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Inclusive lesson plan: Autism Spectrum and Asperger Syndrome.docx

  2. Jack’s Condition He is Jack, he was diagnosed with autism spectrum disorder (ASD). He has usually difficulty with social interaction, unusual interest in objects, and difficulty with changes in routine, he is just too shy. She is Sarah, she was diagnosed with Asperger Syndrome, she has trouble understanding social cues and conversational language styles, an inflexible adherence to a routine or ritual, repetition of movements or words and phrases, difficulties with fine-motor skills and sensory integration, a persistent preoccupation with objects. Sarah’s Condition STUDENTS WITH DISABILITIES Jack’s Background Sarah’s Background How does Asperger Syndrome affect a child? -Exhibit poor social interactions -Odd speech -Have difficulty with paying attention. What are the classroom challenges? -Understanding and managing behavior -Socio-structural barriers (i.e., school policy, lack of training and resources) -Creating an inclusive environment (i.e., lack of understanding from other teachers, students, and parents). -Try to build relationships with peers and motivationally. What does Asperger Syndrome look like? -Problems relating to other children or adults -Their attention is fixed on a specific topic -Shows little facial expressiveness -Repetitive language -Trouble reading or writing -Strange body movements What is Asperger Syndrome? “It is a chronic neurodevelop mental disorder of social interaction, communicatio n, and a restricted range of behaviors or interests”. (Woodbury- Smith, 2009) What is autism spectrum disorder (ASD)? “It is a neurodevelopm ental disorder characterized by deficits in social communication and the presence of restricted interests and repetitive behaviors”. (Baio J, 2014) What does ASD look like? -Repetitive body movements (hand flapping) -Obsessive attachment to visual objects (photographs, pictures, lights, etc). -Normal or higher IQ. -Good memory What are the classroom challenges? -Include social interactions -Deal with disordered environments. -Intense sensory stimulation. -Changes in expected routines. How does ASD affect a child? - Affects a child’s nervous system and growth and development. -They often have problems communicating. -Social situations with other children are difficult. -Have difficulty with paying attention. -Need support to see the big picture.
  3. Lesson Plan adapted to students with Autism spectrum and Asperger syndrome 1.- Information Data Teachers: Lic. Jefferson Villalba Area: English Grade: 9th grade Class: “D” Book: English student book Level A1.2 Unit 1: My family and me Lesson: What´s your family like? 2.- Specific Information Main aim: To describe the family members through auditory, visual and kinesthetic materials. Skills Content Methodological Strategies Resources Evaluating Time Listening Writing Speaking Observation Comparison Reasoning Acting Conceptual -Identifying family members. -Describing family members. Procedural -Learn vocabulary trough pictures, flash cards. -Listen, act and sing a song -Reflect on grammar. -Matching. -Drawing -Listening descriptions -Complete descriptions. Attitudinal -Responsibility -Respect -Tolerance -Solidarity - Multiculturalism Warm up -Teacher shows some pictures about the main members of the family. -Teacher repeats and make students repeat making the relationship between vocabulary and meaning. -Teacher and students observe and listen a song about members of the family. Song: “The family” -Teacher and students act out the song. -Teacher and students sing the song. Review -Teacher presents the students' flashcards with family members, the students should point out who they live with at home. - Now each student should take a flashcard and show it to their classmates all members of the family they live with. For instance: She is my mother. -Audio CD -Student´s book English A1.2 -Teacher´s family member’s flashcards. -Photographs -Video DVD -Drawings - Students are able to recognize the family members. E.g. dad, mom, etc. -Students are able to describe their family members. E.g. My dad is happy 10’ 5’
  4. Pre-teaching Task 1 -Students are asked to work in groups. -Teacher shows flashcards with the state of mind of each one of their relatives and they are asked to make a dramatization and description according to what they see in the flashcards. For example: My father is happy -At the beginning of the activity, teacher should present a clear model of what students are supposed to do. -Students can make the relationship with the gestures learned from the song. While-teaching Task 1 -Teacher presents her/his family members once again through a brief description. -Teacher must read clearly, making a relationship about what they have previous learned. For instance: This is my mom, her name is Nancy, she is always happy and she loves to dance. -Teacher makes use of mimics, facial expressions, movements while reading. -Teacher can bring into the class some instruments like: photographs, a pair of glasses, wigs or clothes to dramatize while presenting the members of the family. 5’ 5’
