A recommendation that resonated with me was that as educators, “we choose instructional approaches on the basis of reliable empirical evidence for their effectiveness but that we also be candid about cases in which any given approach fails and search for alternatives” (Kauffman and Pullen, 1996, p.3). As teachers, we are reminded to maintain a growth mindset and to be flexible in our practice. I think this is a perfect example of why we must always be adaptive and use a multi sensory approach.
Visual supports are a fantastic way to support students with ASD in the classroom. I have previously used pictures to provide structure and predictability to routines and activities. The daily schedule had each subject written and then a picture card next to it indicating the subject. I found that a lot of students who didn’t have ASD enjoyed the use of a visual aid because they could quickly glance over and reference key information. Ministry of Education (2007) informs, that in order for visual aids to be successful, they must meet the student’s level of comprehension. Visual supports can vary according to the ability of the student to recognize and understand the connection between the visual and the intended message. I think it would be beneficial to invite students into the process of creating visual symbols that match their understanding. Those who are photo realistic visual thinkers may really enjoy this opportunity to express themselves creatively.
Resources:
Kauffman, J. M., & Pullen, P. L. (1996). Eight Myths about Special Education. Focus on Exceptional Children , 28(5), 1–12. Retrieved from: https://mycourselink.lakeheadu.ca/d2l/le/content/62054/viewContent/750791/View
Ministry of Education (2007). Effective Educational Practices For Students With Autism Spectrum Disorders: a resource guide.
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