School training module three,cognition and learning in autis
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The document outlines 21 training modules on autism spectrum disorders for educators. It discusses the wide range of cognitive abilities in autism from intellectual disability to gifted. Key strategies for teaching students with autism include using visual aids like objects, pictures and words; teaching skills in each environment; and allowing extra time for processing information.
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Cognition and Learning in Autism
The document outlines 21 training modules on autism spectrum disorders. Module 3 focuses on cognition and learning in autism, noting there is a wide range of cognitive ability from intellectual disability to gifted. It provides strategies for teaching students with autism such as using visuals like objects, pictures and words to help with learning as visuals mean more than verbal instructions alone. The key idea is that students with autism can learn, and teachers must find the best methods for teaching each student.
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This document outlines training modules on autism spectrum disorders provided by the Regional Autism Advisory Council of Southwest Ohio. It covers topics like defining autism, characteristics, cognition, learning, classroom environment, reinforcement, sensory differences, communication, behavior, social skills, functional behavior assessment, adolescence issues, and more. Key points are that communication can be difficult for those with ASD and may involve nonverbal methods, repetition, or challenges with understanding language and making choices. Visual supports are recommended to help with communication.
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- Visual learners learn from pictures and diagrams, verbal learners from written and spoken explanations.
- Sequential learners benefit from logical, step-by-step presentations, while global learners grasp concepts and the bigger picture.
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This document provides tips for teaching large groups of students. It advises teachers to introduce themselves with an engaging activity to grab students' attention. Teachers should observe their class to understand each group's characteristics and tailor their lessons accordingly. Rules should be set firmly but kindly. Lessons plans need to consider each group's dynamics and overcome potential obstacles. Effective strategies for large groups include using posters, call-and-response, videos, group work, relating new topics to old, and interactive songs and movements.
Classroom management
Mrs. Sepulveda had issues with disruptive students talking and playing with objects during class discussions. Possible solutions include establishing a deep relationship with students so they respect the teacher, doing creative activities in class like using objects students brought from home to engage them, and creating group cohesion through activities that involve everyone. The teacher should get to know students on a human level to understand their behaviors and feelings.
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This lesson plan is for teaching the book "First Day Jitters" by Julie Danneberg during the first week of school. It involves discussing feelings about the first day, reading the story of a nervous boy and girl, and doing comprehension activities. Students brainstorm what they like about school and make a list. Vocabulary words from the story are provided on word wall strips. The lesson encourages connecting to characters' feelings, questioning strategies, visualizing, comparing teacher and student preparations, and writing advice about overcoming first day nerves.
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The document discusses lesson planning and its key components. It defines a lesson plan as a teacher's guide for teaching a single lesson that includes the goal or objective of what students will learn, the method for teaching the goal, and how to measure if the goal was achieved. An effective lesson plan has clear and specific objectives stated in terms of what students will be able to do. It also discusses preparing for a lesson by reviewing course objectives, selecting content, and outlining the lesson.
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The document discusses different types of learners and how to help each type:
- Active learners benefit from group work, discussion, and hands-on activities. Reflective learners prefer working alone and reviewing material.
- Sensing learners like facts and practical applications, while intuitive learners prefer theory, possibilities, and innovation.
- Visual learners learn from pictures and diagrams, verbal learners from written and spoken explanations.
- Sequential learners benefit from logical, step-by-step presentations, while global learners grasp concepts and the bigger picture.
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This document provides tips for teaching large groups of students. It advises teachers to introduce themselves with an engaging activity to grab students' attention. Teachers should observe their class to understand each group's characteristics and tailor their lessons accordingly. Rules should be set firmly but kindly. Lessons plans need to consider each group's dynamics and overcome potential obstacles. Effective strategies for large groups include using posters, call-and-response, videos, group work, relating new topics to old, and interactive songs and movements.
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Mrs. Sepulveda had issues with disruptive students talking and playing with objects during class discussions. Possible solutions include establishing a deep relationship with students so they respect the teacher, doing creative activities in class like using objects students brought from home to engage them, and creating group cohesion through activities that involve everyone. The teacher should get to know students on a human level to understand their behaviors and feelings.
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This lesson plan is for teaching the book "First Day Jitters" by Julie Danneberg during the first week of school. It involves discussing feelings about the first day, reading the story of a nervous boy and girl, and doing comprehension activities. Students brainstorm what they like about school and make a list. Vocabulary words from the story are provided on word wall strips. The lesson encourages connecting to characters' feelings, questioning strategies, visualizing, comparing teacher and student preparations, and writing advice about overcoming first day nerves.
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The document discusses lesson planning and its key components. It defines a lesson plan as a teacher's guide for teaching a single lesson that includes the goal or objective of what students will learn, the method for teaching the goal, and how to measure if the goal was achieved. An effective lesson plan has clear and specific objectives stated in terms of what students will be able to do. It also discusses preparing for a lesson by reviewing course objectives, selecting content, and outlining the lesson.
