Inclusive Programming for Middle School Students with Autism/Asperger's Syndrome

Overview

Middle school presents unique challenges to those with autism / Asperger's, but it can also be exciting and rewarding. Inclusive Programming addresses transitioning to and from middle school, and everything in between: hormones, cliques, bullying, aggression, and "fitting in." The ingredients for success are pre-planning, frequent monitoring of progress, teacher training, and regular communication between all concerned. Add committed teachers, peer mentors/tutors, sensible allowances for individual students' ...

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Overview

Middle school presents unique challenges to those with autism / Asperger's, but it can also be exciting and rewarding. Inclusive Programming addresses transitioning to and from middle school, and everything in between: hormones, cliques, bullying, aggression, and "fitting in." The ingredients for success are pre-planning, frequent monitoring of progress, teacher training, and regular communication between all concerned. Add committed teachers, peer mentors/tutors, sensible allowances for individual students' needs (extra test time, visual/oral format, concrete language, less or different homework, a sensory-safe environment, social skills training) as called for, and you have a recipe for success. You'll find many helpful charts/resources in the Appendices.
 
 
Helpful chapters include:

  • Autism in a Nutshell
  • Inclusion Discussion
  • Profiles and Characteristics of Middle School Students
  • Formation of an Individual Education Plan (IEP)
  • Behavior Programming in Middle School
  • Academic Issues of Middle School Students
  • Social Programming
  • Collaborative Roles

 
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Product Details

  • ISBN-13: 9781885477842
  • Publisher: World Future Horizons
  • Publication date: 10/28/2001
  • Pages: 226
  • Sales rank: 255,582
  • Product dimensions: 8.21 (w) x 11.05 (h) x 0.48 (d)

Meet the Author

Sheila Wagner, M.Ed., received her undergraduate degree in Education from the University of Wisconsin, Whitewater, and her graduate degree in Special Education from Georgia State University. Past experience in autism began at the Indiana Resource Center for Autism at Indiana University where she was an associate teacher, then demonstration teacher in the autism demonstration program and, later, an educational consultant to teachers and schools across the State of Indiana under the tutelage of Nancy Dalrymple, the first of many mentors. Currently, Ms. Wagner is a private autism consultant, school consultant, teacher trainer, guest lecturer, and published author of numerous articles and books. Her books include Inclusive Programming for Elementary Students with Autism (1999), Inclusive Programming for Middle School Students with Autism/Asperger’s Syndrome (2001), Inclusive Programming for High School Students with Autism and Asperger’s Syndrome, and Understanding Asperger’s: Fast Facts (2004). She also contributed a chapter to Asperger’s and Girls (2006). She received the Autism Society of America’s Literary Award for the book on inclusion in elementary schools, and was named the ASA’s (Greater Georgia Chapter) Professional of the Year in 2002. Ms. Wagner lives in the Atlanta, Georgia area with her husband and son.

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Table of Contents

Chapter 1: Autism in a Nutshell

Chapter 2: Inclusion Discussion
A. Introduction to Middle School
B. Philosophy and Definition of Inclusion
C. Necessary Components

Chapter 3: Profiles and Characteristics of Middle School Students
A. Profile of the Typical Developing Middle School Student
B. Profile of the Middle School Student with autism/AS
C. Where Do We Find the Middle School Student with Autism/AS?

Chapter 4: Formation of an Individual Education Plan (IEP)
A. Issues to Consider for a Middle School IEP
B. Necessary Supports
C. Questions to Ask About Paraprofessionals or Teacher’s Assistant

Chapter 5: Behavior Programming in Middle School
A. Behavior Analysis
B. Positive Behavior Systems
C. Reactive/Crisis Plans

Chapter 6: Academic Issues of Middle School Students
A. Middle School Academic Environment
B. Functional Curriculum vs. Academic Curriculum
C. Academic Modifications
D. Diplomas
E. Foreign Language Requirement
F. Block Scheduling
G. Teacher Expectations
H. Academic Intensity
I. Homework Issues and Family Incentive Program
J. Student Progress Reports
K. Attendance Issues and Suspensions
L. Organizational Skills
M. Team Teaching
N. Areas of Strength/Splinter Skills

Chapter 7: Social Programming
A. Peer Tutor Program
B. Social Skills Objectives for the IEP
C. Social Skills Assessment
D. Direct Instruction of Social Skills
E. Choosing a Social Skills Curriculum
F. Student Cliques
G. Credited Peer Programs
H. Extracurricular Activities
I. Friendships

Chapter 8: Collaborative Roles
A. The Program Manager
B. Between Home and School
C. Between Regular Education Teachers
D. Between Special Education and Regular Education Teacher
E. School Administration Support
F. Between Mom and Dad
G. Between School and Community Therapists
H. Between Paraprofessionals and Supervisors
I. Treatment Team Meetings

Chapter 9: Other Programming Issues to Consider
A. Teacher Exhaustion or Burnout
B. Transition to High School
C. Middle School Mentality
D. Dress Code
E. Lockers
F. Changing Classes
G. Working in Groups
H. Budding Sexuality and Raging Hormones
I. Fine and Gross Motor Challenges
J. Sensory Issues

Chapter 10: Let’s Get to Know some Middle School Kids
 

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