1. Effective Practices for Elementary Children with Autism Spectrum Disorders UCD Fall 2009

2. Welcome Introductions Jen Melinda Class Course Overview/ Expectations Time Resources Assignments Observations Confidentiality Spelling & Grammar Language Used/ Expectations

3. Expectations and Confidentiality Expectations and Spelling/ Grammar

4. Expectations and Language Use People First Language – means putting the person before the disability…Some people forget that people who have disabilities are people. Using People First Language helps others to remember. (Examples) Using ‘People First Language’, gives people their “personhood.” Dignifying Language – means using language that is respectful. So you would not use “lame, retarded” or “psycho” even when just joking around. You would not treat adults who have disabilities like they are children. And you would not say things that make other people think they should feel sorry for people who have disabilities. Taken from article by: Ability Awareness in Action – The Five Fundamentals

5. Language Use Media Examples What does their use of language say about their attitudes toward people who are different? Who does this language hurt? Are there other ways to express your feelings without using disrespectful and non-dignifying language? What are some alternatives? What would happen if everyone used People First and dignifying Language? Taken from article by: Ability Awareness in Action – The Five Fundamentals www.abilityawareness.com

6. Expectations and Language Use Think in terms of the “ Criterion of the Least Dangerous Assumption” “When we can not be sure, because we have too little information, we should base our efforts on assumptions which, if wrong, will have the least dangerous effect on outcomes.” (Donnellan, A. & Leary, M. 1995, p.15)

7. Least Dangerous Assumption Consideration Examine the Attitudes Can’t vs. Won’t

8. Characteristics of Individuals with Autism Spectrum Disorders Fall 2009 UCD

9. Autistic Spectrum Disorders/ Pervasive Developmental Disorders

13. Triad of Impairment

14. Range of Abilities Measured IQ Social Interaction Communication Motor Skills Gross & Fine Sensory Severe MR Gifted Aloof Active, but Atypical Non-verbal Verbal Awkward/ Uncoordinated Agile/ Coordinated Severe Difficulties Mild Difficulties Passive