Students with disabilities leave school and go on to opportunities that include competitive employment. Unfortunately the vast majority of students with intellectual disabilities are unemployed (Institute for Community Inclusion, 2012). Recent directives from the federal government suggests that states are not doing enough to prepare students with intellectual disabilities to gain employment after leaving high school.
All of a sudden. . .POOF. . .it seems like everyone has a tablet. Using iPads (smart phones and other devices) have become a “big deal” for individuals on the autism spectrum – but there must be more than Angry Birds or Candy Crush. This webinar focused on 5 key skill areas that apps can help preschoolers, school age and adults participate in life activities working toward achieving more independence.
Dr. Clarissa Willis offered strategies for teachers to assist their early learners with social interaction difficulties, communication challenges, and developing routines. Participants of the webinar then had the opportunity to identify how these strategies could be implemented in their own setting.
Autism spectrum disorder can be diagnosed in people of all ages, not just children. When it comes to identifying students at risk, educators are on the frontlines. Don’t let kids with subtle signs slip through the cracks.
The DSM-5 or Diagnostic and Statistical Manual of Mental Disorders (Fifth Edition) is a manual published by the American Psychiatric Association which standardizes psychiatric diagnostic categories and criteria. Dr. Barry addressed changes from the DSM-IV, its limitations, and Social-Communication Disorder as it relates to ASD.
The importance of the direct involvement of parents in the education of children with autism spectrum disorders (ASD) has been widely recognized. Project ImPACT is an evidenced-based parent-training curriculum that has been used to improve children with ASD’s social communication skills.
How can educators, practitioners and parents best use technology in natural environments to include children in grades preK-5 with developmental and learning differences? In this webinar, Tamara Kaldor M.S. shared strategies for using technology to support children in grades preK-5 affected by autism spectrum disorders (ASD), sensory processing disorders (SPD), communication disorders, learning disabilities, and other developmental differences.
Dr. Joel Arick, Director of the Oregon Program Autism Training Sites and Supports Project, showed attendees how the OrPATS Project (funded by the Oregon Department of Education) has developed a model to serve students and support staff.
Video Modeling is a mode of teaching that uses video recordings or live video to provide a visual model of instructions on how to carry out a behavior or skill. This practice meets evidenced-based practice (EBP) criteria and may be useful anywhere a student has access to video display equipment.
Jen Townsend, an educational consultant, shared how she uses video with some time-saving tools to provide effective feedback, professional development, and much more to educators who want to maximize their practices to enhance learning for students with autism spectrum disorder and social learning differences.