Receptive language difficulty is characteristic of autism. Teachers, too, must structure and organize classroom life in order for students to expand their strong areas as well as grow in their weaker ones.īefore further exploring the use of structure in the classroom, it will be helpful to briefly review some of the deficits of autism and how they can point to a need for structure when planning for successful learning experiences. The plant will then grow faster and bear more fruit. Using this structure will amplify a plant’s strengths and help to compensate for and circumvent its weaknesses. Seeds and plants must be arranged with a definite pattern of organization and using systematic methods to-allow for individual preferences and needs of plants for shade, sun, water, and closeness to other plants. For example, a gardener desiring a prosperous garden must use structure in planning and cultivating a garden. The dictionary states one definition of structure as the action of building or constructing–arranging things in a definite pattern of organization. But many times there is minimal understanding of how to plan for and use the concept of structure. These statements or similar ones are often proclaimed by teacher trainers and other professionals familiar with autism. Autistic students respond well to structure.Ī teacher must structure the classroom in order to effectively teach autistic students.
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