edWeb.net is delighted to announce that Monarch Center for Autism has joined the consortium that sponsors Teaching Students with Autism, a free professional learning community (PLC) where educators can share information to help support the needs of students with autism.
In this edWeb webinar from the Teaching Students with Autism community, the Queen of Visual Strategies Linda Hodgdon, CCC-SLP, shared her five quick tips and tricks for kicking off a successful school year. Lauren Stafford, M.Ed, added a twist with fun interactive technology, making the five supports easier than ever with data to monitor student success.
The pace of development and the sheer number of different types of technology can be overwhelming to many in the education field. Further, deciding how to implement technology can be confusing. But students with Autism Spectrum Disorders have needs that can often be met with technology,and they may benefit even more from these tools than do students with typical cognitive development. In this presentation from the Teaching Students with Autism community, Jeffery Richards, M.Ed. and Chris Karter, M.A. suggested a framework for utilizing technology in the classroom.
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.
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.
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.
Dr. Purcell provided attendees with resources, tools, information, and skills to assist them in understanding and implementing collaborative partnerships that build connections and foster authentic engagement through leading by convening.