Educating Children About Autism In An Inclusive Classroom
Educating Children about Autismin an Inclusive ClassroomVianne Timmons, PhDMarlene Breitenbach, MSEd, BCBAMelissa MacIsaac, MEd(c)
AcknowledgementsThe researchers would like to thank all of the individuals who assisted inthis project. The Inclusionary Practices for Children with Autism SpectrumDisorders study would not been possible without the combined efforts ofthe University of Prince Edward Island, the PEI Department of Education,the project’s advisory committee, school staff, and especially the families.Everyone generously gave their time, support, and knowledge to help withthis project. We have learned a great deal from their comments andexperiences. Thank you.Educating Children about Autism in an Inclusive Classroom2
The StudyThe purpose of this project was to contribute to the knowledge andimplementation of best practices for children with autism. The studyidentified current teaching and parenting practices in Prince Edward Islandwhich address the educational challenges and individualized needs ofchildren with autism spectrum disorders in included settings.Researchers hope that the findings will directly influence services byreinforcing current best practices, providing specific suggestions for homeand school, and establishing directions for supporting students with ASD inthe future.The research findings were analyzed and summarized into a report. Thereport can be obtained by contacting Melissa MacIsaac, UPEI ResearchCoordinator, at (902) 894-2820.Educating Children about Autism in an Inclusive Classroom3
Table of Contents5781013IntroductionWhat is Autism?Supporting Inclusive PracticeEducating Peers about AutismHelpful Skills to Teach troduction to AutismStudent Brochure PresentationSimilarities and DifferencesRespectDeveloping a Code of ConductKnowledge Breeds Compassion: ResearchProjectLesson Plan #7 - Video Presentation on AutismLesson Plan #8 - Language and CommunicationLesson Plan #9 - Learning StylesClass Project- The Friends Club: Encouraging Social ndixAppendixAppendixAppendixA.What is autism? (Handout)B.DefinitionsC.Contacts on Prince Edward IslandD.Brochure SamplesE.Website ListF.Peer/Sibling Book ListG.Teacher Book ListH.Video Resource ListI.Growing Up Together BookletJ.Just for Kids!K.We Are All Alike BookletEducating Children about Autism in an Inclusive Classroom4
INTRODUCTIONA research study, entitled Inclusionary Practices for Children with AutismSpectrum Disorders, was conducted by the University of Prince EdwardIsland in partnership with the Prince Edward Island Department ofEducation between 2001-2005. Teachers and educational assistants whowork with students with autism were interviewed by researchers.These educators noted that the provision of more resources about autismspectrum disorders (ASD) would be extremely valuable. Researchers alsofound that providing peers with accurate information about autism andinvolving parents in the education process can be beneficial.The research data collected from educators of children with autism onPrince Edward Island has been used to create this module. Suggestionsand concerns shared by educators were compiled and summarized to helpproduce a useful resource for the classroom.If you have a child with autism in your class, this modulewill be helpful to you.Module objectives include:Psharing the information obtained from the current study tohelp inform teachers,Pproviding accurate information about autism and relatedcharacteristics to teachers and peers,Pproviding teachers with suggestions about how to involveparents, andEducating Children about Autism in an Inclusive Classroom5
Pdesigning a teaching resource that is easy to use and requireslimited preparation time.The activities in this module can be used to inform both teachers andpeers about autism. This module also provides suggestions for includingparents in their child’s schooling.All of the materials needed for the activities are provided within thismodule. You can supplement the activities with other useful resources youmay have available and adapt the lesson plans for your class. Whenconducting the activities try to incorporate both visual and auditorylearning strategies as this will benefit all the learners in your classroom.Happy Learning!Educating Children about Autism in an Inclusive Classroom6
