Teaching Students w/ASD 4.3: Academic Adaptations and Interventions - Reflection

Thinking back to the previous discussions around adaptations and modifications as well as your experience with individual or small group interventions in reading, writing and/or mathematics what has your previous practice/knowledge been around IEP goals in academic areas? Particularly involving reading, writing and mathematics? What about other curricular areas? What has been your experience around a student with ASD participating in the regular curriculum but with necessary supports? Is this easier in some subject areas than others?

Adaptations and modifications tend to become a bit muddy depending on the district you are employed by. In some districts, like mine, the term "modification" is generally only used if a student is not able to access the curriculum and is working toward life skill goals. In other words, a student who is, for instance, able to access the curriculum even at a K level in primary years, even when that student is in grade 5, is considered to be participating in an adapted program and not a modified program. 

My experience with small group intervention is nil and working with one student with ASD I noticed the student could read (decode), do math especially when taught using a particular pattern, and write. However, the depth to which this student truly finds these meaningful and to which the student understands is still something I'm learning. I've noticed the importance of using pictures and making writing and math concrete and pictorial i.e. writing about a picture and using pictures for math. These are useful universal adaptations.

There are some areas of the curriculum, particularly social studies, and some science that even in the grade 2 curriculum are quite abstract.

Image courtesy of BC Curriculum Social Studies 2

Even with pictures, videos, books, etc., it's difficult to know how much the student will understand especially given the challenges of students with ASD with expressive language. As a teacher, I want to give students the opportunity to have class discussions about historical events, worldviews, beliefs, and culture, but I also realize that discussions can be exclusive if students are unable to understand and contribute. This will continue to be something I struggle with.