It is important for teachers to use the most effective ways to motivate and accommodate autistic students at all stages of the writing process. Pre-writing Strategies Teach pre-writing and brainstorming strategies that appeal to the learning styles and strengths of students with autism. Many autistic children learn better visually, so give them the opportunity to brainstorm their ideas in the form of pictures, placing numbers on their drawings to indicate when they will write about each aspect of the picture.
Another pre-writing activity is to make traditional outlines, with single words instead of sentences indicating key sections. Because they tend to struggle with fine motor skills, have students with autism use a computer word processor or work with a scribe. Responding to Writer's Block It can be difficult for students with autism to spontaneously generate writing during class, so teachers should be ready to respond with appropriate scaffolds.
For example, present pictures as prompts and ask students leading questions about the pictures to get them started. Another accommodation is to provide concrete examples of writing alongside the prompt. What weaknesses will hinder this task? Plan and initiate an approach: How do I start this writing task? Organize: Where am I going and how do I get there? Check my knowledge: Do I know about this topic? Set writing goals: What steps do I have to take to write this paper?
Establish a writing schedule: Now what? What next—and what are the deadines? Choose appropriate strategies: What am I trying to say? Determine an initial thesis: What am I trying to say? Consider the audience: Whom am I writing to or discussing with? Create a draft of the paper: How do I bring all this together? Shift attention according to immediate task demands. Monitor ongoing behavior.
Revise and rewrite: Make appropriate changes in text vocabulary, sentence structure, tense agreement etc ; create final version; consider overall appearance. Pass it in! Students may overlook this vital step—make sure they have a system for getting homework to school, and know when, where and how to turn in their work. Needless to say, there are many different approaches to the teaching of writing skills.
Also, knowing where the breakdown is will help the teacher identify the most effective method, style and techniques to use.
Also keep in mind that not every writing task lends itself to a graphic organizer! Thus, helping students learn about the meta-cognitive tasks as well as the actual writing components, and how they come together during writing assignments, will ultimately help them become as independent and proficient writers as their cognition and neurology allows.
To assist you in helping your students with written language the following reference list is given. Bibliography Englert, C. Research has shown that the cause of autism is not known It is likely as an educator that you will have at least one child with this diagnosis in your classroom. This paper explores some of the methods used to teach autistic children.
Autism is a disorder characterized by significant problems in communication and social functioning. It would be nearly four decades before the term would be used in America. Leo Kanner, an American psychiatrist, is credited with first studying and publishing articles about autistic children.
Coincidentally, he is often called the father of child psychiatry. Teaching students adult functional skills is not a public school priority, yet acquiring these skills is vital for all children in order to succeed in their future adult life.
Students may overlook this vital step—make sure they have a system for getting homework to school, and know when, where and how to turn in their work. The problem with these numbers is how to teach these children affectively in the best academic environment. It can also help to give students movement breaks as they complete key portions of their draft. The main focus of assessment is on informal diagnostic assessment of prior learning and selection of instructional methods intended to support ongoing learning and development Facebook LinkedIn Twitter Email Written language tasks can be difficult for many students with AS because they involve many different skills and abilities that are often areas of weakness for students with AS. It would be nearly four decades before the term would be used in America.