ChangeBe understanding that holiday breaks, unexpected changes in the daily routine or schedule, and other sudden changes may be extremely difficult for students with Asperger's or autism
Establish clear routines and procedures for common class activities and transition times and follow them consistently Give students advanced notice of change Notify students that an activity will be ending a few minutes before you are ready to make a transition to a new activity Post bell schedules and daily agendas (consider using a schedule with a "to do" column and a "done" column) so that students can physically move completed items Structure the classroom environment and group activities carefully Use classroom timers that are visual Use visual schedules and supports to help students see what is coming next |
CommunicationAllow learners to practice tasks before performing
Call attention to social cues Establish routines and procedures for finding partners, pair/group work, etc. Explicitly point out and explain figurative language (such as idioms and metaphors) Give choices for response options Provide sentence frames Teach appropriate eye contact and body language for interpersonal communication activities (such as turn and talk) Teach rejoinders Use word walls |
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