What is Autism?Autism is a developmental disability that affects the normal functioning ofthe brain. Autism is present from birth and has an affect on how anindividual learns. It is usually diagnosed by 3 years of age and continuesthrough adulthood. Individuals with autism often have difficulty withcommunication skills, social skills, and reasoning.Symptoms of autism vary widely and may include: repetitive use ofobjects, inability to communicate clearly, resistance to changes in routine,and difficulty with social interaction. Since symptoms of autism varywidely, it is often referred to as a s p e c t r u m d i s o r d e r .Common characteristics include: lack of eye contact, social aloofness,difficulty with expressing needs verbally, repetition of words or phrases,and responding differently to sensory input. It is important to keep inmind that behaviors change over time as the child develops and learns.The term Autism Spectrum Disorder (ASD) is often used to refer tochildren diagnosed with:'Autism'Asperger’s Syndrome'Pervasive Developmental Disorder Not OtherwiseSpecified (PDDNOS)These diagnoses reflect varying degrees of severity in relation tosymptoms.There has not yet been a specific cause identified, although autismappears to have a genetic basis. Specialized support, training, and, inparticular, early intervention can help give individuals with autism the toolsneeded to lead meaningful and productive lives.Refer to:Powers, M. D. (2000). Children with Autism: A Parent’s Guide. (2nd Ed).Bethesda, MD: Woodbine House.Educating Children about Autism in an Inclusive Classroom7
Supporting Inclusive PracticeInclusive education means that every child has the opportunity to learn inhis/her neighborhood school. All children are welcomed into the school andlearn together in a regular classroom.Inclusive education concentrates on implementing best practices forchildren with special needs within the regular classroom. Within inclusiveclassrooms, all children have the chance to interact with and learn fromtheir peers.Inclusive environments can provide opportunities for children with autismto increase their social interactions and in turn improve their social skills.Interacting with peers gives students with autism a chance to practicecommunication skills, develop friendships, and see how peers behave inday to day situations.Research has demonstrated that peers can help teach social skills tostudents with autism. In order for this to be successful, activities have tobe appropriately structured, training has to be made available to peers,and teachers have to actively prompt and reinforce the interactionsbetween students with autism and peers (Wagner, 1999).Peers also benefit by having students with autism in the classroom. Whenpeers of children with autism are educated about autism, and are given anopportunity to act as peer tutors/buddies, they learn acceptance andempathy, act as role models, and become more aware of individualstrengths and weaknesses (Wagner, 1999).In this section, a variety of lesson plans are included to help teachersEducating Children about Autism in an Inclusive Classroom8
educate peers about autism as well as raise awareness about specialneeds in general. As the teacher, you will have to judge the maturity levelof your class and adjust the class discussions and activities to meet theircomprehension level(s). Please remember that uncensored questions andhonest answers can often help students gain understanding and empathy.Inclusion works best when:1. administrators are supportive,2. good communication and collaboration existsbetween home and school,3. teachers have received specialized training,4. student progress is documented and maintained, and5. peers are educated.Refer to:Wagner, S. (1999). Inclusive Programming For Elementary Students with Autism.Arlington, TX: Future Horizons, Inc.“There is a good knowledge baseabout autism in this school and wework as a team.” [Teacher]“I've learned so much from him and sohas the teacher assistant.the joy of itall. The acceptance of the other kids ispowerful stuff. We all benefit by buildingtolerance in our class and in oursocieties.” [Teacher]Educating Children about Autism in an Inclusive Classroom9
Educating Peers about AutismCollaborative PlanningAs with any student, children with autism benefit most when teachers andparents are on the same page and efforts in the home and at school aremutually supportive (Organization for Autism Research, 2004). Beforeplanning a lesson, the teacher should first meet with parents to discussthe possibility of a class lesson about autism. It is important to get parentinput, and if appropriate, input from the student with autism as well.Share why you feel the lesson would benefit the peers and the student;what is the expected outcome.The following discussion points will help to ensure that everyone involvedis comfortable with the plan.Discussion Points:1.2.3.4.5.6.7.Does your child know that he/she has autism?Do you feel comfortable with the class knowing your child hasautism?Do you think a presentation to the class would be beneficial?How would you like to be involved?P Give information to the teacherP Be part of the presentation to the classP Provide written or picture information about your childP Suggest another family member to participate in thepresentationHow would you like your child to be involved?P Child in the room and part of the presentationP Child in the room as a listener, but not a presenterP Child not in the roomP Child as a co-presenterCan you suggest helpful strategies or techniques that may helppeers interact with your child?Is there any specific information about your child you would like usto share?Educating Children about Autism in an Inclusive Classroom10
