Name: Cynthia Ramos PLC Disability ___Autism_______

PLC Group Members ____Dawn Nowlin, Sarah Steffen_____________________

Please closely follow: (1) rubric; and (2) “Preparing for PLC” document to ensure full credit.

SOCIAL INTERACTION SUPPORTS (highlighted in pink)

Ask yourself, “What can I, as a classroom teacher, do to support children with this disability in their social interactions with
peers and adults?”

Ideas from YOUR source(s) Ideas from Dr. Sanders’ source(s)

Counseling The use of visual communication supports such as the

picture Exchange Communication Systems

Faculty Mentor A peer or teacher modeled the use of the graphic symbol
and verbal language to request entrance into playrooms

Peer Mentors Creating communicative opportunities

Social Skills Groups Work with parent to help prepare the student

social stories

preferential seating
clearly define the roles of all group members

similar interest grouping

provide opportunities for peer support through small group

activities

have students orally read to each other

break down social interactions into a sequence of steps for the

students

Cooperative Learning Groups

 BEHAVIORAL SUPPORTS (highlighted in blue)

Ask yourself, “What can I, as the teacher, do to effectively support children with this disability in terms of their struggles
with appropriate behavior?”

Ideas from YOUR source(s) Ideas from Dr. Sanders’ source(s)

behavior chart/ rewards systems Specific guidance was provided in order to teach the participant to
engage in the desired behavior

fidgets/ provide items with a variety of tactile qualities Provide natural consequences

provide a “smell book” Minimize adult interactions during the times that the student is off
task.
maintain behaviors Set up alternative “cueing” systems

use a variety of manipulative materials as an ongoing Provide a variety of quick nonverbal cues to help the students get
component of instruction to enable students to generalize focused on the assignment
concepts across materials

model

identify for the students what is currently happening and why

encourage the student to monitor and provide feedback about

social actions of self and others

teach self-calming or relaxation techniques

Allow activity breaks

Use rule cards (picture or text)

Make behavior expectations concrete and visual

 ENVIRONMENTAL SUPPORTS (highlighted in green)

Ask yourself, “How can I arrange and maintain the physical classroom environment to support the needs of children with
this disability?”

Ideas from YOUR source(s) Ideas from Dr. Sanders’ source(s)

Self-Advocacy Trainings Use of environmental arrangement to establish physical proximity

Use of Technology Incorporate gradual fading of adult support

Housing Accommodations (College Level) When writing is necessary allow student to use portable keyboarding
devices

Reader/Scribe Minimize extraneous activity

Provide specialized seating Prepare the student for daily or weekly activities

have more intensive levels of assistance available as required

frequent breaks
encourage the use of technology to complete a task

provide a variety of opportunities and ways for the students to

demonstrate learning

be aware of and prepare the student for anxiety-causing

situations

monitor and respond to signs of teasing or bullying from others

Provide quiet corner/room

 ORGANIZATIONAL SUPPORTS (highlighted in orange)

Ask yourself, “How can I, as the classroom teacher, provide support to students with this disability in terms of organizing
their personal belongings, their workspace, their backpack/locker as well as their papers for this class. Also, how can I
support them in the area of time management? This includes keeping track of assignments and deadlines.”

Ideas from YOUR source(s) Ideas from Dr. Sanders’ source(s)

Note Takers Graphic and Visual Organizers

Posting copies of notes on the computer for students to Mnemonic

access

Audio Recorded Lectures Provide a visual way to monitor what is being competed and what
needs to be completed

Transition Programs Between Grades/Schools

Timers

Provide structure and predictability to routines and activities

within the students day

Develop a visual schedule of activities

Have specific places where materials are stored

Color code materials

Provide an agenda book

Provide checklists
 INSTRUCTIONAL SUPPORTS (highlighted in yellow)
Adaptations, modifications, interventions

Ask yourself, “How can I, as the classroom teacher, plan and implement differentiated lessons in my classroom to most
effectively support the learning of students with this disability?”

