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Discussion of Autism Spectrum Disorder

I have chosen to examine level 1 Autism Spectrum Disorder (ASD) in students. According to
the latest version of the Diagnostic and Statistical Manual for Mental Disorders (DSM-V), the
diagnostic criteria for ASD is based on children having difficulties in two main areas. The first
area is deficits in social communication and interaction and the second main area is
restricted, repetitive patterns of behaviour and interests (Autism Speaks Inc, 2018; Kluth,
2010). These features are present across three levels of ASD, with level 3 requiring very
substantial support and level 1 requiring support (Autism Speaks Inc, 2018).

Common characteristics of a person with level 1 ASD who has difficulties with social
communication and social interaction include:

Communication differences

Students with level 1 ASD can generally speak in full sentences, however they may struggle
with the nonverbal cues for back and forth conversation and may not understand
appropriate ways to respond or initiate conversation (Autism Speaks Inc, 2018). This can
have a negative impact on students’ learning needs as communication is so important in the
classroom however when teachers implement different communication strategies and
technologies, and when students can respond in different ways, then this can have a
positive impact on students’ learning (Kluth, 2010).

Social differences

Students with level 1 ASD may find it difficult to make friends, which is why it may appear
that they have a decreased interest and want to be alone (Autism Speaks Inc, 2018). In most
cases, students with ASD want to form connections and friendships with others, but they
just find it a lot more challenging (Kluth, 2010). They also may initiate social interactions in
ways that their peers may not understand or see as odd (Autism Speaks Inc, 2018). These
social misunderstandings can have a negative impact on a student’s learning if the teacher
and peers cannot interpret a student’s signal for social interaction (Kluth, 2010).

Common characteristics of a person with level 1 ASD who has difficulties with restricted,
repetitive patterns of behaviour and interests include:

Repetitive behaviours

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These behaviours can involve repetitive motor movement, object movement or speech
(Autism Speaks Inc, 2018). This may appear as rocking, tapping and pacing, repeating speech
and lining up objects (Autism Speaks Inc, 2018; Kluth, 2010). These movement differences
need to be viewed as a physical problem, not an intellectual or behavioural problem
otherwise assumptions can be made about a student’s competency which can have a
negative impact on their learning (Kluth, 2010).

Resistance to change

Students may be inflexible to change and may struggle with transitions (Autism Speaks Inc,
2018). Students may struggle with changes to room arrangements, routines, routes, food or
their environment (Scheuermann & Webber, 2002). If students are not prepared for the
changes in advance by outlining exactly what is going to happen, then this can have a
negative effect on their learning as they experience anxiety (Scheuermann & Webber,
2002).

Sensory differences

A person’s sense of touch, sound, sight, smell and taste can have hypersensitivity or
hyposensitivity (Autism Speaks Inc, 2018). Students may avoid situations in the classroom
that involve touching certain objects or working closely with peers. Certain noises or sounds
produced inside or outside of the classroom can cause stress for a student with ASD or
verbal instructions and conversations can be difficult for students to understand. Certain
lighting and colours can cause anxiety and students can have varying reactions to different
types of smells. These sensory experiences produced by the learning environment can have
a negative impact on students as they are not feeling calm and focused to learn (Kluth,
2010).

Restricted and fixated interests

Having a deep interest in a topic can have a positive or negative impact on a student’s
learning depending on how the teacher manages that interest. If it consumes a student and
does not allow them to focus on other learning areas then it can impact on their learning
negatively, however if it is used as a strategy to help the student calm down, focus and

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connect with members of the classroom then it can help support students’ learning (Kluth,
2010).

It is important to note that no two students with ASD are the same as they will each have
different behaviours, ways of communicating and learning styles which is why it is called a
spectrum disorder as characteristics and their intensities are varied (Kluth, 2010;
Sutherland, 2017). The best way to understand the characteristics of a student with ASD is
by getting to know them as an individual and listening to the student’s family as they will
give you the greatest insights into the student’s strengths and needs. This is the most
effective approach to understand and to provide learning supports for students with autism
and helps the teacher advocate for them (Kluth, 2010).

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Justification of my lesson plan using the principles of UDL

Universal Design for Learning (UDL) is an inclusive and flexible framework comprising of
three principles that address barriers to learning created by poor curricular design (CAST,
2012). The first principle is based on the what of learning through representation by
presenting information for teaching and learning in multiple ways. The second principle is
based on the how of learning by providing multiple means of action and expression which
looks at how students can learn and express what they know. The third principle is based on
the why of learning which looks at providing multiple ways to engage and motivate students
in learning (Hall, Meyer & Rose, 2012).