The lessons that follow can provide a starting point for selecting thecontent and materials appropriate for your class. Materials may need to besimplified based on the age and comprehension level of the students.Listed below are some basic components which you may wish to use whenplanning your lesson.P IntroductionRaise awareness about diversity; respect similarities and differencesof othersP General Autism InformationProvide accurate information about autism and autisticcharacteristics. Use media and print resources or hands-on activitiesto illustrate the main features.P Student Specific InformationDescribe or illustrate how autism affects the student with autism inhis/her everyday life. Keep the tone positive and include specialskills or interests in relation to the student with autism. You maywant to describe events in school that may be particularly stressfulfor the student.P SuggestionsProvide peers with specific ideas about how they can best get toknow the student with autism and how they can help the studentwith autism throughout the day.P DiscussionAllow time for open discussion or questions.Educating Children about Autism in an Inclusive Classroom11
Follow-upYou may see a change in peer attitude. Be sure to recognize their effortsof the student to support the child with autism. When you see peers usingthe strategies which were discussed provide encouragement and state thatyou are open to other questions that may arise.After completing the activity, contact the parent(s) and share theoutcomes of the lesson. Ongoing communication with parents is veryimportant and helps build trust and respect. Communicating regularly withparents about their child’s progress and involving parents in theeducational process helps teachers and parents form a strong workingpartnership.“The support from home is wonderful. Wereinforce what they do and vice versa. Wehave done lots of follow up work at theschool. We try to support the parents in anyway that we can through communicationand case conferences and being available tothem.” [Teacher]“.I think that it's really important that Ikeep their interest upper most in my mindand that we all cooperate in what we do. Ireally strive for that. I really want to have agood relationship with the parents and Ithink it's important that we work together.”[Teacher]Educating Children about Autism in an Inclusive Classroom12
Helpful Skills to Teach PeersTeach peers to:P welcome/greet students with autism,P share toys and activities with the child with autism,P offer assistance to a child with autism if he/she is struggling,P ask the child with autism for assistance with activities and tasks,P give compliments to the child with autism,P model appropriate responses and actions for the child with autism,P ask the child with autism questions about activities he/she isperforming,P explain activities using simple words and clear phrases, andP be consistent.“Just talking to thestudents.they arereally very accepting.”[Teacher]Refer to:Maurice, C., Green, G., & Foxx, R. (2001). Making aDifference: Behavioral Intervention for Autism. Austin, Texas: Pro Ed.Educating Children about Autism in an Inclusive Classroom13
Educating Children about Autism in an Inclusive Classroom14
Lesson Plan #1 :Grades 4-6Introduction to AutismObjectives:Students in the class will learn about autism.Students will generate questions and discuss issues they have regardingautism.Materials:VideoQuestion SheetChalkboard or dry erase boardChalk or marker*Introduce autism using correct terms and plain language.Activity 1: Brainstorming SessionHave students develop a brainstorming web about autism. You may needto encourage students to participate as they may feel awkward at first.Activity 2: Video Clip on Autism (Autism Society Ontario, 2003)Have students watch Meet My Brother. This is 9 minute video about a boywith autism as told by his 10 year old sister. This video shows day to dayhome and school events as well as some suggestions regarding how to bea friend.Activity 3: Question Sheet/DiscussionHave students in the class fill out the question sheet. The students willwrite down any questions they may have about autism or the child withEducating Children about Autism in an Inclusive Classroom15
