999) their conclusion was that visual cues used to explain social stories help children to understand the meaning behind the text. Howley and Arnold (2005) reflect the way in which a Social Story presented may be key to the success of the intervention used in improving literacy in children with Autism. For younger children, having the freedom to explore and reflect on the effectiveness of their actions through a combination of sensory and cognitive processing,

Students with autism spectrum disorder can have strengths in specific areas of learning. However, they may have difficulty in other areas of learning. For instance, a student with ASD that has a strong visual-spatial ability, may learn to read words to prompt social behavior. Whereas another student with ASD may have a strong nonverbal problem-solving proficiency. This student can be easily driven by tasks that have a clear

Plethora of instructional formats can be used by teachers when teaching children with autism. Some of the instructional formats commonly used with children with ASD include small group instruction, one-on-one instruction, peer-mediated instruction, discrete trial and direct instruction. Use of reinforcement can be highly effective when delivering instruction to children with autism. Several forms of reinforcement can be utilized to increase desired behavior, such as use of computers, edibles, toys, stickers, and verbal praises depending on what’s motivating for the child. Barton, Lawrence, & Deurloo (2012) suggested that “Identifying and using individualized reinforcers are useful for maintaining motivation and can be essential to the

The method describes the participants as two children diagnosed with autism and had language skills that were appropriate for the Social Stories intervention. The participants were in two different general education kindergarten classrooms, full-time at a public elementary school. The fist participant, Matt, was a 6-year-old Asian American boy who had a teaching assistant assigned to his classroom and the second participant, Ted, was a 5-year-old Caucasian boy who had a teaching assistant assigned to accompany throughout the school day. The participants received training sessions one to four times per-week that were conducted in private rooms for 10 to 20 minutes in the morning before class at each participant’s school. The participants only read Social Stories that only pertained to their individual targeted behaviors for intervention. The stories used had no pictures, only large text on white paper. The participants were read one story per

According to the Georgia Department of Education, the Georgia State School Board of Education adopted a new set of standards known as the Common Core State Standards for English Language Arts. Since the Common Core Standards State Standards assess the same English Language Arts standards as the Georgia Performance Standards, Georgia’s curriculum is called Common Core Georgia Performance Standards. Of the ELA standards for first grade, one requires that students be able to ask and answer questions based on the details in a text. This standard also requires that the student be able to retell stories, including details, and demonstrate comprehension. This could be an issue for special needs students. Students with a learning disability in reading often have difficulty comprehending texts in books and other reading material that is written at their grade level. However, there are many strategies to use to improve reading comprehension in struggling readers. With the increase use of technology, my review is written to determine if pre-recordings readings are more effective than teacher-led read aloud in improving comprehension skills of students with disabilities.

S: Page 313 is mainly about speaking and listening with children that have autism spectrum disorder (ASD). Children with ASD need a lot of support in communication, and they also have trouble listening. There are many excellent tips on page 313 for speaking and listening.

The No Child Left Behind and the Individuals with Disabilities Education Act entail that students with disabilities or special needs to be open to the overall education and determine the progress of the child. Three unsurpassed practice strategies for supporting young children on the autism spectrum (including Asperger's Syndrome) in an early learning environment. The first strategy is reinforcement. Reinforcement is a critical strategy of evolving and maintaining the enthusiasm of this type of student. A teacher must use objective or actions that the students would like or enjoy that can be obtainable behavior. In my field experience observed I have seen the Pre-K teacher use the computer and smartboard to interact with the class as well

Despite some high profile Inclusion debate relating to the type of setting in which children with ASC should be educated , it is expertise in autism that is important to parents (Batten et al, 2006).

Children with autism spectrum disorder will be able to receive increased services in educational settings (Hatton, et al., 2006). Teachers who educate children with autism spectrum disorder may benefit from learning the general characteristics of the disorder and evidence-based instructional strategies. Children may benefit from

This is an Inclusion Support Core Curriculum Project for reading. My goal is to align instruction in Language Arts & Literacy with the Common Core Standards. Each grade level in Middle School features standards that describe what students should know and be able to do to, in order to succeed at the next grade level. This document is organized into instructional units with key concepts and skills identified, that suggest the pacing guide highlights and identifies resources, instructional technology and assessment. These resources were selected to provide educators with the tools and guidance to enhance instruction and maximize student learning.

144). Some other techniques for improving the learning experience of students with autism are structured teaching, speech and language therapy, social skills therapy, and occupational therapy. Keeping a structured and predictable schedule is imperative when instructing a child with autism. The child will also, most likely, need some specialized classes in speech as well as instruction in appropriate social interaction, as one symptom of autism is a lack of comprehension of social norms. Educators need to keep in close contact with the team responsible for the student’s educational plan and diagnostic write-up to ensure that there are no large gaps in the educational programs suggested and the ones being applied.

According to scholastic article, Impact of Setting and Instructional Context for Adolescents With Autism (2010), “Providing students with autism with an appropriate education is a growing challenge. The prevalence of autism is increasing rapidly, with as many as 1 in every 150 children diagnosed with the disorder (Centers for Disease Control and Prevention, 2007)” (Kurth and Mastergeorge, 2010, 36).

Bryna Siegel is well respected in the autism community she holds a PhD in Child Development and a MA in Education from Stanford University and is author of four books on diagnosing and treating autism spectrum disorders. Her credentials alone established trustworthiness and creditability appealing to the ethos appeal she knows what she is talking about and I can trust exactly what is stating based on her educational and experience in the field. This book covers fundamentals of learning for individuals diagnosed on the autism spectrum disorder. In this book, she discussed the challenges individual on the Autism Spectrum Disorder (ASD) face. The intended audience for this book was the parents and professionals seeking to find the best treatment for an individual on the spectrum based on learning styles. This book was easy to read and could be easily understood by whomever reads it. Bryna stated that effective treatment was based on individual’s needs. She claimed that, "in order to help individuals on the spectrum that we must identify social autistic learning disabilities" (Bryna). Which were identified as Autist learning disabilities of communication and autism learning disability and skills of daily living. Bryna mentioned methods such as Applied Behavioral Analysis Therapy which utilized discreet trials and training methods. I was quite impressed with the amount of knowledge this author expressed. This book had a lot of the logos appeal, she had a lot of facts and evidence which backed her claims. The book itself was very informative and effective with a serious educated

Autism or Autism Spectrum Disorder is one of many developmental disabilities that affect students learning. In fact, in the United States, Autism is the fastest-growing severe developmental disorder (“What is Autism,” n.d.). Also, the prevalence of Autism Spectrum Disorder is 1 in 68 children and the prevalence in boys is 1 in 42 children (“What is Autism,” n.d.). Furthermore, Autism Spectrum Disorders also affects the way a child learns and over the years, several teaching strategies have been developed to help teachers to effectively educate students with Autism. Research has also been conducted to develop and test new teaching strategies for Autism and continues in playing an important role in the education of students with Autism.