![]() Students with autism, and really many students in special education, have difficulty learning skills in a broad way. Creating Teaching Materials: Back to School Setting Up Classrooms for Students with AutismĬhoose Materials and Lessons that Promote Generalization.Vocabulary: Make it Engaging AND Age Appropriate.Promoting Engagement Using Age-Appropriate Materials in Middle and High School Special Education Groups.Here are some ideas to help with what can sometimes be a tricky issue. But they obviously also have to meet the developmental level of the students. However, I feel strongly that when you choose materials for instruction, we need to present materials that are age-appropriate. I like Teaching Learners with Multiple Needs’s take on it being age-respectful and it’s a tricky issue. I’ve written a number of posts on this issue in part because it’s something I feel passionate about. Age-Respectful / Developmentally Appropriate Activities By including materials in your lesson plans, you assure that the rest of the staff is using the materials you intend for the activity. In addition, 2 Mistakes to Avoid When Using Commercial Products in Structured Work Systems focuses on how to identify problems with materials and provide possible fixes. 6 Considerations in Choosing and Preparing Materials for Discrete Trials covers this issue. I’ve written several posts that touch on this topic. We need to make sure we choose materials that focus their attention on the parts we want them to focus on. Our students can get really misled by the wrong cues. Make Sure Chosen Materials Teach the Right Skills In the downloadable example for preschool I’ve highlighted the parts that would change. Once you get a lesson plan template in place, you will just need to change the parts from week to week that change, like the individual activities and materials. For instance, your objectives for morning meeting may not change for much of the year, so those would stay the same. So you just have to fill in the parts that change. Once you complete them and refine them, many of the activities’ information stays the same.So, the para knows that she shouldn’t give all the materials to the students if an objective is to practice requesting. This way everyone knows what skills are being targeted within the lesson. They state what the activity is, the materials (so the paras know what to get out) and the objectives.There are 2 primary things I like about them. I’m including a couple examples here so you can download them and modify them as you want. If you don’t have a required template, create one. Your needs in a special education classroom (or even as support staff for students in the general education classroom) are different. It’s OK to advocate for your classroom so you aren’t doing double work. If not, ask the principal if you can use a different format and show her what you would like to use. If so, determine if the format will work for your classroom. ![]() You may work in a school in which the principal requires lesson plans to be turned in. Here are some tips for doing that along with my system for doing it. And yes you can still communicate the information that the staff need to know. But, you can create lesson plans that are manageable. And they probably will be more detailed than those in a general education classroom because you need more information. Can visitors and families to the classroom understand what the lesson objectives are?įor all of these reasons, I would say that we DO need lesson plans in the classroom.Do the paras know the objectives we are trying to teach with the lessons?.Do the paraprofessionals know what the lessons are?.Can the student generalize the skills I taught?.Have I differentiated group activities for all the students to participate?.Are the materials teaching the skill I intended?.There are so many things we have to think about.
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