Once you figure out your schedule, you will need to try it out.Figure out if your students are going to any inclusion subjects or specials (mine go to music, gym, library, and world language) and do they need an aide with them?.Figure out when your staff lunches and breaks are.If you do not have 2 aides you could add in additional independent work centers, a puzzle center, quiet reading, break time, computer work, games, etc. The other kids do independent work while we run the rotation. I set up the work and data sheets for the stations the aides run and check in with them daily. ![]() These students or groups rotated between teacher time for direct instruction with me, reading for spelling or other IEP goal work with an aide, and language for fluency flashcards with another aide. ![]() I run rotations with two groups (the ones partnered up and the one who need to work one on one).While I run the morning group with students who are lower functioning, my high functioning students do some independent work ( free printable for independent journal pages). In the past I have done 2 morning groups (or morning circle time) – one with students who are higher functioning (we work on more writing and academics) and one with students who are lower functioning (we work on more matching, weather, language building). With my group for this upcoming year, I have 6 students that have similar goals and are able to work in groups and 4 that need more one on one. My big recommendation is partnering up students whenever possible.Figuring out where and when each child is working throughout the whole day is tricky! I love working on the schedule and hate it at the same time! There is always some perfect solution and it’s like a puzzle to try and find it. ![]() You need schedules for the kids and schedules for the adults in your room. The next essential component of an autism classroom are the schedules. … or how to incorporate these steps into your general ed roomĦ. Seven Steps for Setting up a Stellar Autism Room
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