before further exploring the use of structure in the classroom, it will be helpful to briefly review some of the deficits of autism and how they can point to a need for structure when planning for successful learning experiences. a classroom that is physically well-organized and scheduled will not benefit students unless individual student strengths and needs are considered in the planning phase. a classroom with multiple exits (especially one to the outside) is not desirable for a teacher with a student who is a runner. built-in cabinets are good for building a work area around because of the easy accessibility to materials. a teacher may use a small throw rug in front of the sink to show students where to stand when they are washing their hands or washing the dishes. there is a table and chairs in the middle of the workshop area for those students who are not bothered by others’ activities or are learning to work with distractions present. the general classroom schedule is usually posted somewhere in the classroom for all to be able to see and use. a clipboard with the schedule attached to it for each teacher is easy to handle and glance at.
when giving directions, a teacher needs to make sure expectations and consequences are clear and organized for the student. pictures and written instructions (similar to a recipe) can be used to help students complete a sequential task in the right order. the teacher notices this and says, “no”, which is a prompt to greet chuck. some students may be able to earn money or tokens throughout the day and save them to trade in for a reinforcer at a later time. the type and frequency of reinforcement for individual students should be planned prior to activities. the activities should be structured to promote greater independence and success for the student with autism, while at the same time allowing for parallel play activities in a social setting. when introducing a child with autism to this type of shared activity, it is very important that the child can already complete the activity by herself. make sure you include a way to for the student to know when he is finished, and what he is to do next.
the appropriate credential for serving in a tk or tk and kindergarten combination self-contained special education classroom would be the same credential authorized for an individual to serve in a kindergarten self-contained special education classroom. the cde will not provide forms for leas to complete regarding the verification of experience and education. a tk teacher could apply to the commission of teacher credentialing (ctc) for a child development teacher permit, and upon receipt of the permit would have satisfied the requirements for option 3 of california education code (ec) section 48000(g): “a child development teacher permit issued by the commission on teacher credentialing,” and option 1 of ec section 48000(g): “at least 24 units in early childhood education, or childhood development, or both.” a child shall be admitted to a kindergarten maintained by the school district at the beginning of a school year, or at a later time in the same year if the child will have his or her fifth birthday on or before september 1 ec 48000[a]. students are required to meet kindergarten immunization requirements before admission to the first year of the tk program.
the required calpads education program code for tk is 185, which indicates participation in a tk program. tk is the first year of a two-year kindergarten program that uses a modified kindergarten curriculum that is age and developmentally appropriate. how to address the needs of a non-toilet-trained age-eligible tk student is a local school district decision. since tk and kindergarten are currently not mandated, it is a local decision whether you are permitted to pick up your child at part-day. the minimum length of instructional time that must be offered to constitute a school day is 180 minutes (ec 46117 and 46201).
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