Adam Green

300001619
PED 4142 E

PERSONAL PROFESSIONAL LEARNING PROJECT

“How to engage students with ASD in any kind of classroom”

Rationale:

I would like to research on how to engage students with ASD. Through differentiated teaching
strategies, tools, technology programs, fidgets, anything that would enhance a student with
autism’s learning and school experience, and maximize their potential.

The reason is because one of my potential career paths is working as a Special Education
teacher, potentially at a school for developmentally delayed children, one that I worked at as an
E.A and T.A prior to this program. This school has many students with ASD. Which is why I
was specific enough to put “any” kind of classroom. I feel like this learning project would be
extremely beneficial, and likely research I would have done regardless of this assignment.

Self-Assessment/Reflection:

I have quite a few years experience working with those with ASD. I have worked at a special
education school in Montreal as both an Educational Assistant (or Shadow) and Teaching
Assistant for a total of 3 years. I also have experience working as a “Shadow” or “Companion”
for children with ASD at day camp.

I feel pretty confident in my abilities to interact, develop relationships, differentiate and

determine reasoning for specific behaviours (for sensory or to escape for example), as well as
create and/or implement behaviour or school programs. Most of this however is at an individual
level. I have taught lessons to classes of at least 12 students with different exceptionalities, ASD
being the most predominant. I have taken over classes when the teacher had to tend to other
matters.

I also have a substantial amount of teaching under my belt with my practicum experiences, so I
am able to differentiate to a degree. But I don’t feel as comfortable differentiating with such
specification.

Project Goals & Success Criteria

• Research different ways to differentiate lessons and units to engage those with ASD,
through various means. (Tools, materials, assessments etc.)
• How to do this while considering 1) the other students in the class that do not have ASD.
2) the other students in a Spec Ed class that have varying abilities and preferences.
• I feel a good first step is to take a handful of lessons that I have actually taught in my
practicum, and adapt/differentiate them to these specifications using different concepts
and tools I research.
• I was apart of a group in my first semester (in School and Society) that looked at if a
student’s exceptionalities should be integrated into the “general” classroom or if they
should be in a Spec Ed classroom. Returning to that project would be beneficial, and
looking into the resources we used to complete the project. I could also talk to my group
members that were apart of this project and ask if they came across anything that wasn’t
included in the project.
• I have connections with teachers from the school I used to work at (Summit School in
Montreal). I can refer to them for their input, or any documents they found to be helpful.
• I have a friend that I went to camp with when I was a kid, whom I still see and talk to
from time to time, who has ASD (or at the time he was classified as having Asperger’s).
He’s pretty open and blunt about his exceptionality, so I know I can ask him questions on
what engaged him when he was in school.
• I think it will be difficult to ever say “I’ve got it” in terms of this topic. Every student is
different, every person with ASD is different. There’re no magic formulas. But having a
handful of resources to look through, and rewriting a few of my lessons and/or units will
greatly enhance my confidence.
 FINDINGS:

Engaging with Differentiation:

The premiere way a teacher can better engage a student with ASD lies in their ability to
differentiate. Preparing and presenting a standard lesson to a class without an understanding of
their students’ individual strengths, weaknesses’, needs or likes will likely disengage a few
students. In fact, even with differentiation and significant preparation, there is no guarantee a
teacher will engage all students. It can take time to develop a foundation of understanding for each
student, and there’s likely to be growing pains. This is especially true for students with Autism
Spectrum Disorder. Without a differentiated approach at various levels, students with ASD are far
less likely to feel engaged with the material or with the class.

