good social questions for children with special needs

GOOD SOCIAL QUESTIONS FOR CHILDREN WITH SPECIAL NEEDS SERIES

Even if the task (in this case, its inclusion) is completed, it may not be done well. It diminishes self confidence and therefore one's whole demeanor may be in jeopardy. It is uncomfortable after teaching for many years to be seen as someone who can't accomplish a task. In those situations, our emotions may get the better of us, and we may become very defensive in our response, standoffish in meetings, present negative body language, and appear angry. Most of us have been in a situation in which we felt incompetent or not skilled enough to complete a task well. The anger and resentment may have nothing to do with the student at all, but be a very personal response to the situation. These feelings can also be generated when a teacher suddenly feels unsure or inadequate in his or her skills. In other cases, where the reputation is not so positive, the process can be filled with resentment, discomfort, and even anger. In many cases, if the reputation is positive the inclusion process can move forward smoothly. When a student with ASD is included in a general education class, that student can enter with a preconceived reputation based on past experiences between the student, the student's family, and other school staff. Let's take a minute to begin to understand those feelings and behaviors. These are all legitimate feelings which may lead to undesirable behaviors or attitudes from those teachers. Yet, some general education teachers may feel a sense of discomfort or fear, or maybe even overwhelmed and unsure. In some instances, the general education teacher may be comfortable with having a student with ASD enrolled in his or her class. Many students with an autism spectrum disorder (ASD) are included in general education classes.

Comprehensive Programming for Students Across the Autism Spectrum Training Series.Working With the Adults in the Classroom - Tailoring Your Support to Their Needs.Applied Behavior Analysis: Working Within Schools.Schedules: Examples from TEACCH® Training.Structured Tasks: Examples from TEACCH® Training.Work Systems: Examples from TEACCH® Training.Indiana Autism Spectrum Disorder Needs Assessment.Diagnostic Criteria for Social (Pragmatic) Communication Disorder.Diagnostic Criteria for Autism Spectrum Disorder.Introducing Your Child to the Diagnosis of Autism.For Adolescents and Adults: After You Receive the Diagnosis of an Autism Spectrum Disorder.After the Diagnosis: A Resource for Families Whose Child is Newly Diagnosed.

How and Where to Obtain a Diagnosis/Assessment.

GOOD SOCIAL QUESTIONS FOR CHILDREN WITH SPECIAL NEEDS SERIES

Good social questions for children with special needs