Assist A.M. and P.M. kindergarten teachers with daily lessons for
classroom with autistic children.
Not exact matches
Angela has worked for the Orinda School District as an assistant in the special education
classroom, working primarily
with autistic children, and as a master teacher for the Head Start program in Alameda, Calif..
Most commonly used
with children on the
autistic spectrum This card helps to: Set a
classroom entry routine Inform TAs of what will happen in the lesson Provide students
with expectations of the lesson A reward / sanction system students can manage themselves.
For example, teachers developed a «visual management» system for
autistic children that utilizes pictures posted on cards on the walls to reinforce desired behavior and
classroom rules, such as a
child with a raised hand and a
child looking directly at the teacher.
Do
autistic children learn faster mainstreamed or
with specialized help in a self - contained
classroom or separate school?
However, there are many characteristics that
autistic children often have in common
with each other, and the use of e-readers in the
classroom can meet head - on many of the challenges that arise when trying to reach students on the spectrum.
Travis and his certified service dogs work
with autistic, ADD, and ADHD diagnosed
children in their social skills
classroom.
For example, in a study at the University of Queensland in Australia, 99
children from the ages of 5 to 13, some of whom were
autistic and others who were not, were observed interacting
with either toys or two
classroom pet guinea pigs.
Women and Families Center (Meriden, CT) 5/2003 — 7/2004 Sexual Assault Crisis Counselor & Internship • Developed curriculum for
autistic pilot program while supervising the implementation of camp activities and overseeing the proper placement of
children within program activities • Hired, trained, and monitored support staff to ensure proper adherence to teaching techniques • Managed camp budget, including trip expenditures, to ensure successful cost - benefit relationship • Communicated effectively
with parents and other interested parties regarding student behavior / progress Safe Haven of Waterbury (Waterbury, CT) 9/2001 — 7/2004 Family Violence Victim Advocate • Utilized a complex variety of instructional and assessment strategies while effectively implementing behavior - change interventions at both the individual and student level • Developed and integrated media and other technological aides to improve
classroom experience • Facilitated and fostered constructive communication
with parents and other interested parties • Created an effective and constructive «curriculum writing project»
I have worked as a Behavior Therapist for
children on the
Autistic spectrum, have taught my own Day Treatment Intensive
classroom (for
children with extreme behavior challenges) and have worked for Contra Costa County
Child and Adolescent Services.