A pivotal first step a teacher needs to take in order to determine appropriate differentiation
in their program planning, is to gather as much information about the student as they can. Reading
the child’s IEP thoroughly, if they have one, is needed in order to decipher modifications and or
accommodations that by law, a teacher must provide. This is the bare minimum however. In order
to obtain a proper grasp of how to go about planning, a teacher should seek out past assessments
that the student with ASD has a had (Occupational and Physical Therapist assessments for
example). Probably the most important means of understanding how to plan for differentiation lies
in contacting the child’s parent(s) and or guardian(s). Involving family in all planning processes is
ideal, but crucial at the start of a term. Family members can provide valuable elements about the
child that can assist a teacher. They’ll likely be able to communicate about the child’s:

• developmental history
• health issues
• the range of professionals who are or who have been involved with the student and the
services provided
• the child’s likes, dislikes, special interests and sensory activities, effective positive
reinforcers and motivators
• how the student has learned skills at home
• behaviour and communication strategies that have been successful at home and in other
environments
• student performance across settings and over different periods of time
• perspectives on the student’s personality
(OME: ASD Resource, p.19).

While involving parents in the planning process (and all other processes) is a huge asset, it
should also be noted that there are varying degrees of willingness and or support a family could
provide you, as they themselves may not have fully adjusted or become acclimated with their
child’s diagnosis and or diverse needs. (OME: ASD Resource, p.18-19).
 Using a concept map on differentiating instruction, included in Carol Ann Tomlinson and
Susan Demirsky Allan’s book Leadership for Differentiating Schools & Classrooms, I will seek
to explain and understand various ways to engage a student with ASD.

(Tomlinson & Allan, 2000).

CONTENT

“The depth or breadth of the information or skills to be taught.” (OME: ASD Resource, p.40)

In terms of curriculum content, differentiation should occur in accordance to the student’s

IEP. It’s possible the student requires modifications when it comes to different subjects and or
strands, this is outlined in their IEP. As stated in the Ministry’s document Learning for All (2013),
differentiating content requires a teacher to “unpack the big ideas of the curriculum to create
achievable learning goals,” and to “introduce new learning and pose open questions as appropriate
to the student’s zone of proximal development (ZPD).” (p. 20)
 The Ontario Ministry of Education’s Resource Guide on The Individualized Education
Plan (2004) outlines the responsibilities of both the classroom teacher and the special education
teacher in regards to delivering and altering content:

“The classroom teacher:

• contributes first-hand knowledge of the student’s strengths, needs, and interests;

• fulfils the role of the key curriculum expert on how the IEP can be developed to help the student
progress through the Ontario curriculum;
• develops any modified or alternative learning expectations required to meet the student’s needs,
plans instruction to address those expectations, and assesses the student’s achievement of the
expectations.
• develops and later implements teaching, and assessing, individualized teaching strategies that
will help the student achieve his or her learning expectations;
• reviews and updates learning expectations at the beginning of each reporting period;
•maintains ongoing communication with the student’s parents, other teachers, and other
professionals and support staff involved with the student.

The special education teacher:

• provides diagnostic assessments, as appropriate and if required, to determine the student’s

learning strengths and needs;
• provides support to the student’s classroom teachers by generating ideas and suggestions for
developing modified expectations, alternative programs, or accommodations (e.g., individualized
teaching or assessment strategies, human support, individualized equipment);
• provides advice about materials and resources;
• develops any modified or alternative learning expectations that fall within areas for which the
special education teacher has direct responsibility;
• plans instruction to address those expectations and assesses the student’s achievement of the
expectations;
• works with the classroom teacher(s) to maintain ongoing communication with the student’s
parents and other teachers.” (OME: The IEP, p.17-18).

Furthermore, students with ASD may require accommodations such as behavioural

intervention programs and modified expectations for learning skills and work habits. Such
programs are typically suggested and altered to the individual by specialists and usually supported
by teachers in conjunction with other therapists and specialists, and parents.

They can include:

• Applied Behavioural Analysis (ABA)

 • Discrete Trial Training (DTT)
• Early Intensive Behavioural Interventions (aimed for children at the preschool
level)
• Incidental Teaching
• Milieu Teaching
• Pivotal Response Treatment
• Positive Behaviour Support
• Verbal Behaviour Approach

The full explanation of all the interventions can be read at ResearchAutism.Net.

PROCESS

“The instructional approaches used with the student, as well as the materials used to deliver or
illustrate the content.” (OME: ASD Resource, p.40)

The processes of differentiated instruction shouldn’t be one and done. Meaning if

something works once, it doesn’t mean it’ll work all the time. Consistently planning, implementing
and reassessing different processes is ideal. It’s also quite important to note that not every process
will be conducive to every student in the class’ learning. (Students without ASD or students with
other exceptionalities need to be considered too).