autism who is in their class.After all the students have finished writing questions, the teacher andparent(s) will lead a class discussion using the questions as a guide. Bygathering student knowledge, you will be able to present accurateinformation and clarify incorrect information.Use autism fact sheet entitled Just For Kids to help discuss autism. Go Kids.pdf to printthe fact sheet or see Appendix J.* Extra resource:Autism Society of America. Growing Up Together. r/Growing Up Brochure May2004.pdf?docID 1561&AddInterest 1041*Lesson Plan Adaptation for Grade 1-3As the teacher you may find that the brainstorming session and thequestion sheet are too advanced for the younger students. You may needto adjust the class discussion and activities to meet their comprehensionlevel. [You may decide to use one of the recommended story books toprovide students with information.]Activity: Video Clip on Autism (Autism Society Ontario, 2003)Have students watch Meet My Brother. This is 9 minute video about a boywith autism. Allow time for discussion and questions.Educating Children about Autism in an Inclusive Classroom16
Autism Question SheetIn pairs take a moment to think about any questions you may have aboutautism. You may wish to write them down. Discuss these questions withyour partner. Select one question to share with the class and discuss.1. ?2. ?3. ?4. ?5. ?6. ?7. ?8. ?9. ?10. ?Educating Children about Autism in an Inclusive Classroom17
Lesson Plan #2 :Grades K-6Student Brochure PresentationObjectives:School will work in partnership with the parent(s) to create graphic/writteninformation about the child with autism.Students in the class will learn more about what having autism means.Students will share their individual qualities with the class and also learnabout qualities of their classmates.Materials:Brochure TemplateCrayons/Pencil crayons*This activity tends to be more time consuming than others.*Using simple language to help explain autism is very important. Thebrochure should describe the child with autism and list suggestions forpeers regarding how to interact and help the student with autism. Theparent(s) will walk the class through the information in the brochure andprovide time for peers to ask questions.*See Appendix D for sample brochures.*Word Perfect can be used to design the brochure. Go to format page, setall page margins to 0.5, then select layout to divide the page into 3columns. These steps may vary depending on the program.Activity 1: Parent(s) PresentationThe parent(s) or student will present the brochure and initiate a discussionabout autism. The discussion should focus on the similarities anduniqueness of the child with autism in relation to other children.Educating Children about Autism in an Inclusive Classroom18
The format of the presentation as well as the time frame will varydepending on the parent(s) and the class.Additional Activity: Student BrochureAs the teacher, it important to discuss the benefits of developing apersonal brochure. Personal brochures help increase self-awareness andreflection and allow students to be creative. The brochure activity helpsstudents get to know about similarities and differences.Have all students develop a brochure about themselves. Possible areas toinclude in the brochure are: physical description, family, favorite foods, tvshows, and sports that are enjoyable.When all the students have completed their brochure, students can passtheir brochures around the class. A debriefing or class discussion shouldfollow this activity.Educating Children about Autism in an Inclusive Classroom19
Lesson Plan #3 :Grades K-4Similarities and DifferencesObjectives:Students will explore similarities and differences of children.Students will explore what it means to be unique.Students will gain an understanding about the actions/responses that someindividuals with autism demonstrate.Materials:Information sheetWe Are All Alike bookletWays we are all unique.P height and weightP hair and eye colorP activities we likeP how we learnP our voices*This may be a useful lesson to use when parents do not feel comfortablewith the class talking about autism specifically.*Introduce the student as a child first.* For younger students, the information sheet may be too much for themand as the teacher, you will have to decide whether or not to use the WeAre All Alike booklet as it may be too confusing. If the booklet is used,some of the wording will have to be adapted and explained using simplelanguage.Activity 1: Information SheetHave students complete the personal information sheet (see page 23).Educating Children about Autism in an Inclusive Classroom20
