SPD575 Grand Canyon University Autism Spectrum Instructional Strategies Paper Reflect on your coursework in your program of study. Choose one experience fr

SPD575 Grand Canyon University Autism Spectrum Instructional Strategies Paper Reflect on your coursework in your program of study. Choose one experience from this program that aligns to CEC Advanced Preparations Standard 5.

Complete the Portfolio Experience Submission Template and rationale.

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SPD575 Grand Canyon University Autism Spectrum Instructional Strategies Paper Reflect on your coursework in your program of study. Choose one experience fr
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Reference at least three practice-based research articles specific to developmental disorders/autism spectrum disorders in support of each rationale.

While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

I uploaded a assignment, rubric and the blank template. Portfolio Artifact Submission Template
Artifact Title:
Aligned CEC Standard:
Aligned CEC Standard Elements:
Aligned CEC Specialty Set Knowledge and Skills:
Rationale:
In 250-500-words, address the following:
o Identify and briefly summarize the artifact.
o Reflect on what you learned from the assignment.
o Defend how the artifact demonstrates proficiency of the standard, standard elements, and selected specialty set
knowledge and skills.
o Support your rationale with at least three research-based articles that specifically address effective practices related to
developmental disorders/autism spectrum disorders,
o Describe how you will use the knowledge and skills that you gained in your professional employment,
© 2015. Grand Canyon University. All Rights Reserved.
Running head: TEACHING STRATEGIES FOR TEACHERS
Teaching Strategies for Teachers
Name
Course
Instructor
Date
1
TEACHING STRATEGIES FOR TEACHERS
2
Instructional strategies handout
There are an array of instructional strategies which can be used in coaching special education,
mentoring and general education teachers in working with Autism spectrum disordered students.
Teaching strategies were first developed by the division TEACCH (Training and Education of
Autistic and related Communication-handicapped Children) (Ashcroft, Argriro & Keohane,
2010). The first strategy developed by TEACCH is the Universal Design (UD). The universal
design strategy aims to maximize the learning process of students with autism. The approach is
influenced by delivery method of learning in class, information resources, the physical
environment, level of technology used in-class assessments of students work and the personal
interaction the teacher has with his/her students. The UD method has been proven effective
through evidence based practice as it involves providing multiple choices to autism students to
be able to understand content. What is good about the method is that it makes the learning
process for Autism spectrum students more effective.
The second strategy is positive behaviour support (Kaweski, 2011). The strategy targets to
improve the behavior of the students, increase participation and all students with Autism
spectrum to have access to the curriculum in general (Kaweski, 2011). The strategy has been
researched to reduce suspensions cases for students with Autism spectrum. The strategy also
increases safety in classrooms and also it has been proven to increase academic performances for
students with Autism.
The third instructional strategy which can be of assistance to teachers when teaching Autism
spectrum students is a response to intervention (Denning and Moody, 2018). Response to
intervention is a strategy that offers intervention in the early ages of the student and helps in
identification of students with Autism spectrum. This strategy helps general teachers and the
TEACHING STRATEGIES FOR TEACHERS
special education teachers to implement behavioral and/or academic intervention while
monitoring the response of the student (Denning & Moody, 2018). If this strategy is developed
correctly, it will help in the overrepresentation of students from linguistically, culturally,
ethnically diverse population to special education.
The fourth strategy to help teachers deal with students with Autism spectrum is through cultural
responsive teaching (Gunn & Delafield-Butt, 2016). This strategy involves using performance
style, prior experience and cultural knowledge of different students to simplify learning and
make it effective for them by teaching through these students strength (Gunn & Delafield-Butt,
2016). This strategy is very effective for teachers teaching since most of them come from a
dominant culture. This strategy helps in differentiating instructions, and teaching of the whole
child, thus making it an essential strategy in helping any teacher in developing their teaching
program.
The fifth strategy is assistive technology (Pierangelo & Giuliani, 2012). This technology is used
to increase independent functionality for Autism spectrum students. Research carried out on
assistive technology has demonstrated that this evidence based strategy has the capability to
increase the learning process and quality of life for students suffering from Autism spectrum
(Pierangelo & Giuliani, 2012). The results also pointed out that the strategy could improve
academic development, and can also address the multiple challenges that Autism students