My lesson plan has incorporated the UDL principle of representation to support my student
with level 1 ASD. One way to provide multiple means of representation is to provide an
alternative for auditory information (CAST, 2018). This supports my student with ASD’s
learning as they commonly have a visual-spatial strength and are readily able to understand
information that they can see in the form of plans, rules and schedules (MacKenzie,
2008). This has been designed into my lesson plan through providing slides on the
interactive white board (IWB) that have a written overview of the lesson, written
questions to prompt prior learning, a written list of instructions for the main activity,
a written self-assessment checklist and a visual display of group work rules. My lesson
also promotes representation by activating prior knowledge (CAST, 2018) through
displaying an advertising poster that the class previously constructed together and writing
verbal responses onto a concept map to provide visual support for learners who have ASD
(Kluth, 2010).

My lesson plan has also incorporated the UDL principle of providing multiple means of
action and expression to promote an inclusive classroom. One way to provide multiple
means of action and expression is to use multiple media for communication (CAST,
2018). My lesson plan achieves this by providing two choices for pairs to compose their
advertising poster. Pairs can either draw and write their draft on an A3 sheet of paper, or
they can use the PicCollage Kids app (Cardinal Blue Software, 2014) on an iPad to compose
their advertising poster digitally. Providing a technology based option supports
learners with ASD as it gives them visual tools and a place of control as they navigate
the app’s features (Ennis-Cole, 2015). Composing their poster using a device also provides
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multiple ways for students to present their draft as they can email it to the teacher or use
an interactive website such as a class blog to upload and share with the class (CAST, 2018).

Finally, the UDL principle of providing multiple means of engagement has been incorporated
throughout my lesson plan. One way to engage students in learning is by providing choice to
promote autonomy of learning (CAST, 2018). My lesson plan has provided a range
opportunities for choice by allowing groups to choose what products to sell, alternative
ways compose their poster, who they would like to work with and what area of the
classroom they would prefer to work. This supports students with ASD as it provides them
with a feeling of control over their learning as they decide what will work best for them
(Kluth, 2010). Another way to engage students in learning is to encourage
collaboration and community as peers can provide one-on-one support (CAST, 2018).
My lesson plan supports collaboration through group work by having visible rules for group
work to communicate clear expectations (CAST, 2018). Having rules supports learners with
ASD as it provides concrete and visual material that they can always refer to (Kluth, 2010).
An additional way to provide engaging learning experiences is to provide
opportunities for self-assessment and reflection to help students see their own
progress (CAST, 2018). My lesson plan provides a visual self-assessment checklist which
supports learners with ASD as checklists allows students to feel organised and reduces
anxiety to help them achieve success in their learning (Kluth, 2010).

The implications of having a student with ASD in my classroom is that it will make me reflect
on my teaching practices to find inclusive strategies to support their learning. Implementing
the UDL framework and having it inform my everyday planning to design and implement the
curriculum will result in not only benefiting the student with ASD, but it will benefit all the
students in my class as I support and consider their individual differences and learning
needs first (Hall, Meyer & Rose, 2012; Hartmann, 2015).

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Class: 5/6 Evans Date: 23/4/18

Time Lesson Outcomes Teaching/ Learning Strategies & Activities Potential Barriers UDL solutions
/Indicators

Intro KLA: EN3-5B Ask students to sit on the floor so they can see the
English, IWB
15min  Understand and Students do not Have a written nonverbal overview of the
persuasive Explain WALT: today we are learning to plan and draft
apply knowledge know the outline lesson:
writing.
of language forms our own persuasive poster by using persuasive and plan for the
devices and structural features that we have learnt
and features lesson
> identify and Display the Bouncy Cow Milk advertising poster to the
explain class on the IWB
characteristic text
structures and
language features
used in
persuasive texts
to meet the (Kluth, 2010).
purpose of the
text

EN3-2A.

 Understand and Too many verbal

Reflect on prior learning: Display questions on the IWB to provide
apply knowledge questions nonverbal communication and create a
of language forms Last week, we did a whole class joint construction of
this advertising poster for Bouncy Cow Milk. concept map on the white board to record
and features
responses (CAST, 2018)
 What language features did we use in this
poster?

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> plan and draft a (emotive language and direct address) How can I give Pairs can choose which product they would
persuasive text,  What design and layout elements did we use? students choice? like to sell (Kluth, 2010).
choosing and (salience and reading paths)
experimenting  What structural features did we use in this
advertising poster?
with text
(heading, rhetorical question, facts, illustration, There are too Have written instructions visible on the IWB
structures, language modality words, layout, contact details)
features and images many verbal and use non-verbal cues by gesturing step 1,
appropriate instructions 2 and 3 using your hand: (Kluth, 2010)
to purpose and
Explain activity:
audience.
In pairs you are going to sell a product by creating your
own advertising poster.
Products to sell are:

 chilli milk
 chocolate toothpaste
 peanut butter shampoo
 coffee scented perfume

Pairs are going to complete a Y-Chart to express

 Students may Have a stay-put box available in the
what their product will look, feel and sound like.
struggle to stay classroom with objects to provide sensory
Pairs are then going to plan and draft their advertising seated during supports such as stress balls, stuffed toys,
poster on an A3 sheet of paper stretchy band, soft neck pillows (Kluth,
the lesson
Explain the success criteria: 2010).
Pairs are successful when their poster contains:
- Attention grabbing heading  Y-chart may not  Add visual cues to the Y-Chart in the form
- Rhetorical question have sufficient of symbols to help students think about
- Emotive language using strong adjectives
visual supports what their product looks, feels and sounds
- Direct address that speaks to the reader
directly like:
- Salient image that grabs attention
- Clear reading path
- Modality words

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- A balanced layout with fonts and colours

to attract attention
- Facts
- Contact details

(Kluth, 2010; O’Malley, n.d.)

