Title: First, Do No Harm: Starting with a Borrowed Axiom from Medical Ethics, a Teacher Learns Five Guidelines for Helping a Student with Asperger Syndrome
Abstract: Twenty-five excited 4th and 5th graders file into the classroom for gifted and talented students to see what life will be like for the next nine months. They find their desks, look around the classroom, and are eager to start a new year. Tom, however, doesn't display his excitement in a way the others do. He walks around head down, looking at the materials. Oh, yes, I remember hearing that a student with special needs would be in my classroom, a first for me. Working with Tom for two years helped me become a better teacher for all students, but especially for students who are the spectrum in my mixed-grade class. Tom is what I think of as twice exceptional--academically and with Asperger syndrome. My strategy for working with Tom began with the paramount proviso of medicine: First, do no harm. This applies not only to doctors but also to teachers. We touch the souls of our students. Teachers can learn so many things about how to be efficient and effective with students with these special talents, but five accommodations will generally help set the groundwork for a successful time in class. 1. Go visual. 2. Scaffold instruction with strengths in mind. 3. Declutter the environment. 4. Be predictable. 5. Find things to like and appreciate. Although, as the saying goes, if you know one student with autism, you know one student, I've found that these five guidelines generally work with all students with autism. Teachers can deeper with each of these steps or just start with the basics and see what you have time for as you move through your school year. #1. Go visual. If you make only one change in your classroom, this is the one to make. As you think through what this means, you may find that you already do many of these things. Make sure the schedule for the day is written and posted somewhere in the room. Tom walked into the room every day and went right to the schedule for the day. He wanted details for things, but was willing to get those details verbally. Sometimes, I would walk over and talk to him about the day; other times, I took a few minutes at the beginning of the day to explain the goals for the day and take questions from the class about the schedule. This was very important for Tom. I was told once that I should pretend Tom was deaf as I gave instructions. I followed that as much as possible. In math, I put the teacher's manual under the document camera to highlight illustrations, graphs, and general information. In science and language arts, I had packets or written daily instructions. All assignments for each area were written on the board. Tom could complete assignments successfully using these two suggestions: * When you change things at the last minute, make sure you also change your written instructions. * When you give instructions in one area of the classroom, make sure you give specific instructions on what you expect after those instructions are finished. For example, go to your desk, and complete this worksheet; look up these words, and write them in your notebook, etc. #2. Scaffold instruction with strengths in mind. Giving instructions with a check sheet attached helped Tom complete assignments more successfully. For example, Tom's weak area was reading and writing. I'd give him a check-off sheet with a list of requirements that he could check off one at a time. Tom was also a spatial learner, someone who sees the big picture but can't see a path with details. For example, before Tom read a book, I'd have him read a summary or watch a movie. Then, he could figure out many more hidden treasures in each book. Tom was a master at completing a 3-D math puzzle called SOMA cubes, able to imagine a physical combination of the cubes in his head. Because of this, I asked him to create a plot chart for a book or story with SOMA cubes in mind--rather than writing the typical introduction, rising action, climax, denouement. …
Publication Year: 2012
Publication Date: 2012-12-01
Language: en
Type: article
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