Team Too: Thom Thom Is A First Grade Student In

Team Too: Thom Thom is a first grade student in a general classroom setting, who has been diagnosed with Pervasive Developmental Disorder (PDD) of the Autistic type. Thom is very fascinated with trains, especially Thomas the Tank Engine. He is generally a happy first grader, but gets very stressed in changing situations and situations that he cannot control.

GENERAL CLASSROOM SETTING: In order for a teacher to help Thom gain the most information from each of their lessons, it is important to be aware of the classroom setting that they have created for Thom. In helping a student with PDD enjoy a postive classroom environment, it is important to: use a calm, collected voice, and be aware of the volume of voices surrounding Thom. He does not like loud noises, and hates crowds. Also, post an agenda in the room (in the same spot) every day so that there are no surprises for Thom. This helps the teacher "[avoid] reinforcing the need for sameness and encourages flexibility" (Koening, et al. 2009, p. 8). This helps Thom in that he experiences difficulties when his routine is changed. Ivey, Heflin, and Alberto also emphasize the need for routine and structure for a student like Thom when they state that if changes are going to have to be made to the daily classroom routine, the changes should be "small, systematic changes" (Ivey, Heflin, and Alberto, 2004, p.165). A teacher teaching Thom could also "Display only materials that will be used in the lesson or that are needed for ongoing reference" (Koening, et al. 2009, p.9). This will help Thom to focus on the task at hand. Koening et al. also states that the classroom setting should "avoid clutter that may be created by unnecessary furniture or poorly organized materials" (p.9). This also helps Thom focus on the task at hand. Visual aids are also important for Thom around the classroom. Thom is particularly interested in trains, so having Thomas the Tank Engine posters, or any other locomotive pictures may help Thom to feel comfortable in the classroom. References: Ivey, Heflin, and Alberto. (2004). The use of social stories to promote independent behaviors in novel events for children with PDD-NOS. Focus on Autism and other developmental disabilities, 19 (3), 164-176. Retrieved October 8, 2009, from EBSCO Host database. Koenig, Bleiweiss, Brennan, Cohen, and Siegal (2009).

The ASD nest program.

Teaching Exceptional Children, 42 (1), 6-13.

Retrieved October 8,

2009, from EBSCO Host database.

Finger / Play Dough Writing This activity falls under the Core Strategies as described in the Strategies for Independent Learning in Success for All Learners. Finger / Play Dough requires Active Learning to see if the information has been received and understood. Students, in turn, will learn how to understand and connect the information that is being heard and manipulate the task. The finger / play dough writing helps to teach concentration and rather or not the information that the students were actively listening too has been understood. If students are having difficulties, the teacher is able to see if the student have the correct letter, etc. Students with Pervasive Developmental Disorder (PDD) often learn chunks of information quickly and recall the information for a long time. The finger / play dough activity will help to teach students concentration skills as well as recall the information previously learnt. The main purpose of this activity is to help children in a sensory stage of development use their sense of touch to draw out the letter that they hear. For example, the teacher may ask the students to carefully listen and write out using their finger or play dough the sounds they hear. Students can work individually or in pairs. The teacher can circulate around the room and ask the student what letter they draw and ask them to describe the sound that they heard. Since individuals with PDD and other students in the class maybe visual learners, the finger / play dough writing activity will allow students to visually see the letters they have created. This is useful to determine whether or not they are effectively learning. After listening to the information and apply it to previously processed knowledge. If students are having difficulties, the teacher may need to demonstrate and repeat the information for student to be able to understand. However, the teacher must also keep in mind that children with PDD and other students in the classroom may have sensitivities to the texture, smell and color of the play dough that is being used. This activity can be used with the entire class and not just students who have Pervasive Developmental Disorder. It is important for teachers to keep in mind that they may need to be flexible and be accommodating to each of the student’s learning needs. The activity will give the opportunity to illustrate, in a visual manner, information that the students have listened too and rather or not the student is able to connect the information that was learnt and demonstrate what was learned during the finger / play dough writing activity. Source:

Manitoba Education and Training. (1996). Success for all learners: A handbook on differentiating instruction. Winnipeg, Manitoba: Manitoba Education and Training. Manitoba Education, Citizenship and Youth. (2005) Supporting inclusive schools: A handbook for developing and implementing programming for students with Autism Spectrum Disorder. Winnipeg, Manitoba: Manitoba Education, Citizenship and Youth, School Programs Division