Body To differentiate, emergent learners can
Students are choosing a partner and are working in
30min add one idea to each section of the Y-
pairs
Chart.
They are deciding on a product to sell and completing
a Y-Chart
 Students do not
They are planning and drafting their advertising poster.  Students can draft their advertising
have
Facilitate pairs by prompting and giving suggestions. alternative poster by drawing on A3 paper or using
Formatively assess by observing and writing down ways to express the app PicCollage Kids (Cardinal Blue
notes. what they have Software, 2014) on an iPad.
created.

 Students do
 Use an online visual timer to show they
not know
have 30 minutes until the next activity
when to
(Kluth, 2010).
transition to
next activity

 Have a visual success criteria checklist

 Students
displayed on the whiteboard to be used
cannot see
as a self-assessment:
expectations

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for their
activity

(Kluth, 2010)

To differentiate, emergent learners can

choose any 5 success criteria to include
in their poster.

 Students may  Have the rules for group work displayed in

not remember the classroom and refer to them:
the rules for
groups work

(Kluth, 2010; Learning to the Core, 2015).

This will also keep noise levels down if

students are sensitive to loud sounds
(Scheuermann & Webber, 2002).

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How can I give Pairs can choose which area of the

students choice? classroom they would like to do their group
work (Kluth, 2010).

Conclusion Pairs sit down in a circle on the floor and share their
draft advertising poster to the class.
15min
Students use the self-assessment checklist to reflect
on their learning.

Teacher gives feedback to students.

Resources Assessment Strategies: Evaluation

A4 Y-Chart x 15 Observation and note taking during body and

conclusion of the lesson of students achieving the
A3 paper x 15
success criteria.
iPads x 10
Advertising poster work sample.
IWB

Presentation slides with advertising poster

examples and questions

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References

Autism Speaks Inc. (2018). DSM-5 Diagnostic Criteria. Retrieved 20 April 2018from
https://www.autismspeaks.org/what-autism/diagnosis/dsm-5-diagnostic-criteria

Cardinal Blue Software. (2014). PicCollage Kids - Safest photo editor for schools. Retrieved
25 April 2018 from https://itunes.apple.com/au/app/piccollage-kids-safest-photo-
editor-for-schools/id977081997?mt=8

CAST. (2012). The concept of UDL. Retrieved 24 April 2018 from

http://www.udlcenter.org/aboutudl/whatisudl/conceptofudl

CAST. (2018). Universal Design for Learning Guidelines version 2.2. Retrieved 24 April 2018
from http://udlguidelines.cast.org

Ennis-Cole, D. (2015). Technology for Learners with Autism Spectrum Disorders (pp.15-27).
Switzerland: Springer International Publishing.

Hall, T.E., Meyer, A., & Rose, D.H., Eds. (2012). Universal design for learning in the
classroom:Practical applications (pp.1-8). New York: Guilford Press.

Hartmann, E. (2015). Universal Design for Learning (UDL) and learners with severe support
needs. International Journal of Whole Schooling, 11, 54–67.

Kluth, P. (2010). "You're going to love this kid!" : Teaching students with autism in the
inclusive classroom (2nd ed.) (pp, 1-21, 260-278). Baltimore, Md.: Paul H.
Brookes Pub.

MacKenzie, H. (2008). Reaching and teaching the child with autism spectrum disorder :
Using learning preferences and strengths (pp.37 – 50). London ; Philadelphia:
Jessica Kingsley.

O’Malley, L. [Laura]. (n.d.). Y Chart template for IWB [image]. Retrieved April 22, 2018, from
https://www.pinterest.com.au/pin/143270831869559491/

Scheuermann, B., & Webber, J. (2002). Autism : teaching does make a difference (pp. 1-25,
126). Wadsworth Thomson Learning, Belmont, CA

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Learning to the Core. (2015). First week in first grade: expectations and anchor charts.
Retrieved 24 April 2018 from
http://dailylearningtothecore.blogspot.com.au/2014/08/first-week-in-first-grade-
expectations.html

Sutherland, D. (2017). Developing communication skills. In Foreman, P., & Arthur-Kelly, M.

(Ed.). Inclusion in action (5th edition). South Melbourne,Vic. Cengage Learning
Australia.

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