You may want to put students in small groups for this activity. Afterstudents have finished the sheet, discuss the activity and use it as a meansto explore similarities, differences, and uniqueness.Activity 2: We Are Alike Booklet (See Appendix K)[Kinney, J., & Fischer, D. (2001). Co Teaching Students with Autism K-5.]Use the booklet to help facilitate class discussion. The first half of thebooklet explains how everyone is similar. The second half of the bookletfocuses on individuals with autism and how they process information,communicate, and express emotions. You may only want to use part of thebooklet for your class. If you wish, students can color pictures from thebooklet.Questions to ask class:PDo you ever get mad or frustrated? What do you do when youare mad or frustrated?PAre there any noises or foods that bother you?PWhat things do you have in common with the student withautism?PHow would you feel if you did not have any friends?PHow could you make the student with autism feel good?PHow are individuals with autism like you?This activity can lead into a discussion about respect or differing abilities.[See Lesson Plan #4]Additional ActivityGame: Simon SaysThis is a fun activity to use as a means of exploring similarities,differences, and uniqueness.In this version of Simon says, students will only respond when thecommand is true for them. For example, Simon says “Everyone with brownEducating Children about Autism in an Inclusive Classroom21
eyes, stand up.” All of the students with brown eyes would stand.Other phrases may include:Simon says “Everyone who likes hockey, stand on one foot.”Simon says “Everyone who has a pet cat, put your left hand on yourhead.”After the game have students sit in a circle. Ask each student to name oneway in which he/she and another student are similar. Have the studentsshare something they did not already know about each other before thegame.Refer to:Hopkins, G. (2004). Simon Says “Who Are You?”. Education World. RetrievedFebruary 17, 2005 fromhttp://www.education-world.com/a lesson/00-2/lp2061.shtmlFaherty, C. (2000). Asperger’s.What Does It Mean To Me? Arlington, TX: FutureHorizons, Inc.*Extra resource:Autism Society of America. Growing Up Together. r/Growing Up Brochure May2004.pdf?docID 1561&AddInterest 1041Maguire, A. (2000). Special People Special Ways. Arlington, TX: FutureHorizons, Inc.Educating Children about Autism in an Inclusive Classroom22
Personal Information SheetPlease circle the sentences which are true for you. You can add moresentences in the blank spaces.P I like to watch movies.P I have a brother.P I have a sister.P I love to eat spaghetti.P I have a pet.P I have brown hair.P I like to play on the computer.PPPPPPEducating Children about Autism in an Inclusive Classroom23
Lesson Plan #4 :Grades 2-6RespectObjectives:Students will discuss their individual qualities and learn about each other.Students will practice sharing compliments.Students will learn about respect.Materials:White paperDrawing/coloring suppliesDefinition:Respect describes how we treat other people. We should be considerateand kind to other people.The Golden Rule: Treat others as you would like to be treated.ActivityEach student will need half a piece of 8½ x 11 paper. On this piece ofpaper, students will draw a self-portrait. Allow about 10 minutes fordrawing time.Once the portrait is complete mount it to a full piece of 8½ x 11 paper.Have students think about the following:P What I Like About MeP What I Like to EatP What I Like About SchoolP What I Like to DoEducating Children about Autism in an Inclusive Classroom24
[Students may wish to use some of the information from the PersonalInformation Sheet for this part of the activity.]Students should record their responses on a sheet of paper and attach it tothe back of their portrait.Have students share their responses with the class. Encourage the classto listen to one another. Ask the class what they learned about thestudent(s) who shared. Have students present their comments ascompliments to the presenter.For example, “I wish I had hair like yours!”“I like pizza too.”When the class has finished sharing their responses and compliments,have them pass their portraits to the person beside them. Students willwrite a compliment on the white paper surrounding the student’s selfportrait. Then have students pass the paper to the next person, and soon.For students who do not remember what each person said, they can referto the sheet of responses attached to the back of the self-portrait.At the end of the activity, the self-portraits will be surrounded bycompliments. If you have time, students can share the compliments theyreceived.Refer to:Hopkins, G. (2004). Positively Respectful. Education World. Retrieved February 17, 2005from http://www.education-world.com/a lesson/04/lp329-02.shtmlEducating Children about Autism in an Inclusive Classroom25