Listen-Think-Pair-Share Developed in 1992 by McTighe and Lyman, this strategy is useful for students who are acquiring new information, formulating opinions, or finding solutions. This strategy allows for students to have a moment of silence, process information, and prepare for sharing with another student. In our example of Listen-Think-Pair-Share, the students will be listening to a story, pausing to think about a question posed by the teacher, pairing up with a classmate, and sharing their prediction, reaction, or opinion. This strategy is unique in that students can have a discussion with a classmate, without the pressure of speaking out to their entire class. It is important for teachers to prepare special needs students (as well as the entire class) for this strategy by practicing often, explaining and modelling step-by-step how this strategy should look and sound. For example, a student with Pervasive Developmental Disorder requires consistency and routines; once a student with Pervasive Developmental Disorder is comfortable with the process of Listen-Think-Pair-Share, they will have obtained a comfort level in knowing what is to come or be expected of them (ex. think of something to share and then have a discussion with a partner). Knowing what is about to come as a result of practice and routines is vital when dealing with students living with any Pervasive Developmental Disorder as change or the unexpected can frighten or upset them. This strategy is also unique for students with Pervasive Developmental Disorder because teachers have the opportunity to pair and share ideas with these students. This allows teachers one-on-one time with special needs students, a chance for discussion, as well as observation and evaluation. During this time, teachers can assess whether the student comprehends information and expresses feelings or opinions on the subject matter. Source: Lyman, F.T., & McTighe, J. (1992). Mind tools for matters of the world. In A.L. Costa, J. Ballenca, & R. Fogarty (Eds), If minds matter: A foreword to the future (pp. 71-90). Palatine, Illinois: IRI/Skylight Training and Publishing.

Picture Cue Frames aka Story Boards This teaching strategy can be found in Chapter 6: Teaching and Learning Strategies of the Success for all Learners document. The purpose of this strategy as stated in Success for all Learners is “to help students select details to remember from a video or oral presentation and to teach students to categorize information.” (Success for all Learners, 1996. p.6.55).

We chose this teaching strategy for Thom because he is not always able to initiate or maintain activities with his classmates. We thought by using this strategy it might help him focus a little better on the task at hand. This task can also be easily adapted to those who are not as strong of writers. You could have students (like Thom) draw pictures instead of writing what happened in the Beginning, Middle, and End of a story. Of course we are assuming that there are classroom management strategies being implemented as well. Materials: utensils

A piece of paper folded into three, colouring supplies, and writing

Procedure: This is how we as a group were going to try and implement this strategy into a lesson. We are going to a story out loud to the class. The class is then going to be asked what happened in the beginning, middle and end of the story. Depending on our abilities (as grade 1 student) we are going to either draw or write what happened in the beginning, middle and end of the story into the three sections of our folded piece of paper. This strategy is not only great for students like Thom but it also helps EAL students who might not be as comfortable with the English language yet or students who are having difficulty writing. Resources Manitoba Education and Training. (1996). Success for all learners: A handbook on differentiating instruction. Winnipeg, Manitoba: Manitoba Education, School Programs Division.

The Talking Circle The Talking Circle is described in chapter 7: Questioning and Discussion Strategies, of the Success For All Learners document. The strategy was developed from First Nations traditions as a way for creating a “safe environment for discussion.” (Success for all Learners, 1996, p.7.5) Steps:

• • •

After the class read aloud, students will form a circle. We will pass a bell around the circle, one by one. The person who is holding the bell has the opportunity to share what they think of the story. • Only the person who is holding the bell is allowed to speak. Participants listen but do not respond to the speaker. • If the “speaker” chooses, they may pass their turn on to the next person. Rationale: We chose to do a Talking Circle at the end of the lesson because Thom is interested in other children, but is not always able to initiate or maintain activities with them. According to chapter 4: Teaching Students with Autism Spectrum Disorder of the Supporting Inclusive Schools document, it is important

to “introduce new tasks in a familiar environment.” (2005, p.4.7) Talking circles help build a safe classroom community where students can feel comfortable sharing, or skip their turn if they are not yet ready. This strategy will help Thom be a part of the classroom discussion and share his thoughts in a non-threatening environment, if he is ready.

Sources: Manitoba Education and Training. (1996). Success for all learners: A handbook on differentiating instruction. Winnipeg, Manitoba: Manitoba Education, Citizenship and Youth, School Programs Division. Manitoba Education, Citizenship and Youth. (2005) Supporting inclusive schools: A handbook for developing and implementing programming for students with Autism Spectrum Disorder. Winnipeg: Manitoba Education, Citizenship and Youth, School Programs Division.

