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Supporting Emma: ASD Accommodations

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Supporting Emma: ASD Accommodations

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ASD accommodations in the classroom

Created by

Kelli Petrone
Kelli Petrone
United States

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Supporting Emma: ASD Accommodations
 

Supporting Emma: ASD AccommodationsOnline version

ASD accommodations in the classroom

by Kelli Petrone
1

As was stated, Emma appears distressed by the changes and refuses to participate. What would you do next to help Emma manage her anxiety and engage with the new activity?

2

Seeing that Emma is becoming more distressed, what will you do next?

3

Later in the day, the class moves on to a collaborative project where students need to brainstorm ideas together and share them in front of the class. Emma seems reluctant to participate in the discussion, as she often struggles with verbal communication and expressing her thoughts to the group. How will you support her during this activity?

4

Collaborative Project - Outcome B: You offer Emma the option of using visual aids or a communication device to present her ideas. Emma chooses to use a communication device, which allows her to share her thoughts with the class without the pressure of speaking aloud. With this support, Emma feels more comfortable and participates in the activity, gaining confidence in expressing herself to her peers. How did providing a communication device or visual aids help Emma participate in the presentatio

5

Reflection and Conclusion: Students with autism often face challenges with changes in routine, social interaction, and communication. Encouraging them to 'try harder' or ignoring their anxiety can increase distress and lead to disengagement. Instead, what strategies can help students with autism feel more comfortable and confident in the classroom?

 
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