Exit+Slips+from+Spring+2012+D87+Class

From 4-2-12 Class =Bright Ideas= Further understanding & knowledge, ideas and strategies -- trials and errors Obtaining ideas and strategies to make my students feel they are valued and to help me understand their specific needs Ideas for helping my student Would like to see more of the video I am just very excited to learn more about autism and teaching these students! I think the things I learn will help me be a better teacher for all my students! I also want to teach my students about autism to help them understand each other better Educating myself about this prevalent diagnosis. Learning a variety of strategies to address the needs of my little ones Learning more about older Aspies Teaching strategies that can help all students, but especially kids with autism. I'm excited to hear other people's stories & experiences Learning more about the spectrum -- catching up/reviewing Learning strategies to help me along the way Getting more ideas of how to help myself, my students, and colleagues Hearing Kira stories. Do you know an adult w/autism that would be willing to come in and talk to us? (or a student, just someone to describe what their life is like? or maybe another parent?) All of it! Love your Kira stories! Keep 'em coming! Hearing more from the perspective of people who have autism A better language of how to meet the needs of autistic students Learning about being a teacher of __all__ students of __all__ abilities at all times =Muddy Waters= Sensory processing & how to help socially When the definition is so varied, how does diagnosis work? Person 1st language -- when people don't use it, does it bother you? It does me, but not sure how it feels to someone __closer__ to autism Is the diagnosis somewhat subjective? (p. 6 Table 1.1) How did Kira find out she is autistic? (How/when did you tell her?) Nothing so far I'm good :) OCD vs autism (not vs., but I always wonder if repetition was autism or a memoir of co-morbidity I don't know. Already a lot to think about. The video, the book, the conversations...oh my! Understanding autism is difficult because it is ever changing as we learn more. "Many of the things we feel we understand will prove to be wrong" --How challenging!!!!!! The chapters helped, but the difference between Aspergers and Autism It seems that there are so many things that can frustrate, unnerve, challenge students on the spectrum. Since there isn't a set pattern, how doe we know what might be bothersome to our students, especially when they have difficulty expressing themselves? How to define __LRE__. It seems to be determined by the opinion of a teacher, a team or a district. I saw a definition -- "appropriate...be achieved satisfactorily" what does that mean? Do we need to advocate for __more__ inclusion in D87? If so, how much more? Obviously, there is no perfect right or wrong answer to the above question, but it definitely proves pondering :). What about __disruptive__ behaviors to regular classroom environment? Do you make LRE decisions based on behavioral issues that become disruptive to other's learning?

From 4-12-12 class =Plus= I liked how we switched groups. It kept the conversations going. Also liked the movies; I cried during Carly's --loved it! Normalfolk Powerful videos -- great class discussion today! Hearing other people's stories to get support Group discussion Awesome videos! Videos * Love the Hurricane Dancing book Love the videos and group conversations. Also like the ideas for presenting! Sharing Stand & Deliver Brainstorming group/share, discussing chapters individually w gen. ed teachers, too, exciting that they are part of our group! Loved the videos Loved the video clips & like mixing up/grouping The videos, especially the Marty Murphy video This conference room was much better for discussions. Love the idea of messages fro students. Hope Marty will speak to us Discussion & environment :) Suzy Dees! Lots of discussion, time went quickly The Carly video would be great to show at an in-service -- all staff need to be reminded that there is a person behind the behavior Validation (from book) that I do work hard, I am OK, I have many good ideas, except Paula stole them from me and wrote her book Finding accommodations across the district regarding class topics Carly's story, great ideas

=Minus= Don't give us the pretzels //**__you__**// didn't want to get fat from so that __//**we'd**//__ get fat instead! I wish I had more personal stories to share, too. I only had 1 student with autism and he got a different placement Videos - I'd already seen them...I'll have to peruse the Wiki to see other videos. Discussion with other group became very discriminatory concerning "East/West side schools/teachers" Already seen some of the videos -but doesn't hurt to see again Didn't like the room Time goes by too quickly and we don't have as much time to continue the discussions. Conversations regarding East/West schools occurred -- awkward, felt defensive Reading homework is hard for me to complete, but it's **//__so__//** good!!!! Not sure I can verbalize how strongly my emotions are revved up from this book and class Chapter 4 doesn't address the topic of how to interact with families who are not acknowledging child's disability. Some will not accept child's needs in the classroom or will not "team" with educators. What can we do to help these children, especially those with high mobility? Lots of great ideaas and things to do bu hard to always find enough time in the school day :( w/curriculum requirements)

=**Interesting**= Alexa book Everything! Can't get the Canadian girl out of my head! you mentioned being on the other side of an IEP meeting...what is the one thing you wish the gen ed teacher knew (besides getting to know your child? Your personal stories! Teachers sharing stories about students in their classes Your stories. Thank you for being so open & willing to share Your perspective as a parent Normal Folk -- unaware of project -- fascinating! Sharing real life stories and brainstorming suggestions on how to help solve Stand & deliver activity I will learn to use the WIKI. Really interpreted some concepts differently before discussions The CBS video about the girl who typed to communicate :) SO interesting! I __//**love**//__ the idea of having parents start meetings when they're willing. Sad my reviews are done for this year. Hearing other people's ideas! Love the idea of calling the kid instead of the parent Videos/personal vignettes regarding persons on the spectrum I didn't know anything about Normal Folk --cool! Love hearing stories about Suzy's experiences

From 4-19-12 class

In my classroom, I am going to...
=STOP= thinking that all students have to be graded equally (try to) doing things for my students with autism that I know they can do, even it it takes __MUCH__ longer! insisting students sit during instruction. Let them stand if they need to stand!! :) making my kids switch partners/groups so frequently. It's unsettling to me, so it must be for some kids, too I have to think about this... forcing socialization eating/sneaking candy in front of students finishing sentences for students being rigid about movement during work completion talking about ANY kid when others are present expecting kids with autism to respond to PECs or any strategies autistic people are "supposed" to want letting __student A__ sit next to __student B__ so __student B__ can become more independent making kids wear headphones for computer if they don't want to ??? assuming playing music during work time __all__ of the time just because //__I__// like it relying on fluorescent lighting as it exists in my room

=Start= including alternate lighting & maybe stability balls adding some environmental supports (sensory menu) e.g. headphones, exercise balls (and I don't know what else) for ALL kids to choose from asking why the behavior is happening -- what are they trying to communicate? try out the wiggle seat thinking of sensory needs & look at environment using post-it notes bi-weekly for students to write something good that has happened (project!) using some of the strategies for the whole class -- there are undiagnosed needs and differences in the larger population checking for comfort using musical cues to let students know that we are changing activities/etc. prior to transitions paying attention to stimuli in my room trying things on fluorescent light/ or a lamp posting classroom routines noticing patterns that might relate to triggers for children -- sensory things I might alter offering more choices +gum, +seating, + lighting playing soothing music during worktime, maybe even softly during instruction time the compliment chair & attempt sensory issues w/one student in particular searching for more opportunities to allow my autistic students to be the "helper/teacher"

=Continue= to embrace the differences in my students because we are all equally different (a poster in my room) to **__love__** my students creating and building a comfortable classroom/community & building a supportive environment for all students building relationships listening to my students asking my student what he needs/why he is acting out. Currently, she just says I don't know remind them about turning on lights having my student w/autism teach her classmates about autism to have a student of the week opportunity for each student to be unique making it an accepting, tolerant, safe place for all of my students having students have buddies with another person in class breaking classes into tasks/schedule (checklist) writing daily schedule on the board sensory items and breaks letting kids stand when they nee to fostering relationships that include ALL & take targets off kids' backs