RYAN'S TEACHING STRATEGIES FOR TEACHING TO THOM (PDD): GENERAL CLASSROOM SETTING: In order for a teacher to help Thom gain the most information from each of their lessons, it is important to be aware of the classroom setting that they have created for Thom. In helping a student with PDD enjoy a postive classroom environment, it is important to: - Use a calm, collected voice, and be aware of the volume of voices surrounding Thom. He does not like loud noises, and hates crowds. - Post an agenda in the room (in the same spot) every day so that there are no surprises for Thom. This helps the teacher "[avoid] reinforcing the need for sameness and encourages flexibility" (Koening, et al. 2009, p. 8). This helps Thom in that he experiences difficulties when his routine is changed. - Ivey, Heflin, and Alberto also emphasize the need for routine and structure for a student like Thom when they state that if changes are going to have to be made to the daily classroom routine, the changes should be "small, systematic changes" (Ivey, Heflin, and Alberto, 2004, p.165). - "Display only materials that will be used in the lesson or that are needed for ongoing reference" (Koening, et al. 2009, p.9). This will help Thom to focus on the task at hand. -Koening et al. also states that the classroom setting should "avoid clutter that may be created by unnecessary furniture or poorly organized materials" (p.9). This also helps Thom focus on the task at hand. - Visual aids are also important for Thom around the classroom. Thom is particularly interested in trains, so having Thomas the Tank Engine posters, or

any other locomotive pictures may help Thom to feel comfortable in the classroom. References: Ivey, Heflin, and Alberto. (2004). The use of social stories to promote independent behaviors in novel events for children with PDD-NOS. Focus on Autism and other developmental disabilities, 19 (3), 164-176. Retrieved October 8, 2009, from EBSCO Host database. Koenig, Bleiweiss, Brennan, Cohen, and Siegal (2009). The ASD nest program. Teaching Exceptional Children, 42 (1), 6-13. Retrieved October 8, 2009, from EBSCO Host database.

Annotated References:

Ivey, Heflin, and Alberto. (2004). The use of social stories to promote independent behaviors in novel events for children with PDD-NOS. Focus on Autism and other developmental disabilities, 19 (3), 164-176. Retrieved October 8, 2009, from EBSCO Host database. This document was written in 2004 and is valuable to all teachers in that it speaks about actual classroom strategies that are applicable to teachers. It is also useful in that it explains strategies that will help nonPDD learners benefit from modified lessons. Koenig, Bleiweiss, Brennan, Cohen, and Siegal (2009). The ASD nest program. Teaching Exceptional Children, 42 (1), 6-13. Retrieved October 8, 2009,from EBSCO Host database. This was a really great document that outlines strategies teachers can use to minimize distractions in their classrooms. It focuses on creating a classroom environment that aids PDD learners by minimize needless stimuli and only displaying materials that are applicable to each lesson. This document was recently published, and comes from the journal "Teaching Exceptional Children." The "Teaching Exceptional Children" journal is full of strategies to help learners of all different backgrounds succeed in the classroom.

Lyman, F.T., & McTighe, J. (1992). Mind tools for matters of the world. In A.L. Costa, J. Ballenca, & R. Fogarty (Eds), If minds matter: A foreword to the future (pp. 71-90). Palatine, Illinois: IRI/Skylight Training and publishing. A collection of essays on education of the future. Contains ideas that spark or develop values and beliefs of lifelong learning. Lyman and

McTighe suggest Listen-Think-Pair-Share as a method for students to become self-directed, independent learners.

Manitoba Education, Citizenship and Youth. (2005) Supporting inclusive schools: A handbook for developing and implementing programming for students with Autism Spectrum Disorder. Winnipeg: Manitoba Education, Citizenship and Youth, School Programs Division. This is a document created by Manitoba Education, Citizenship and Youth in 2005 as a support document for educators working with students with Autism Spectrum Disorder. The document help school teams (teachers, resource teachers, educational assisstants, and parents) plan and program for students with Autism. Manitoba Education and Training. (1996). Success for all learners: A handbook on differentiating instruction. Winnipeg, Manitoba: Manitoba Education, School Programs Division. This document was developed by Manitoba Educators in 1996 to create a handbook on differentiating instruction for students from kindergarten to senior 4. As Manitoba classrooms become ever more diverse so should their lesson planning. This document provides ideas throughout all 11 chapters, focusing on the reality of change, planning for diversity, classroom climate and culture, different ways of learning, flexible grouping, teaching and learning strategies, questioning and discussion strategies, student learning projects, the world as a classroom, technology and multimedia, and assessment. These focus areas will help us as teachers better plan for our diverse classrooms.