Please join me in welcoming Autism Hangout's Newest Reporter, Cindy Golden.
[img] http://www.autismhangout.com/userfiles/image/CindyGolden.jpg[/img]
Cindy is a Special Education Supervisor in a public school system where she supervises Autism and Emotional/Behavioral Disorders programs. She is also excited to offer her experiences in how best to reach and teach students with Autism.
In this FIRST report of her ONGOING FEATURE PROGRAM SERIES, Cindy presents 5 key things to keep in mind...
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Structuring Environments for Students with Autism
Cindy Golden, OMAC Consulting
www.omacconsulting.blogspot.com
Students with autism require structure. Based on the DSM-IV (Diagnostic Statistical Manual) criteria, students with autism require several things in order to be successful in a classroom environment. They require:
* Physical Structure
* Behavioral Consistency
* Visual Organization
* Visual Supports
* Concrete Teaching Expectations
* Way to Understand Social Environment
* Clear, Simple Communication
Let me give you 5 key things to keep in mind as you begin to structure an environment for students with autism. Each of these is based not only on the diagnostic criteria but also current researched best practice.
1. Visual Supports are vital. Even though the students may be verbal, they also require visuals in order to make sense of the environmental expectations. These visuals may be in the form of photos, picture symbols or words. Supports may be needed as explanations of events, of academic tasks, of behavioral requirement or just as reminders.
(example: place a visual picture/symbol/photo next to the posted behavioral expectations of the classroom. This will enhance understanding)
2. The environment should be set up so that it makes sense to the students. Students on the spectrum do not understand the environment as do typical students. So make sure the layout of the setting helps to give the students clues to the expectations of the setting.
(example: create a work area, leisure area, group area, etc. Include visuals of the expectations in each of the areas)
3. Structure the environmental setting to encourage independence. Do not do tasks for the students that they can do for themselves. Structure the environment to the point that the students are independent then lessen the structure as they obtain mastery.
(example: label classroom materials so that the students can access the materials independently)
4. Minimize visual clutter. Stand at the door of the room and look around. Does the room appear cluttered? The room should appear uncluttered and visually organized. Lessen the decoration in the classroom and make better use of visuals primarily for the purpose of teaching.
(example: use solid color fabric to cover up visual clutter on bookcases.)
5. Encourage communication of some kind. Even though the student is nonverbal, encourage the use of sign language, picture symbol exchange or even an augmentative communication device. Whatever the form of communication, it should be used in all settings so to promote generalization and independence.
(example: use a picture symbol wallet with students for requesting needs or desires)
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Cindy would be delighted to discuss her experiences! Please leave any thoughts, comments or questions in this thread.
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Here's Cindy's bio:
Cindy Golden is a Special Education Supervisor in a public school system where she supervises Autism and Emotional/Behavioral Disorders programs. She has held multiple positions during her 26 years in special education. She spent 13 years serving in the classroom setting where she was twice elected Teacher of the Year. She has also been a Psychologist at various K-12 schools. In addition, she has served several years as the Psychologist in a psychoeducational center that served students with severe emotional and behavioral disabilities in addition to Intellectual Disabilities and Autism Spectrum Disorders. Cindy graduated from Georgia State University with Masters and Educational Specialist degrees in School Psychology. Her undergraduate degree is in Special Education. Cindy is currently working on her Doctorate and was recently chosen as Doctoral Student of the Year. She is the author of a popular blog: www.omacconsulting.blogspot.com, which focuses on the education and parenting of students with autism. Cindy is a frequent speaker at state and international education conferences, she has published articles with online educational magazines, and she is currently completing a book on autism.
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Read more about Cindy in her blog at: www.omacconsulting.blogspot.com
And while you're there, don't forget to sign up for her giveaway in honor of Autism Awareness Month!!
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Autism Hangout is THRILLED to have Cindy join our amazing staff of "real people" (as in "living with autism") reporters.
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