Instructional Processes to Engage Students With ASD:

• Anchor Activities: Creating anchor activities or assignments/tasks with specific schedules or

procedures can be ideal for those with ASD (but are beneficial for all). When students complete
a task or an assignment there is an easy transition, as students know what to mentally prepare for
or where to go. Transitions, especially if abrupt, can confuse and overwhelm those with ASD.

• Cooperative Learning: This occurs when the teacher separates the class into groups, and assigns
each student a specific role within their group. The teacher must also instruct and model the
appropriate roles and expectations needed for success. Social skills are frequently an area student
with ASD need to work on, thus, cooperative learning can give a student with ASD somewhat of
a script as to how to act in the group and awards the student opportunities to practice appropriate
social skills.

• Flexible Grouping: When group assignments or tasks are handed out, flexible grouping entails
using like ability groupings sparingly. This maximises individual learning for all students, and
 for the student with ASD, it gives them the opportunity to share what they know, or elaborate on
a special interest.

• Modeling: This requires teachers to model the actual learning strategies rather then just
explaining as well demonstrating the learning task. (Ex: measuring and calculating the area and
perimeter of a triangle). This helps all students, but especially students with ASD

• Scaffolding: This requires gradually transferring responsibility of learning from the teacher to the
student. One step at a time, let the students gain experience, and then introduce a new component
of the expectation. It fosters more independent learners over time. Simply front-loading
information to a student with ASD can create panic and anxiety, more so than a student without.
Scaffolding also makes learning predictable for students with ASD, and predictable outcomes
significantly lessen their anxiety levels.

(AMDSB, 2019).

The Need for Visual Supports

Individuals with ASD process visual information significantly more efficiently and
effectively in comparison to auditory information. This means providing visuals for students with
ASD at every turn (not merely just the process). It takes time for these students to process auditory
information.

Thus, providing visuals gives these students to opportunity to revisit information and
process it at their own speed. Visuals can be presented through visual examples and demonstrations
of tasks or assignments, in which instructional language has been reduced (passive modelling). Or
they can be presented in video format (video modelling), further engaging the student as they can
replay how to perform a task or complete an assignment over and over, allowing them to process
and take in information at their pace. (OME: ASD Resource, p.45)

The Ministry’s ASD Resource provides examples of different visuals that can aid both the
teacher, and further engage a student with ASD in the processes of instruction:
(OME: ASD Resource, p. 43)

PRODUCT

What is meant by product? Assessment pieces, or ways students demonstrate their

understanding, knowledge or can perform a task that aligns with a period of study. While it is
beneficial and engaging for all students, it is particularly true for those with ASD: allow choice,
allow students a chance to design a cumulative assessment piece with the teacher. Allow for a
product that fosters the opportunity for the student with ASD to link the curriculum expectations
to their area or areas of special interest. An area of special interest for someone with ASD,
usually entails expert or extensive knowledge of said subject (example: someone who has an
extensive interest in trains may have full knowledge of all a train’s interconnecting parts as well
as a memory of stop schedules and times in their local town or city). So, allowing them to tap
into their expert knowledge and link it to a learning task, can absolutely engage such a student to
great degrees.
Additional Product Differentiation Ideas:

• Provide/allow for alternatives to writing: drawings, fill-in-the-blanks, multiple-choice,

pointing to the correct answers, scribing.
• Provide extensive visual supports: graphic organizers or highlighting of key words.
(OME: ASD Resource, p.41).
• Encourage students to express/explain what they have learned in different ways.
• Let students choose their own working arrangements (Individual, partner or group).
• Provide or encourage use of various resources in preparing products.
• Provide assignments at varying degrees of difficulty to match the student’s readiness
• Don’t stick to just one kind of assessment.
(Tomlinson & Allan, 2015).