Lesson Plan #5 :Grades K-9Developing a Code of ConductObjectives:Students will learn to treat others with respect.Students will learn to treat their peers as equals.Student will develop a class code of conduct.Materials:Flip chart (paper)Marker* This activity can be used as a follow-up to Lesson Plan #4.Activity:Have students brainstorm individually about ways to improve classconduct. You may need to give an example of when the class was notbeing caring or supportive to another individual.After students have brain stormed individually, divide them into smallgroups. Each group should come up with 2 suggestions for the code ofconduct to share with the class.Examples:I will be courteous.I will treat everyone in class with respect.I will help make the classroom a safe place.Facilitate a class discussion about being caring, supportive, and sensitiveto others. After the class discussion have the class narrow down thesuggestions to 8 conduct improvements. (This number may varydepending on the class.)Post the final code of conduct in the classroom for all students to see.Educating Children about Autism in an Inclusive Classroom26
Lesson Plan #6:Grades 4-12Knowledge Breeds Compassion:Research ProjectObjectives:Students will use research skills.Students will learn about autism and related spectrum disorders.Materials:Research resources including computersPaperPens/pencilsActivity:You can have students work in pairs for this project. Assign each pair ofstudents one area to research.Research areas can include:P DescriptionP Causes / DiagnosisP Challenges associated with AutismP CommunicationP Social skillsP Sensitivity to things in environmentP Resources / supports available*Resources for students in grades 4-6:PAutism Spectrum Disorder (ASD) Kids mEducating Children about Autism in an Inclusive Classroom27
This site is designed for students in grade 4-6. The quest activities can beused to help answer questions, get students thinking about individuals withautism, and generate discussion.PAutism Information Written for Kids Onlyhttp://www.delautism.org/kids only.htmPKids Health: Autismhttp://www.kidshealth.org/kid/health problems/brain/autism.html*Resources for students in grades 7-12:Appendix E: Website ListThe web-sites listed will give students a place to start when conductingtheir research.Students will present their findings using poster presentations. By using thismethod, students can explain their findings both orally and visually.Poster presentations will be evaluated on:P accuracy of informationP visual displayP oral presentation (for older students), andP personal reflection on activity.Upon completion on the poster presentations, the teacher can facilitate aclass discussion about what they students learned about autism.Educating Children about Autism in an Inclusive Classroom28
Guidelines for Developing Poster PresentationsA poster presentation is a visual display highlighting what you have foundthrough your research. In combination with the poster you will also beexpected to explain your poster and answer any questions your teacher orclassmates may have.A Poster Presentation should include:& accurate information,& diagrams, graphs, or photographs,& color (paper or lettering), and& titles or headings to organize information.Be sure to:& make the poster neat and attractive,& explain diagrams and graphs clearly,& use easy to read font,& reference information gathered,& check for spelling, and& have someone proofread the poster for mistakes.Educating Children about Autism in an Inclusive Classroom29
Lesson Plan #7:Grades 7-12Video Presentation on AutismObjectives:Students will learn about autism and related spectrum disorders bywatching the video clip.Students will discuss accepting and understanding individuals with autism.Materials:VideoActivity:Have students watch A Chance To Be Me (Autism Society Ontario, 2003).[Can be obtained from the Department of Education Library via MarleneBreitenbach.] This video is 22 minutes long and discusses the experiencesof three students who have been affected differently by autism.A Chance To Be Me will help students understand the difficulties studentswith autism can face. The video will also illustrate to peers how they canget to know someone with autism.After watching the video, students may have comments and questionsabout the video which will help generate class discussion.Possible Discussion Questions:P How you would describe a person with autism?P How do you feel when you see someone behaving differently?P How can individuals with autism be included in class activities?P What are some lessons you learned from the video? How do theselessons apply to other situations in your life?P What could be done to help educate the school community aboutautism?[Based on questions developed by the Autism Society of Ontario.]Educating Children about Autism in an Inclusive Classroom30
Lesson Plan
Educating Children about Autism in an Inclusive Classroom 6 P designing a teaching resource that is easy to use and requires limited prepara
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