By Karen Kaplan, MS
Having developed the first elementary school program for those on the autism spectrum in the 1970s, I understand the challenges of teaching without the support of occupational therapists, behaviorists, and paraprofessional training. That's why I stress the importance of each teacher connecting with all specialists working with students. This step is crucial in building a robust support system, enabling you to review assessments and recommendations and plan how everyone will collaborate during the school year. As a first-time teacher, I remember the days and weeks just before school, striving to prepare for a successful new year. Creating a successful program for students, staff, and parents was always my top priority.
Here are some of the steps I took to plan for an effective and meaningful program:
Obtained all current assessments and the active individual education plan (IEP) and reviewed progress on all goals.
Reviewed the current speech and language evaluation and ensured parents and paraprofessionals understood how to support communication expression and comprehension. I also connected with the speech therapist assigned to my classroom to ensure we scheduled sessions together.
Ensured that each of my paraprofessionals had a deep understanding of autism and how to support the unique students in my classroom. I trained them in sign language and Picture Exchange Communication System (PECS), the prevalent communication practices at the time. Today, it's crucial to train paraprofessionals in every low-tech and high-tech communication strategy to support students.
Worked with my paraprofessionals to teach them how to break down tasks (task analysis in ABA Therapy: Strategies and Examples (abtaba.com)) and how to teach backward and forward chaining. Backward & Forward Chaining - I Love ABA!
Helped my paraprofessionals understand how to use Planned Ignoring and Positive Reinforcement. posreinfplannedignoringmartin_studyguidepdf.pdf (pitt.edu)
I ensured my paraprofessionals supervised students at recess time. They were encouraged to help students learn what to do at recess and how to engage with other students. This step is crucial in fostering a caring and responsible environment for all students.
Taught paraprofessionals how to take data on goals.
Reconnected with regular education teachers to explore putting together a buddy system. Having their students in my classroom promoted acceptance, understanding, and role modeling. I also offered to go into typical classrooms and help them understand students on the autism spectrum.
Prepared the classroom as an important piece for a successful school day. Due to the high sensory needs of those on the spectrum, preparing a safe, calm teaching environment was important. Often, lights were an issue, so figuring out how to regulate light was key. Constant interruptions in the classroom could be avoided by putting different signs on the door (quiet as you enter). I connected with all teachers and office staff and letting them know to warn me when disruptions were going to happen was helpful. Keeping the classroom uncluttered was important. I only had meaningful visuals on bulletin boards.
Set up furniture with individual desks for students but also set up group areas. One was the morning session. You can use chairs, squares of carpet, or meditation pillows to create this area. I had a quiet area designated with bookshelves blocking visual stimuli, a rug, some earphones, and some sensory regulatory items. I had half-moon tables where someone could sit or stand in the carved-out half-moon while others sat outside the half-moon. Art projects could be done here, and other group projects could be accomplished here.
Set up centers where art, math, reading, etc., group work occurs, and each student had their own desk for individual work. They may have an additional room for a quiet space. They might even have their very own bathrooms, decreasing transitions.
Used painted circles and glued carpet squares for them to step on before going to the cafeteria, forming a line, going out to recess, or when there was a fire drill.
Created a big visual (with pictures and words) daily schedule to guide students and paraprofessionals.
Connected with the occupational therapist to identify sensory regulatory objects for each student. Some students needed hand fidgets, and some needed special types of chairs. Today, teachers may want to offer headsets or earplugs to reduce sound sensitivity.
Contacted the parent or guardian before school started. I invited them to bring their individual to school a day or so before to see the classroom and where the child might sit. I asked them to let me know how to communicate with them. I also asked them to consider setting up visits to the classroom and therapy sessions during the school year. It was important for me to include parents and help them learn interventions. Keeping parents included and informed decreased parent anxiety.
Created activities that addressed skills of daily living when needed (hand washing, hanging up clothing, brushing teeth after lunch, using utensils, toileting) and vocational skills (sorting, matching, correlating, copying, stapling, emptying garbage, cleaning off tables, sweeping, mopping), practical academic skills of course (budgeting, reading recipes, writing phone number, name, and address) motor skills (cutting, opening cans, and jars, turning on and off objects, using tools (hammer, screwdriver, sander).
Used UNIQUE Unique Learning System | Specially Designed Instruction (n2y.com) can be helpful if you are planning a mild or moderate curriculum. Review this curriculum and see how it could fit your students.
Reviewed the school calendar. When are the breaks? Identify them and prepare students for them. Use a visual calendar to mark off days before breaks and provide a warning. When are parent conferences? Ensure you provide positive feedback and that challenges are still supported when you meet. Ask if they understand. Ask if they have questions. Listen.
Planned wellness activities for myself to prepare for the new school year. Be sure to eat well and sleep well. Exercise. Develop relationships with co-workers and those working with children like yours. Create a support group with professionals to share ideas, resources, stories, and interventions that work.
Wishing everyone a wonderful school year!
Karen Kaplan, MS, is a native San Franciscan. She completed her bachelor’s and master’s degrees in speech pathology and audiology at Arizona State University, Tempe, Arizona. She minored in special education and obtained her speech therapist and special education credentials in California. Karen worked as a speech therapist for schools for 20 years before opening her own residential and education program for students with autism. She worked in credential programs at Sacramento State University as well as UC Davis and spent 20 years directing private schools for those with autism and similar learning challenges. Karen founded a non-profit, Offerings, which helps cultures globally to understand those with developmental challenges. For seven years, she founded and facilitated an autism lecture series and resource fair in Northern California. Karen still facilitates an annual Autism Awesomeness event. She is currently consulting, helping families, schools, and centers for children, teens, and adults. Karen has authored three books: Reach Me Teach Me: A Public School Program for the Autistic Child; A Handbook for Teachers and Administrators, On the Yellow Brick Road: My Search for Home and Hope for the Child with Autism, and Typewriting to Heaven… and Back: Conversations with My Dad on Death, Afterlife and Living (which is not about autism but about having important conversations with those we love).
Website: www.karenkaplanasd.com
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