Best Teaching Methods Adopted By Autism Schools
The Individuals with disabilities education act
or IDEA law mandates that the state provide each child with public education
that meets his unique individual needs. IDEA specifies that children with
various disabilities, including autism, be entitled to early intervention
services and special education.
This means that teaching kids with autism is a
bigger responsibility than you could have imagined. It requires more patience,
evolved methods to keep up with the autistic child’s interest and better
amenities to accomplish teaching in autism school.
Teaching autistic children cannot be
generalized in any form. It involves a whole team that’s works on noting the
behavior of students, developments at different stages, and social and academic
needs. Students with autism often require teaching across a variety of settings
with the autism schools expanse.
Listed below are some of the proven methods
that have been adopted by autism schools and have worked out well in bringing out the desired results from the autistic children:
ABA or Applied Behavioral Analysis: This
involves noticing each and every behavior aspect of the child. On the basis of
this the teachers of autism school control the environment prior to the
behavior and adjust the responses using positive reinforcements for the child.
DTT Or Discreet trial teaching: Firstly the
skill sets of the child are measured and then each skill is broken down into
small steps, and taught using prompts. These prompts are steadily excluded as
the desired steps are mastered. The child is given opportunities to learn and
practice each step in a variety of settings. Each time the child achieves the
desired result; he receives positive reinforcement, such as verbal praise or
something that he finds to be highly motivating.
Floortime therapy: One of the most well known
ways of teaching autistic kids, floortime therapy is popular method of teaching in autism schools and other schools as well. In this method the child is mainly
expands his communication circle by responding to things of his interest. The
teachers ideally duly note these interests and the lessons are built using elements
that are already of extreme interest to children. With time the teachers
incorporate other elements that resonate with the prior interest so that the
interaction level with the child increases manifold.
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