ENVIRONMENT

One element not noted in Tomlinson & Allan’s concept map on differentiation (but
included in OME’s Learning for All) is the classroom environment. The class environment is
especially important for engaging a student with ASD. The environment encompasses the
physical and spiritual space of the classroom, and can make or break a student’s attention.

One tip I’ve picked up while working with students with ASD: A huge component of
having a conducive learning environment for a student with autism, is to be aware of the
time…at all times. Have visual representations of time at the ready for the students as well,
sometimes an analog clock is not enough. Sand timers for example, give these students a
physical and visual representation of time. The reason being aware of time is crucial, is because
those with ASD feel most relaxed when they are in routine, or in a state of predictability.
Finishing or starting a lesson on time is not always in the cards, but a teacher can do their best,
and at the very very least provide their student(s) with ASD with the appropriate time warnings
to ensure easy transitions.

It should be noted, designing a classroom with the intention of engaging a student with
ASD can benefit all children. Ensuring a classroom is well structured and predictable is first and
foremost, most ideal for students with ASD. Visuals with schedules, names on desks, calendars,
classroom rules and expectations can lessen a student’s stress. (Education & Behavior, 2017).
Additional Tips from Education & Behaviour:

• Have a clutter free environment: Organize the classroom so that everything has a place.
Bins for folders. Drawers for games or toys, etc. Students with ASD can frequently be
overwhelmed when they’re presented with too many visual and tactile information.

• Have clearly defined areas in the classroom: As stated above, students with autism can
become distracted when presented with too much input, thus they can have difficulty in
understanding the concept of staying in one area or navigating the classroom. Using
visuals with words to label the different areas will help students with ASD (and other
students) remember what each section is for.

EXTRAS

Even with extensive differentiation techniques in the realm of content, process, product
and environment, sometimes a student with ASD might disengage on the basis of sensory
problems. Issues in sensory, for those with autism, can involve hyper-sensitivities (over-
responsiveness) and hypo-sensitivities (under-responsiveness) to varying stimuli. These can
involve: Sights, sounds, smells, tastes, touch, balance, and body awareness.

Autism Speaks Inc. (2019), lists different ways to accommodate those with hyper and hypo-
sensitivities:
“Examples of accommodations for hyper-sensitivities

• Dimmed lights
• Incandescent versus fluorescent lighting
• Sunglasses or visor to block overhead fluorescent lighting
• Ear plugs or headphones in noisy environments
• Closed door or high-walled work areas to block distracting sights and sounds
• Avoidance of strongly scented products (perfumes, air fresheners, soaps, etc.)
• Food options that avoid personal aversions (e.g. intensely spicy, textured, cold, hot, etc.)
• Clothing that accommodates personal sensitivities (e.g. to tight waistbands and/or
scratchy fabric, seams and tags)
• Request for permission before touching

Examples of accommodations for hypo-sensitivities

• Visual supports for those who have difficulty processing spoken information
• Sensory-stimulating toys (e.g. safe chewies and fidgets)
• Opportunities for rocking, swinging and other sensory stimulating activities
• Strong tasting and/or textured foods, cold beverages, etc.
• Firm touch (according to preference)
• Weighted blankets
• Fun opportunities to practice physical skills (catching, dancing, jumping, running, etc.)
 • Furniture arrangements that reduce chances of bumping into sharp or hard surfaces”

I sought out an appropriate resource that can help diminish such sensory problems for
students with ASD, I contacted a former co-worker who works in the Special Education field
and they pointed me towards National Autism Resources
(https://www.nationalautismresources.com/sensory-ot/).
The site specialized in sensory items for Occupational Therapy and the classroom. It has
fidgets, puzzles, toys, weighted blankets, noise cancelling headphones, and way more. You
can shop by “solution” or you can shop by “product type.” While the tools are expensive,
they can make all the difference in the world if you have a student that cannot engage in the
material without some sort of sensory accommodation.