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The document outlines an 11-module training series on autism spectrum disorders for adults. Module 3 discusses cognition and learning in autism, noting a wide range of cognitive ability from intellectual disability to giftedness. It emphasizes that people with autism can learn, and provides strategies to help teach them, such as using visual aids like objects, pictures and written words instead of only hearing instruction. The key idea is that visuals help with learning for those with autism.
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The document outlines an 11-module training series on autism spectrum disorders for adults. The modules cover topics such as defining autism, characteristics, cognition, behavior, communication, leisure skills, adolescence, adulthood, safety, and more. Specific challenges in adolescence and adulthood discussed include potential increases in anxiety and aggression, importance of addressing sexuality issues, using medication appropriately to treat symptoms, ensuring regular medical checkups, daily precautions, and engaging in physical activity.
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This document outlines modules for a training series on autism spectrum disorders for adults. It discusses cognition and learning in autism, noting there is a wide range of cognitive ability from intellectual disability to giftedness. Key strategies for learning in autism include using visual aids like pictures and objects instead of just hearing instruction, breaking tasks into steps, and giving individuals extra time to process information and respond. The overall message is that people with autism can learn, and teachers need to find the best methods that work for each individual.
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School training module twenty one, asperger syndrome social skills
Child care training series module ten updated play
Child care training series module ten updated play
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School training module two,physical characteristics of autis
School training module two,physical characteristics of autis
School training module twenty, asperger syndrome managing and organizing the env
School training module twenty, asperger syndrome managing and organizing the env
School training module twelve,understanding behavior in stud
School training module twelve,understanding behavior in stud
School training module fourteen,functional behavior assessme
School training module fourteen,functional behavior assessme
School training module six, using reinforcement in the classr
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School training module seven,autism and sensory differences
School training module one, autism defined and overview
School training module one, autism defined and overview
School training module nineteen special issues high school tr
School training module nineteen special issues high school tr
School training module four,getting the student ready to lea
School training module four,getting the student ready to lea
School training module five,structuring the classroom enviro
School training module five,structuring the classroom enviro
School training module fifteen working together as a team
School training module fifteen working together as a team
School training module eighteen, safety and autism
School training module eighteen, safety and autism
School training module three,cognition and learning in autis
- 1. The Basics of Autism Spectrum Disorders Training Series Regional Autism Advisory Council of Southwest Ohio (RAAC-SWO) RAAC Training Committee 2011
- 2. Training Series Modules Module One: Autism Defined, Autism Prevalence and Primary Characteristics Module Two: Physical Characteristics of Autism Module Three: Cognition and Learning in Autism Module Four: Getting the Student Ready to Learn Module Five: Structuring the Classroom Environment Module Six: Using Reinforcement in the Classroom
- 3. Training Series Modules Module Seven: Autism and Sensory Differences Module Eight: Sensory in the Classroom Module Nine: Communication and Autism Module Ten: Communication in the Classroom Module Eleven: Behavior Challenges and Autism Module Twelve: Understanding Behavior in Students with Autism
- 4. Training Series Modules Module Thirteen: Social Skills in the School Environment Module Fourteen: Functional Behavior Assessment Module Fifteen: Working Together as a Team Module Sixteen: Autism and Leisure Skills to Teach Module Seventeen: Special Issues of Adolescence Module Eighteen: Safety and Autism Module Nineteen: Special Issues: High School, Transition, and Job Readiness
- 5. Training Series Modules Module Twenty: Asperger Syndrome: Managing and Organizing the Environment Module Twenty-One: Asperger Syndrome: Addressing Social Skills
- 6. Cognition and Learning in Autism There is a wide range of cognitive ability. Intellectual Disability Gifted
- 7. Big Idea Students with autism can learn. It is up to us to figure out the best way to teach them.
- 8. Strategies for Learning Differences Many students with autism understand better by seeing than hearing something. When possible, use a picture or written words. Actual objects mean more than photographs or line drawings for some. They may have great memory for numbers, facts, directions, but they may have a hard time retelling events. Use pictures or reminders to help remember past events.
- 9. Strategies for Learning Differences Skills learned in one place may not be used in a new place. May have to teach the skill in each place it is used. The student may not learn by watching others. We may have to teach them by going through each step. A list of steps can be helpful for some tasks.
- 10. Strategies for Learning Differences It might take longer for them to think through what was said before they are able to respond. Give them time. They might not even see why they should respond. Prompt them to respond. Some days it may be harder to concentrate or the student may be more stressed making it harder to think and learn.
- 11. Big Idea Visuals help with learning. This can be objects, pictures, or written words.
Editor's Notes
- Visual schedule
- You-tube medical issues for Autistic people.