自闭症/阿斯伯格综合症

现在

  1. Make note of the student's 行为 in relation to 你的班级 that you believe are impacting/may impact the student's or others' learning. THESE are the focus of your interactions with the student, NOT any suspected disability. Examples – not participating in group work or class, challenges relating to and working with other students, speaking over or interrupting others, discomfort with making or holding eye contact, repetitive 行为 that distract others, challenges understanding non-literal language or non-verbal cues.
  2. Briefly research autism and Asperger's Syndrome if you are unfamiliar with these conditions, to gain a better understanding of how to communicate effectively with persons with autism or Asperger's. A good overview can be found at the DO-IT web页面 on Autism and Asperger's.
  3. Speak with the student in a confidential environment, describing the BEHAVIORS that you are observing. The student may bring an aide or peer mentor for support; if so, be sure to keep the focus of your interaction with the student rather than the support person.
  4. Refrain 从 touching the student unless the student explicitly gives permission. Many persons with autism are extremely sensitive to touch and other sensory input.
  5. DO NOT ask the student if s/he has a disability. 为什么? 看到 权利 and 责任.
  6. 问学生 what challenges s/he is experiencing in the class and what strategies s/he has used successfully in the past, and use these to inform your instructional practice.
  7. 也 discuss any concerns you have that the student has not already raised, based on your observations and your knowledge of your upcoming assignments and curriculum. Then strategize with the student how to address these. You may wish to refer to the 教学策略 创意页面.
  8. 如果学生透露 that s/he has a disability, 感谢他/她的分享 that information with you, and treat the information as confidential.
  9. If the student has an accommodation plan 从 需求方, 复习和讨论 与学生的计划. REMINDER – the plan is based on documentation, including any relevant assessments and medical records, 由dsp审查. You are legally obligated to honor the accommodations in the plan. If you believe that the accommodations fundamentally alter the nature of the course or activity, you have the right to contest them, but you should contact 需求方 to discuss this, 不是学生.
  10. If the student does NOT have an accommodation plan: While you can't directly refer a student to the 需求方办公室 or inquire whether the student currently works with 需求方, you CAN recommend a RANGE of campus services 致学生. Discuss student support services on campus including 在中科院辅导, CAS工作坊, 需求方办公室, 咨询, and other services as appropriate, and offer to refer the student as s/he wishes, using 早期预警.

下一个步骤

  1. Allow increased flexibility for social learning activities: Give all students in 你的班级 frequent choices to work individually, 如果他们愿意的话, and allow flexibility in how students meet participation expectations.
  2. 检查 教学策略 页面 for ideas that seem to be most relevant to your student's situation for help, keeping in mind that individuals with autism or Asperger's vary in their experiences, 行为, 和需要.
  3. Ask colleagues for strategies they have used successfully when dealing with 行为 like those you are observing, but be careful to maintain the student's confidentiality.
  4. Check your instructional materials for ADA, 504, and 508 compliance 使用这个 检查表 and begin retrofitting your materials to meet these federal requirements.
  5. 联系 the 需求方办公室 to request any resources they may have available to support your working with a student with the challenges you are observing. They may have media or print materials specific to your concerns, or they may be able to refer you to a campus colleague who has had success working with similar students.
  6. 如果你有顾虑 regarding the safety of your student, 你的班级, 和/或自己, contact your department chair, 你的院长或主任, or the Vice President for Student Services for guidance.

为未来的

To expand your knowledge base for working with students with disabilities:

  1. 检查 教学策略 页面 for specific strategies.
  2. 探索 Further 教师资源 页面 for links to additional guides, information, and materials to build your skills.
  3. 我的 残疾的意识 图书页面, 电影, 在线视频剪辑, and other materials to provide context to work effectively with these students.

 

Material provided for information purposes only. For legal advice, consult a legal professional.