Teacher Workshop: Participant Feedback
1. What were your expectations for this workshop? 2. How well were your expectations met? (1=not very well, 5=very well) 1 2 3 4 5 3. Which aspects of the workshop were most helpful to you? 4. Which parts of the workshop were least helpful to you? […]
Workshop Intake Sheet
Teacher’s Name (optional): ______________ 1. How many children are in your classroom? 2. What is the age range of the children in your classroom? 3. How many children in your classroom have a diagnosis of Autism or PDDNOS? 4. How many children in your classroom could serve as peer models for socialization? 5. For the […]
Questions for Teachers – Inclusion Workshop
Thank you for taking the time to complete this questionnaire. Your responses will assist us in planning for the workshop. 1. Please list the daily schedule of activities for the classroom: Time Activity […]
Riding the Bus to School: Same and Different
Paige rides the bus to school. Every day, she walks with her mom from the front door to the school bus. Every day, she says “Hi” to the bus driver. Every day, she sits in the same seat. Every day, she looks out the window and watches the cars go by. Paige likes it when […]
Adolescence, Sexuality, and Safety in Children with Disabilities and Autism: Parent Education Resources
Books “Sex Education for Parents of Children with Autism” Mark Steege and Shannon L. Peck (2002) – Available @ www.steegepublications.com “Taking Care of Myself – A Healthy Hygiene, Puberty and Personal Curriculum for Young People with Autism” Mary Wrobel (2003) – Available @ www.futurehorizons-autism.com “Girls Growing up with Autism Spectrum – What Parents and Professionals […]
Temperament in Children with Developmental Disabilities
Temperament refers to a child’s behavioral style, or tendency to act in a certain way in a specific situation. Researchers define dimensions of temperament in many different ways, but most writers discuss emotionality (i.e., how intense is the child’s emotional reaction), adaptability (i.e., how well does the child adjust his/her behavior to changes in the […]
Autism Spectrum Disorders – Lecture for Physician Assistants
Autism Spectrum Disorders A Lecture for Physician Assistants (August 2013)Presented by: Susan Hepburn, Ph.D., Assoc. Professor, Depts. Of Psychiatry & Pediatrics/JFK PartnersUniversity of Colorado School of Medicine. e-mail: Susan.hepburn@ucdenver.edu Objectives: To provide future health care professionals with a succinct overview of autism spectrum disorders (ASD), including signs & symptoms at different ages and basic facts […]
Why Identify Autism in Schools?
Eligibility for specialized education services is provided for all students based on need – not eligibility category. Schools may not limit access to specific services or programs to be provided only to individuals with a specific eligibility determination – children who need the services have equal access, regardless of the educational eligibility category that the […]
Behaviors Associated with Autism Spectrum Disorder (ADS) in School Situations
Definition of Autism Eligibility in IDEA According to the National Dissemination Center for Children with Disabilities (http://nichcy.org/disability/categories): “The IDEA’s disability terms and definitions guide how States in their own turn define disability and who is eligible for a free appropriate public education under special education law. …Note, in order to fully meet the definition (and […]
Training Activity: What Educators May Say About Student with Autism
Explore What Educators Say when describing a student who is later identified as eligible for special education services under the ASD category. Identify the terms used in the IDEA definition that reflect the descriptions provided. IDEA DEFINITION…. “Autism” means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before […]
Deciding if autism is the most appropriate eligibility category
Ask yourself: Given all that you’ve learned about this student, which of the following skill areas seem to impact the student most significantly? Social Awareness – Student is often “in his own world”; may attend to objects more than people; may not “pick up” or seem to be affected by other people’s nonverbal cues (e.g., […]
Observation Activity for Teachers – Student Behaviors
What to Look For Child: Child: Does child try to imitate the actions of others? Does child share affect with others (i.e., direct his or her facial expressions towards another person to communicate feelings) Does child reference others (i.e., watch/monitor adult’s responses […]