LESSON PRESENTATION: “What can I do as I actively teach and implement this lesson to more effectively meet the needs of
students with this disability?”

Ideas from YOUR source(s) Ideas from Dr. Sanders’ source(s)

Academic Coaching Priming before activities

Reduced Course Load Role play, use of hierarchy

Teaching how to take class notes Embedded instruction

Communication book Modeling desired skills

Teach to students’ learning style: Linguistic, Provide specific guidelines for students
logical/mathematics, musical, spatial, bodily/kinesthetic

Help students visualize information

 Make rhythms or sayings to help the students remember a
fact or content

Provide specific beginning and end points over several class

periods

INSTRUCTIONAL SUPPORTS (highlighted in yellow)

Adaptations, modifications, interventions

Ask yourself, “How can I, as the classroom teacher, plan and implement differentiated lessons in my classroom to most
effectively support the learning of students with this disability?”

INSTRUCTIONAL MATERIALS: “What can I do- in terms of the materials I create for this lesson, including visuals, handouts,
smartboard presentations, powerpoints, manipulatives, etc.- to specifically address the learning needs of students with this
disability?”

Ideas from YOUR source(s) Ideas from Dr. Sanders’ source(s)

Visual communication system Highlight important concepts

Provide concrete and specific information and expectations

Increase student participation by keeping students interested

Relate material to the students preoccupations

 Provide student with visual material that allows them to follow
along with the teacher when they are speaking

INSTRUCTIONAL SUPPORTS (highlighted in yellow)

Adaptations, modifications, interventions

Ask yourself, “How can I, as the classroom teacher, plan and implement differentiated lessons in my classroom to most
effectively support the learning of students with this disability?”

INSTRUCTIONAL ASSIGNMENTS: “How can I most effectively create and/or modify assignments- including group work and
independent practice- that will meet the learning needs of students with this disability?”

Ideas from YOUR source(s) Ideas from Dr. Sanders’ source(s)

Writing Center Establish alternate modes for completing assignments

Tutoring Reduce requirements for written output

extra time on assignments Allow alternatives to written assignments

 homework modifications

INSTRUCTIONAL SUPPORTS (highlighted in yellow)

Adaptations, modifications, interventions

Ask yourself, “How can I, as the classroom teacher, plan and implement differentiated lessons in my classroom to most
effectively support the learning of students with this disability?”

ASSESSMENT/EVALUATION: “How can I most effectively create and/or modify assessments that will meet the learning needs of
students with this disability while accurately assessing mastery of the lesson objectives?”

Ideas from YOUR source(s) Ideas from Dr. Sanders’ source(s)

Extra Time on Tests

 Take tests at disability center

Accardo, Amy. "Accommodations and Support Services Preferred by College Students With Autism
Spectrum Disorder." National Autistic Society, vol. 1, no. 10, 2018, pp. 2-10.

“Accommodations and Supports for School-Age Students with ASD.” Center for Autism Research, The Children's Hospital of
Philadelphia, 29 June 2016, www.carautismroadmap.org/accommodations-and-supports-for-school-age-students-with-asd/.

Effective Educational Practices for Students with Autism Spectrum Disorders: a Resource Guide. Queens Printer for Ontario, 2007.
Johnston, Susan, et al. “The Use of Visual Supports in Teaching Young Children With Autism Spectrum Disorder to Initiate
Interactions.” Augmentative and Alternative Communication, vol. 19, no. 2, 2003, pp. 86–103.,
doi:10.1080/0743461031000112016.

North Dakota Department of Public, Instruction. Guidelines for Serving Students with Autism Spectrum Disorders in Educational
Settings. North Dakota Department of Public Instruction, North Dakota Department of Public Instruction, 02 Sept. 2014.
EBSCOhost,
login.libproxy.noctrl.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED572825.

Shaw-Hegwer, Mark. “Instructional Management Tips for Teachers of Students With Autism Spectrum Disorder .” Teaching
Exceptional Children, vol. 35, no. 4, 2003, pp. 50–55.