Guide-to-secondary-school-teachers

Understanding Autism:

A Guide for Secondary School Teachers

Understanding Autism: A Guide for Secondary School Teachers provides teachers with strategies for supporting their middle and high school students with autism. We produced it in collaboration with Fairfax County (VA) Public Schools and with financial support from the American Legion Child Welfare Foundation and the Doug Flutie Jr. Foundation for Autism

Download the PDF Guide

Segment One: Characteristics (18m:34s)

At the end of this segment, viewers will be able to:

  1. Describe how autism impacts learners
  2. Indicate how the characteristics of autism impacts individuals in a school setting
  3. Understand that autism manifests itself differently in individual learners

Segment Two: Integrating Supports in the Classroom (15m:28s)

At the end of this segment, viewers will be able to:

  1. Match interventions to learner strengths, skills, and interests
  2. Describe how priming can be used in a classroom setting
  3. Discuss the types of academic supports that a learner might need to be successful in a general education setting
  4. Create a home base for a student with autism
  5. Provide examples of visual supports to enhance the skills acquisition of learners with autism
  6. Integrate reinforcement into the daily schedule of the student with autism

 

Segment Three: Practices for Challenging Behavior (17m:47s)

At the end of this segment, viewers will be able to:

  1. Understand that meltdown behavior is not purposeful for the learner on the spectrum
  2. Describe the stages of a meltdown
  3. Discuss interventions that can be used at each of the stages of a meltdown

 

Segment Four: Effective Use of Teacher Supports (12m:00s)

At the end of this segment, viewers will be able to:

  1. Describe how to use information from the IEP to develop an implementation plan for the learner with autism in the general education classroom
  2. Identify the multiple ways that general and special educators can work together to support a learner with autism in the general education classroom
  3. Discuss guidelines for supporting a paraprofessional in working with the learner with autism in the general education classroom