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Although knowing the general characteristics of ASD is
helpful, teaching strategies for students with ASD still need to
be individualized, and it is important for teachers to realize
their expectations of their students. Children with ASD often
have visual-spatial strengths.5 Knowing this, teachers can
modify their instructional strategies in a number of ways.
First, teachers should demonstrate and model expected skills.
For example, if the teacher wants a student with ASD to place
his book bag in his cubby when he gets to class in the
morning, the teacher should demonstrate exactly how to do
this.
Students with ASD will more than likely need to have some
form of academic modification while in their general
education class, regardless of intellectual ability.8 Issues with
fine-motor deficits (e.g., grasping a pencil to write) and
motivation (e.g., attending to heavy workloads in some
subjects) are among some of the areas that may require
modifications.9
Students with ASD will more than likely need to have some
form of academic modification while in their general
education class, regardless of intellectual ability.8 Issues with
fine-motor deficits (e.g., grasping a pencil to write) and
motivation (e.g., attending to heavy workloads in some
subjects) are among some of the areas that may require
modifications.9
Paraprofessional support
A note on collaboration
http://www.learnnc.org/lp/editions/every-learner/6692