experience in their social life. Important thing to note is that Assistive technology is anything
like a magnifying lens up to a high tech device for example a computerized system for
communication. This strategy helps to increase arguments of autism spectrum students, helps to
assess the needs of these students and acts as an alternative method of communication to these
students who have the Autism spectrum.
3
TEACHING STRATEGIES FOR TEACHERS
4
Reference
Ashcroft, W., Argriro, S., & Keohane, J. (2010). Success strategies for teaching kids with autism
(p. 242). Waco, Tex.: Prufrock Press.
Denning, C., & Moody, A. (2018). Inclusion and Autism spectrum disorder (p. 157). Routledge.
Gunn, K., & Delafield-Butt, J. (2016). Teaching Children with Autism Spectrum Disorder With
Restricted Interests. Review Of Educational Research, 86(2), 408-430. doi:
10.3102/0034654315604027.
Kaweski, W. (2011). Teaching adolescents with autism (p. 221). United States: Library of
Congress Categorizing in Publication Data.
Pierangelo, R., & Giuliani, G. (2012). Teaching students with autism spectrum disorders (p.
204). New York: Skyhorse.
Course Code
SPD-575
Class Code
SPD-575-O500
Criteria
Category
Percentage
100.0%
Assignment One
25.0%
Assignment Two
25.0%
Assignment Three (Benchmark)
25.0%
Research-based Articles
15.0%
Mechanics of Writing (includes spelling,
punctuation, grammar, language use)
10.0%
Total Weightage
100%
Assignment Title
Capstone Portfolio: Leadership and Policy Artifact
No Evidence (0.00%)
No Submission
No Submission
No Submission
No research-based articles are included. No citations are
used.
No Submission
Total Points
85.0
Nominal Evidence (69.00%)
Template is incomplete with summary not identifying CEC
Advanced Preparation Standard 5. The summary does not
reflect learned knowledge, defend proficiency of standard,
and describe proposed use of knowledge.
Template is incomplete with summary not identifying CEC
Advanced Preparation Standard 5. The summary does not
reflect learned knowledge, defend proficiency of standard,
and describe proposed use of knowledge.
Template is incomplete with summary not identifying CEC
Advanced Preparation Standard 5. The summary does not
reflect learned knowledge, defend proficiency of standard,
and describe proposed use of knowledge.
Research-based articles are present. Citations are
inconsistently used.
Surface errors are pervasive enough that they impede
communication of meaning. Inappropriate word choice
and/or sentence construction are used.
Unacceptable Evidence (74.00%)
Template is incomplete with summary inadequately
identifying CEC Advanced Preparation Standard 5. The
summary inadequately reflects learned knowledge, defends
proficiency of standard, and describes proposed use of
knowledge.
Template is incomplete with summary inadequately
identifying CEC Advanced Preparation Standard 5. The
summary inadequately reflects learned knowledge, defends
proficiency of standard, and describes proposed use of
knowledge.
Template is incomplete with summary inadequately
identifying CEC Advanced Preparation Standard 5. The
summary inadequately reflects learned knowledge, defends
proficiency of standard, and describes proposed use of
knowledge.
Research-based articles are included. Sources are
appropriately documented, although some errors may be
present
Some mechanical errors or typos are present, but are not
overly distracting to the reader. Correct and varied sentence
structure and audience-appropriate language are employed.
Acceptable Evidence (87.00%)
Template is complete with summary clearly identifying CEC
Advanced Preparation Standard 5. The summary reflects
learned knowledge, defends proficiency of standard, and
describes proposed use of knowledge.
Template is complete with summary clearly identifying CEC
Advanced Preparation Standard 5. The summary reflects
learned knowledge, defends proficiency of standard, and
describes proposed use of knowledge.
Template is complete with summary clearly identifying CEC
Advanced Preparation Standard 5. The summary reflects
learned knowledge, defends proficiency of standard, and
describes proposed use of knowledge.
Research-based articles are present and fully inclusive of all
cited sources. Documentation is appropriate and citation
style is usually correct.
Prose is largely free of mechanical errors, although a few may
be present. The writer uses a variety of effective sentence
structures and figures of speech.
Target Evidence (100.00%)
Template is complete with summary skillfully and concisely
identifying CEC Advanced Preparation Standard 5. The
summary reflects learned knowledge, defends proficiency of
standard, and describes proposed use of knowledge
Template is complete with summary skillfully and concisely
identifying CEC Advanced Preparation Standard 5. The
summary reflects learned knowledge, defends proficiency of
standard, and describes proposed use of knowledge
Template is complete with summary skillfully and concisely
identifying CEC Advanced Preparation Standard 5. The
summary reflects learned knowledge, defends proficiency of
standard, and describes proposed use of knowledge.
Research-based articles are present and fully inclusive of all
cited sources. The documentation of cited sources is free of
error.
Writer is clearly in command of standard, written, academic
English.
Comments
Points Earned

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