For this assignment, I have chosen to focus on fragile X and autism. Students with both fragile X and autism require a lot of structure and routine in the classroom. The teacher must give clear directions and use concrete terms in order for students with either of these disabilities to understand. Any kind of visual cues are helpful for students with either fragile X or autism. As with all students, those with fragile X and those with autism learn best when they are engaged and interested in the subject matter. Social skills are often an area of deficiency for students with either of these disabilities.
Students with fragile X learn better when they are taught whole concepts, rather than smaller pieces of these concepts. They are more able to retain information when it has been repeated. For math, “manipulatives” should be made available to help the student understand concepts. Students with fragile X learn language concepts best when teachers use the “whole language” approach. Because of motor impairments, writing is difficult, so students with fragile X may require a scribe or a keyboard.
Students with fragile X need to be taught more than academics. Life skills are equally important if these students are to live independent lives. Students with fragile X learn better when their teachers speak clearly. When giving praise, it is important for the teacher to praise the specific behaviour that they are encouraging, not the student in general. Students with fragile X should be seated close to the teacher, as well as being close to door so that they may leave the room if they become overwhelmed. Having a good relationship with the student’s parents is important. Students will be more comfortable if the school and home environment can possess as many similarities as possible. Students with fragile X can be easily distracted by noise.
Students with autism often have sensory sensitivities. Excess noise may bother them. When teaching students with autism, skills must be taught and practiced in different contexts, as they often have difficulty generalizing skills.
Research has shown that students with autism are more likely to follow directions from an adult when the adult is in close proximity to the student. Another study found that students with autism were more able to stay on-task when their chair was replaced with a therapy ball for part of the day.
Students with autism may require more time to process language. Teachers need to accommodate this by giving providing these students with more “wait time” after asking them a question.
As with all students, the most important thing for teachers to remember when teaching students with autism or fragile X is that each student is an individual and should be treated as such. Not all teaching strategies will work for all students. As teachers, we need to get to know our students and discover how they personally learn best.
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1 comment:
Just wanted to add that if a fragile x child can't be placed near the day for safety or other reasons there are options in the classroom if he/she gets overwhelmed.
My son is a "runner." Like you said, he is easily distracted by noises, people, etc. And he will follow them if no one is looking. It's like he is in a trance and can't help himself if he sees favorite student, the drug dog, coach, etc.
So inside the classroom we made him a little area that help when he is overwhelmed. The teachers arranged their desks and a book case in a way to give him a little corner to escape too. They put picture books, a couple of nerf balls and some trucks. Since he like to spin things he usually focuses on the ball and truck. There is also a window so he will sometimes stare out the window watching the world when life inside is too much.
You were very accurate of your points of teaching fragile x kids. I especially liked that you put in there to treat each child as an individual and not treat the disability. I have two children with fragile X and their educational and life goals are as different as night and day :)
Good luck with your course.
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