WHAT IT ALL LOOKS LIKE IN A LESSON

As noted in my proposal, I wanted to demonstrate an understanding of the different

techniques and tools I researched by showing what it can look like in a lesson plan from a lesson
that I had actually implemented in practicum.
How, where, why and when you differentiate content, process, product and the
environment are hugely dependent on your student. Differentiation in terms of the environment
can take a generalized form for the most part, for students with ASD, but as noted, can also be
beneficial to all students. A teacher is not going to differentiate content just because they want to,
a modification on a students IEP needs to signal the extent of a modification. Furthermore,
choosing to differentiate process and product needs to be child specific.
With that in mind, I decided to differentiate my lesson with Casselena (the subject of my
case study in class) in mind. This lesson could look much different depending on the student in
question.

Differentiation for Casselena:

The subject is Math (Grade 6), and the lesson is a cross strand of Geometry & Spatial Sense and
Measurement. (All details are within the lesson attached, differentiation additions or mentions
are highlighted).

Content: On Casselena’s IEP is notes that while she is entering Grade 6, her Math levels are two
grades below, thus the expectations are modified to Grade 4. She also has alternative
programming to refine her communication and social behaviour. What needs to be available:
regular breaks from work desk, a stress ball, and a pediatric weighted therapy belt.
 Process: In accordance with accepted differentiation from the research above, it should be noted
that Casselena has difficulty in speech perception, thus visual aids is very important when it
comes to direct instruction and or demonstration.

Product: In accordance with accepted differentiation from the research above, it should be noted
that Casselena has difficulty in writing, thus an assistive technology such as Speech to Text
(Dragon Naturally Speaking) should take the place of any writing required on the end product.
Furthermore, because there is tracing, and drawing straight lines required in the assessment, it
may be beneficial for another student to trace for Casselena when necessary, and EA if available,
or the teacher can take a picture of the assessment (if permissible).

Environment: In accordance with accepted differentiation from the research above, Casselena’s
IEP requires her to have access to a relaxation station, thus one should be available in the
classroom.

Title: CREATE, MEASURE & CLASSIFY YOUR OWN GEOMETRIC IMAGE

Grade: 6
Subject/Course: Mathematics
Strand: Measurement, Geometry & Spatial Sense
Time: 60 mins

Lesson Description:

This lesson is ideal for the 1st of several review classes leading up to a unit test and/or summative task. In this lesson, students will
continue to explore the relationship between the areas of rectangles, parallelograms and triangles by composing and decomposing
polygons. Students will create their own images using only tangrams or pattern blocks. They will trace their images on grid paper. From
there they will need to determine their image’s overall area and perimeter, as well as classifying the polygons that make up their images,
and measure all angles within. This lesson should occur after lessons covering: 1) Properties of rectangles, parallelograms and
triangles, and how to classify them. 2) How to measure and classify angles, as well as how to classify a triangle based on angles. 3) How
to calculate (or estimate) area and perimeter of rectangles, parallelograms, and triangles. The teacher should collect student images and
assess students ability to classify each shape, and ability to use appropriate formulas, and provide appropriate feedback. The lessons
that follow this: students will receive an answer sheet with the areas and perimeters, angles and appropriate classification of each
tangram and pattern block. Students will self correct/self assess along with taking in teacher feedback.

Desired Results
Essential Question/Big Ideas

How many polygons can be identified within your created image? What shapes did you use in the creation of
your image? (types of triangles by side & angle properties, parallelograms and rectangles). What are the steps
needed to calculate (or estimate) the total area and perimeter of your image?

Ontario Ministry Curriculum Expectation(s)

Overall:

Measurement:
 • determine the relationships among units and measurable attributes, including the area of a parallelogram, the
area of a triangle, and the volume of a triangular prism.
• MODIFICATION (GRADE 4): estimate, measure, and record length, perimeter, area, mass, capacity, volume ,and elapsed time,
using a variety of strategies;
• determine the relationships among units and measurable attributes, including the area and perimeter of rectangles

Geometry & Spatial Sense:

• estimate, measure, and record quantities, using the metric measurement system;
• MODIFICATION (GRADE 4): identify quadrilaterals and three-dimensional figures and classify them by their geometric
properties, and compare various angles to benchmarks;

Specific:

Measurement:

• determine, through investigation using a variety of tools and strategies, the relationship between the area of a
rectangle and the areas of parallelograms and triangles, by decomposing and composing.
• solve problems involving the estimation and calculation of the areas of triangles and the areas of parallelograms
• MODIFICATION (GRADE 4): estimate, measure, and record length, height, and distance, using standard units
• estimate, measure using a variety of tools and strategies, and record the perimeter and area of polygons;
• determine, through investigation, the relationship between the side lengths of a rectangle and its perimeter and
area

Geometry & Spatial Sense:

• sort and classify quadrilaterals by geometric properties related to symmetry, angles, and sides, through
investigation using a variety of tools
• measure and construct angles up to 180° using a protractor, and classify them as acute, right, obtuse, or straight
angles
• construct polygons using a variety of tools, given angle and side measurements
• MODIFICATION (GRADE 4): identify and compare different types of quadrilaterals and sort and classify them by
their geometric properties
• identify benchmark angles using a reference tool, and compare other angles to these benchmarks
• relate the names of the benchmark angles to their measures in degrees

Stage 2: Evidence of learning and assessment procedure

Assessment: Assessment Tool(s):

Formative: Anecdotal record

Student created geometric images
(with (with classifications, angle, area and perimeter
measurements/ OR Measurements and classifications
and angles in quadrilaterals, and estimation of perimeter
and area )

Stage 3a: Planning learning experience and instruction

Instructional strategies Student grouping
Individual (but they may ask a peer to look over their work)
Direct instruction, modelling/demonstrating examples in
real time as students follow, problem-based learning

Resources/Materials: Considerations/Modifications:

Grid Paper • Students struggling in creation may select one of

Directions/Exemplar Handout many pre-made images, or draw inspiration from
Pre-Made Image Exemplars them.
Tangrams • Students may seek out peer tutoring
Pattern Blocks • Students that need extensions and/or more of a
Rulers challenge may chose from extension review work
Protractors sheets, text book questions, and/or to help/peer tutor
Calculators a classmate that is requesting assistance.
Markers or Colored Pencils • Some students have content modifications, and as a
Chromebook or Laptop set up with screen cast and result do not need to do exact calculations of area
Dragon Naturally Speaking Program and perimeter, but they should be estimating area
Stress ball and perimeter. Furthermore, they do not need to
Weighted belt classify triangles at all, but they may want to use
Reference Tool to determine benchmark angles triangles in their image. This is permissible, but they
will not be assessed on their ability to measure,
estimate, classify anything to do with a triangle.
Lastly, it is not expected for students with this
modification to calculate or even estimate the total
area or perimeter of their image, just the individual
quadrilaterals they can observe.
• It is ideal to have a premade screen cast for the
student with content modifications, as their
assessment product has different expectations. They
are very visual in nature, so having a visual example
that they can return to as many times as they want is
ideal. This should also include physical handwritten
instructions and an exemplar to refer to.
• Sensory items such as a stress ball and weighted belt
should be available
• Physical breaks should be permissible every 10
minutes.
• A relaxation station should be available.
• A chromebook or laptop should be available for the
student with content modification as they will need it
to watch a screencast as well as to access the
Dragon Naturally Speaking Program (Speech to
Text), as the student will be expected to classify
different quadrilaterals and estimate areas and
perimeters.

Learning experience and instructional process

Motivational Hook: 1 min

• Once students are sitting and quiet, ask what kind of polygons students can identify on the board (including
posters, images etc).
• Once students suggest a few shapes, ask what shapes they can locate within those shapes, or what shapes they
can add to create a different shape.

Open: 15 mins
 • The student with modification may choose to follow along with the teacher and the rest of class for the
demonstration, or watch a screencast specific to their expectations. This screencast will have an image of a house,
but only using quadrilaterals.
• Reveal a pre-made image of a house on chart paper.
• Ask students what kinds of polygons can they observe within the house, and within the other shapes.
• Answers will vary, but the main polygons within the house are: an acute equilateral triangle (roof), a trapezoid
(chimney), 2 rectangles (foundation & door), and 2 squares (windows).
• Model (with student assistance) how to classify each of the main shapes, how to solve for area and perimeter of
each
• Model how to determine the total area (add all areas together)
• Model how to determine the total perimeter (add only the outer sides of the polygons)
• Model how to measure the angles within the roof to determine it is an acute equilateral triangle (discuss angle, total
of 180 degrees, and side properties of triangles)
• Model how to measure the angles in the chimney/trapezoid. (discuss how parallelograms have total angles adding
up to 360 degrees).

