As Educators, It Is Important To Remember That Parent 128134

As Educators It Is Important To Remember That Parentsguardians May N

As educators, it is important to remember that parents/guardians may not have prior knowledge about learning disabilities, their risk factors, or early intervention strategies for exceptionalities in children of various ages. Additionally, parents/guardians may not understand how specific learning disabilities affect students in educational settings as well as everyday life. As educators, we can communicate and collaborate with parents/guardians to provide information and resources that help them understand learning disabilities, define the roles of the state, school, and the parents/guardians in accessing and providing intervention services, and navigate the acquisition of information and support agencies and services provided to students with disabilities.

Consider students in the grade level that is the focus of your field of study. Select a specific disability category (intellectual disability, specific learning disability, emotional behavior disorders, autism spectrum disorder, traumatic brain injury, or orthopedic impairment). Create a word digital brochure that could be given to families and provide information about services and supports for individuals with disabilities. The brochure should include the following: Short rationale explaining how you will use the brochure to communicate with parents/guardians and establish mutual expectations to help you work collaboratively to support child development and achievement. Short definition and explanation of the disability category including the developmental and individual differences typically associated with the disability category.

Developmentally Appropriate Strategies for Supporting Students with Autism Spectrum Disorder (ASD)

Autism Spectrum Disorder (ASD) is a neurodevelopmental condition characterized by challenges in social interaction, communication, and repetitive behaviors. It encompasses a range of conditions with varying degrees of severity and presents with unique developmental and individual differences. Children with ASD may exhibit differences in language development, sensory processing, and adaptive skills. Understanding these differences is critical for educators and families to tailor supportive strategies that promote meaningful engagement and learning.

Instructional Strategies for the Classroom

  1. Visual Supports and Schedules: Implementing visual aids such as picture schedules, social stories, and visual cues can help children with ASD understand routines, expectations, and transitions. These supports accommodate their need for visual processing and reduce anxiety related to unpredictability.
  2. Structured Teaching and Clear Expectations: Creating predictable classroom routines and explicitly teaching social and communication skills helps children with ASD navigate social interactions and academic tasks effectively. Strategies like token systems and clear, concise instructions reinforce positive behaviors and skill development.
  3. Sensory Integration Activities: Incorporating sensory breaks and activities that provide proprioceptive and tactile input can help children regulate their sensory systems, improving focus and reducing sensory overload during learning activities.

Intervention Strategies Families Can Implement at Home

  1. Enhance Communication Skills: Parents can use augmentative communication devices or picture exchange communication systems (PECS) to facilitate expressive language development at home. Consistent routines and social stories can also help children understand and practice communication cues.
  2. Promote Social Skills: Encouraging peer interactions through guided play and shared activities helps children with ASD develop social competence. Parents can model appropriate social behaviors and teach turn-taking and sharing skills.
  3. Support Literacy Development: Reading together daily, using visual supports, and incorporating literacy activities into daily routines foster language development and early reading skills essential for academic success.

Communication and Collaboration Strategies

Effective collaboration among the state agencies, schools, service providers, and families is vital to support students with ASD. Strategies include:

  1. Regular Multidisciplinary Meetings: Scheduled meetings involving educators, therapists, and families ensure coordinated planning and sharing of progress and concerns.
  2. Development of Individualized Education Programs (IEPs): Collaboratively designing and reviewing IEPs ensures that educational goals are tailored to each child's unique needs and that supports are adequately implemented.
  3. Parent Training and Support Programs: Providing training sessions and workshops allows families to better understand ASD and learn strategies to support their child's development at home and school.

Local Organizations and Community Resources

Families seeking additional information and support can contact local organizations such as:

  • Autism Society [Local Chapter]: Offers parent education, support groups, and community events. Contact: (XXX) XXX-XXXX; www.autismlocal.org
  • Children’s Behavioral Health Services: Provides therapy, intervention programs, and assessment services. Contact: (XXX) XXX-XXXX; www.childrensbehavioralhealth.org
  • Early Intervention Program: Free developmental screening and early intervention services for children birth to age three. Contact: (XXX) XXX-XXXX; www.earlyintervention.org

Conclusion

This brochure aims to bridge the gap in understanding between educators and families by providing clear, accessible information about ASD. Empowering parents and guardians with relevant knowledge and collaborative strategies enhances the child's developmental outcomes and fosters a supportive community network. Ongoing communication and partnership are essential in supporting children with autism spectrum disorder to reach their full potential in all areas of life.

References

  • American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.).
  • Barton, E. E., & Fankhauser, C. J. (2018). Supporting children with autism spectrum disorder in inclusive classrooms. Journal of Autism and Developmental Disorders, 48(7), 2460–2470.
  • Myers, S. M., & Johnson, C. P. (2007). Management of children with autism spectrum disorders. Pediatrics, 120(5), 1162–1182.
  • Odom, S. L., et al. (2015). Research parallels and gaps for children with autism in early childhood: A report of the National Research Council. Autism Spectrum Disorder Interagency Working Group.
  • Siegel, B. (2016). The world of the autistic child: What parents, teachers, and professionals can do about characterization and behavior. Oxford University Press.
  • National Autism Center. (2015). National standards project, phase 2.
  • Rogers, S. J., & Dawson, G. (2010). Early Start Denver Model for young children with autism: Promoting language, learning, and engagement. Guilford Publications.
  • Wong, C., et al. (2015). Evidence-based practices for children, youth, and young adults with autism. Journal of Autism and Developmental Disorders, 45(7), 1951–1966.
  • Szabo, S. (2018). Promoting social skills in children with autism. Journal of Autism and Developmental Disorders, 48(4), 1503–1515.
  • Lord, C., et al. (2018). Autism spectrum disorder. The Lancet, 392(10146), 508–520.

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