Differentiating Kindergarten Math for Students with Autism Spectrum Disorder (1) (1).pptx

Differentiating Kindergarten Math for Students with Autism Spectrum Disorder

1. DIFFERENTIATING KINDERGARTEN MATH FOR STUDENTS WITH AUTISM SPECTRUM DISORDER PRESENTED BY: DATE:

2. DIFFERENTIATION IN EDUCATION Differentiation is tailoring instructions to meet individual students' learning needs (Ouyang & Ye, 2023). Teachers adjust the content, process, or product of learning to meet students' capabilities. The goal is to keep everyone involved, despite differences in abilities or disabilities, so that everyone can achieve success.

3. IMPORTANCE OF DIFFERENTIATION FOR STUDENTS WITH DISABILITIES Students with disabilities often need various supports to access the general curriculum. Differentiation makes a lesson so inclusive that even students with disabilities can manage the lesson equally. It helps resolve unique learning difficulties and lets them continue growing academically and participate in the classroom.

4. UNDERSTANDING AUTISM SPECTRUM DISORDER Autism Spectrum Disorder is a developmental disorder that affects one's communication, social interaction, and behavioral patterns (National Institute of Mental Health, 2024). Students with ASD may also struggle with communication and verbal and nonverbal transitions in routines and require certain routines. Such children can learn using activities supported by visual props to structure the environment and explicit teaching methods. 100% LEARNING

5. Visual Supports: Use number cards with images or color-coding to help the student visualize the sequence (Steinbrenner et al., 2020). Clear Instructions: Provide step-by-step instructions in simple language paired with visual cues. Sensory Considerations: Reduce distractions by ensuring a quiet and calm environment (Odom et al., 2021). Structured Practice: Use a predictable routine during the activity, such as repeating the same sequencing process with consistent materials. Peer Assistance: Pair the student with a peer buddy who can model the activity if needed. "GET 'EM IN ORDER" - A LESSON FOCUSED ON NUMBER SEQUENCING AND ORDERING ADAPTING THE LESSON FOR A STUDENT WITH ASD

6. References National Institute of Mental Health. (2024, February). Autism spectrum disorder . National Institute of Mental Health (NIMH). https://www.nimh.nih.gov/health/topics/autism-spectrum-disorders-asd#:~:text=Autism%20spectrum%20disorder%20(ASD)%20is Odom, S. L., Hall, L. J., Morin, K. L., Kraemer, B. R., Hume, K. A., McIntyre, N. S., Nowell, S. W., Steinbrenner, J. R., Tomaszewski, B., Sam, A. M., & DaWalt , L. (2021). Educational Interventions for Children and Youth with Autism: A 40-Year Perspective. Journal of Autism and Developmental Disorders , 51 (12). https://doi.org/10.1007/s10803-021-04990-1 Ouyang, J., & Ye, N. (2023). Differentiated Instruction: Meeting the Needs of All Learners. Curriculum and Teaching Methodology , 6 (11), 57–61. https://doi.org/10.23977/curtm.2023.061111 Steinbrenner, J., Hume, K., Odom, S., Morin, K., Nowell, S., Tomaszewski, B., Szendrey , S., Mcintyre , N., Yücesoy-Özkan , Ş., & Savage, M. (2020). Children, Youth, and Young Adults with Autism Evidence-Based Practices for National Clearinghouse on Autism Evidence and Practice Review Team . https://cidd.unc.edu/Registry/news/docs/EBPReport2020.pdf