Body: 35 mins

• Explain activity: students will be expected to create their own complex images using grid paper and tangrams
and/or pattern blocks.
• They will need to classify the different shapes within their images (based on side and angle properties), and find
total area and perimeter. The expectations for modification will be to classify each shape, measure the length and
width of each shape, determine the benchmark angles using a reference tool, and estimate the individual area and
perimeters of the quadrilaterals. (with headphones).
• Directions will be projected on an overhead projector/ or smartboard. Directions and the geometric house exemplar
will be provided on an individual handout as well. Each student will get a copy of this. They will also be instructed to
use formula sheets that were provided to them at the beginning of the unit. Extras will be available at the front of
the class. The modified assessment instructions will be provided in screencast format to the student in question, as
well as in hard copy/visual representation with exemplars.
• Students that have difficulty when it comes to creation may use pre-made images, or they may look at them for
inspiration.
• Students may also seek out a peer to help them in other areas of difficulty, or an EA if available, or the teacher in
small doses.
• Students may color their images, once all calculations are complete.
• If students finish all tasks with time to spare they may chose to work on a review worksheet, textbook questions
and/or help a classmate. Resources for extension will also be provided at the Grade 4 level.
• The teacher will be circulating throughout the activity and providing assistance and answering student inquiries.

Consolidation: 5 mins

• Ask students to look at the smart board or projector

• Have 5-10 trivia questions prepared on the board. These questions should be presented in categories (like Jeopardy) so all
students can answer if they want. (Categories: Quadrilateral Properties, Triangle Properties, Estimation, Calculation).
• Students will be encouraged to raise their hand to answer.

Closure: 4 mins

• Ask students to clean up all materials. Clean their off their desks.
• Ask students to deliver their images into the allocated bin (or have a student volunteer pick them up). If tracing or drawing is
difficult, the created image may be preserved or a picture by the teacher may be taken.
• Remind students to review all concepts related to the unit for impending test or summative task.

NEXT STEPS

While this project was a fantastic first step into an area I am interested in, I feel nothing
will compare to actual experience. I will be needing to differentiate for students with ASD (and
other students with modifications and accommodations) my entire career, so there will a
substantial amount of experimental learning taking place, learning that is never going to stop.
With that in mind, one definitive next step I plan on taking is enrolling in the Spec Ed
Part 1 Additional Qualifications course at The University of Ottawa. While I know enrolment is
open (as of March 4th) for both the Spring and Summer sessions, I am still unsure if I will be
taking my part 1 during this time for personal reasons. But I can estimate that within the year I
will take my Part 1, and the year following I will take my Part 2. This AQ will not only enhance
my chance for employment, increase my pay scale, it will support my desire to better
differentiate my teaching practices with students with ASD in mind.
References:

The Ontario Ministry of Education. (2017). Special Education in Ontario (K-12). Toronto: Queen’s Printer.
Retrieved from https://uottawa.brightspace.com/d2l/le/content/99597/viewContent/2142362/View

The Ontario Ministry of Education. (2005). The Ontario Curriculum Grades 1-8 Mathematics, 2005 (revised).
Toronto: Queen’s Printer. Retrieved from http://www.edu.gov.on.ca/eng/curriculum/elementary/math18curr.pdf

The Ontario Ministry of Education. (2013). Learning for All. Toronto: Queen’s Printer. Retrieved from
https://uottawa.brightspace.com/d2l/le/content/99597/viewContent/2142348/View

The Ontario Ministry of Education. (2007) Effective Educational Practices for Students With Autism Spectrum
Disorder: A Resource Guide. Toronto: Queen’s Printer. Retrieved from
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