Supporting Emma: ASD Accommodations

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ASD accommodations in the classroom

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Kelli Petrone

United States

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Supporting Emma: ASD Accommodations


Supporting Emma: ASD AccommodationsVersion en ligne ASD accommodations in the classroom par Kelli Petrone 1 As was stated, Emma appears distressed by the changes and refuses to participate. What would you do next to help Emma manage her anxiety and engage with the new activity? a You offer Emma a quiet space to calm down and provide her with a visual schedule that explains the day’s new structure. b You reassure Emma that the new arrangement is just for today and encourage her to try participating with the group 2 Seeing that Emma is becoming more distressed, what will you do next? a Provide Emma with a sensory tool, such as a stress ball, and offer her a simplified version of the activity that she can work on independently. b Move Emma to a different part of the room, away from the group, and suggest that she try the activity later. 3 Later in the day, the class moves on to a collaborative project where students need to brainstorm ideas together and share them in front of the class. Emma seems reluctant to participate in the discussion, as she often struggles with verbal communication and expressing her thoughts to the group. How will you support her during this activity? a Allow Emma to skip the presentation and contribute her ideas in writing instead. b Offer Emma a choice of using visual aids or a communication device to share her ideas in front of the class. 4 Collaborative Project - Outcome B: You offer Emma the option of using visual aids or a communication device to present her ideas. Emma chooses to use a communication device, which allows her to share her thoughts with the class without the pressure of speaking aloud. With this support, Emma feels more comfortable and participates in the activity, gaining confidence in expressing herself to her peers. How did providing a communication device or visual aids help Emma participate in the presentatio a Visual aids are a distraction and should be avoided in presentations for ASD students. b Providing a communication device or visual aids helps Emma participate without the pressure of speaking aloud; flexible communication options are important to accommodate different comfort levels and strengths. c Communication devices are not necessary; all students should present verbally to build confidence. 5 Reflection and Conclusion: Students with autism often face challenges with changes in routine, social interaction, and communication. Encouraging them to 'try harder' or ignoring their anxiety can increase distress and lead to disengagement. Instead, what strategies can help students with autism feel more comfortable and confident in the classroom? a Limit supports to avoid dependence, and enforce rigid routines without visual aids. b Ignore anxiety and encourage immediate participation without adjustments. c Providing visual schedules, sensory tools, quiet spaces, and flexible communication options to engage at their own pace.

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Supporting Emma: ASD Accommodations

Test

À propos de cette activité

Créé par

Téléchargez la version pour jouer sur papier

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Supporting Emma: ASD AccommodationsVersion en ligne

par Kelli Petrone

As was stated, Emma appears distressed by the changes and refuses to participate. What would you do next to help Emma manage her anxiety and engage with the new activity?

Seeing that Emma is becoming more distressed, what will you do next?