  5. Task 2 -Teacher asks students to recognize which family members are listed according to the family flashcards by looking at their relation to them. For example: “Who is he/she?” he is my……; she is my……. -Students should be able to give you basic answers, like: mother, father, brother and sister, etc. -Teacher provides students with some flash cards and asks them, “Who is he/she?” - Students should be able to give you the whole answer, “she is my sister” -Students are giving the opportunity to practice the form without knowing the structure. -Teacher then writes the form and let students reflect on it in general terms. “He is my dad “ “She is my mom” -he for him - is (verb) -she for her -my (pp) Task 3 - Review the key words and expressions from the lesson. -Teacher provides each student with work sheets. -Worksheets are different for students with disabilities. -Teacher asks students with autism and Asperger to match the word to the correct family member picture. -Teacher asks to reorder and match the correct word to the correct picture. -Teacher monitors the correct development of the activity. 5 5’
  6. -Once the activity is complete, teacher can review the key expressions from the lesson. For example, ask students ‘Who is she/he?’, and students can answer ‘he/she is my brother,’ etc. -To students with special needs, teacher has to show the picture and pointing out it in order they recognize clearly. Post-teaching Task 1 -Teacher shows his/her drawing about members of her/his family. -Students are asked to draw one of their members of the family. -Teacher monitors the activity all the time. -Teacher can make use of relaxing music to create a good environment to work. Task 2 -Students are asked to make a little description about the member of the family they drew using the expressions and the vocabulary they have learned.  My mom is sad  My dad is happy. -Teacher monitors the activity all the time. Task 3 -Students are asked to act out what they have written in the previous task. -Students reflect about what they have learned. -Students can use the gestures they have learned through the lesson. 5´ 5¨ 3.ADAPTED CURRICULUM Students with Special Needs Specification of the adapted material to be applied Teachers who work with students with special needs learn how to identify disabilities in order to design personalized plans based on assessment results and empirical data. Thus, they should It is advisable to use mainly visual materials and music, as well as short tasks. In the case of assessment, teachers should only focus on those skills students have developed. Classroom strategies to be implemented include: listing objectives and goals per lesson; differentiating instruction by tiers or learning styles / multiple
  7. modify the objectives and indicators in accordance with those results, and adapt the corresponding activities. intelligences; presenting information in multiple formats; using review games to make learning fun. CLIL Components  Content, communication, cognition and culture. Transversal Axes Intercultural awareness, tolerance, respect, multiculturalism, responsibility, solidarity, etc. DONE BY: REVISED BY: APPROVED BY: Teacher: Teacher: Teacher: Signature: Signature: Signature: Date: Date: Date: ANNEXES
  8. BIBLIOGRAPHY - Baio J, W. L. (2014). Prevalence of autism spectrum disorder among children aged 8 years — autism and developmental disabilities monitoring network . United States: MMWR Surveill Summ. - Woodbury-Smith, M. R. (2009). Asperger syndrome. London: European Child & Adolescent Psychiatry. - ICBF: Orientaciones pedagógicas para la atención y la promoción de la inclusión de niños y niñas menores de seis años con Discapacidad Motora. Bogotá. Colombia, s.n., 2008. - NARVARTE M.: Soluciones pedagógicas para el TDH. España, Lexus. 2008. - UNESCO: Guidelines for Inclusion: Ensuring Access to Education for All, s.l., 2005. - Myles, B. S., Hagiwara, R., Dunn, W., Rinner, L., Reese, M., Huggins, A., et al. (2004). Sensory issues in children with Asperger Syndrome and autism. Education and Training in Developmental Disabilities, 39, 283−290. - Griswold, D. E., Barnhill, G. P., Myles, B. S., Hagiwara, T., & Simpson, R. L. (2002). Asperger Syndrome and academic achievement. Focus on Autism and Other Developmental Disabilities, 17, 94−102.