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BREAKING THROUGH THE BARRIERS :

BREAKING THROUGH THE BARRIERS :. A Special Educator’s Guide: Navigating the Illinois State Board of Education Learning Standards for Students Diagnosed with Autism Spectrum Disorders. Presenters. Gwendolyn B. Murphy Director of Therapeutic Schools Easter Seals Metropolitan Chicago

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BREAKING THROUGH THE BARRIERS :

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  1. BREAKING THROUGH THE BARRIERS: A Special Educator’s Guide: Navigating the Illinois State Board of Education Learning Standards for Students Diagnosed with Autism Spectrum Disorders

  2. Presenters Gwendolyn B. Murphy Director of Therapeutic Schools Easter Seals Metropolitan Chicago Nicole L. Davenport School Administrator – Autism Therapeutic School Easter Seals Metropolitan Chicago

  3. Presentation Overview Rationale Description of Guide Next Steps…

  4. Rationale Personal Experiences ISBE Requirements Special Educator Challenges

  5. Description of Guide English/Language Arts Mathematics Science Social Science

  6. Description of Guide Fine Motor Gross Motor Independent Functioning Communication Social Emotional Community Vocational

  7. Description of Guide State Goal Illinois Learning Standards Curriculum (Adapted) Suggested Materials/Activities

  8. STATE GOAL 1: READ WITH UNDERSTANDING AND FLUENCY. Illinois Learning Standard 1A:Apply word analysis and vocabulary skills to comprehend selections. Curriculum (Adapted): • Participate in activities requiring students to demonstrate left-to-right correspondence. • Participate in activities requiring basic sight word recognition or phonics. • Participate in letter recognition activities. • Participate in activities requiring name recognition. • Participate in activities requiring choice-making. • Participate in activities requiring students to follow 1-step directions. Suggested Materials/Activities: • Picture cards • Storybooks • Magazines • Authentic photos • “First, Then” work strip • Alphabet cards • Name cards • Student preferred items • Multi-sensory materials (shaving cream, textured materials, etc.) demonstrating “left to right” correspondence and/or letter recognition

  9. STATE GOAL 6: DEMONSTRATE AND APPLY KNOWLEDGE AND SENSE OF NUMBERS, INCLUDING NUMERATION AND OPERATIONS (ADDITION, SUBTRACTION, MULTIPLICATION, DIVISION), PATTERNS, RATIOS AND PROPORTIONS. Illinois Learning Standard 6A:Demonstrate knowledge and use of numbers and their representations in a broad range of theoretical and practical settings. Curriculum (Adapted): • Introduce number recognition. • Introduce 1:1 correspondence. • Introduce rote counting. Suggested Materials/Activities: • Flash cards • Multi-sensory materials such as sand, shaving cream etc. • Manipulatives • Items within the classroom environment which reinforce number recognition, such as a • clock or phone • Number line • Templates

  10. STATE GOAL 12: UNDERSTAND THE FUNDAMENTAL CONCEPTS, PRINCIPLES AND INTERCONNECTIONS OF THE LIFE, PHYSICAL AND EARTH/SPACESCIENCES. Illinois Learning Standard 12A: Know and apply concepts that explain how living things function, adapt and change. Curriculum (adapted): • Participate in activities involving the concepts of “reality” and “make-believe.” • Introduce activities requiring students to sort or categorize items by attribute (i.e., plants, animals, • living, non-living, etc.) • Introduce activities requiring students to identify body parts. • Introduce activities requiring students to identify/construct patterns. • Introduce activities requiring students to identify the four seasons. Suggested Materials/Activities: • Storybooks • Picture cards • Weather cards/charts • Mirror • Videos

  11. STATE GOAL 14: UNDERSTAND POLITICAL SYSTEMS, WITH AN EMPHASIS ON THE UNITED STATES. Illinois Learning Standard 14A:Understand and explain basic principles of the United States government. Curriculum (Adapted): • Utilize incidental moments throughout daily schedule in which to refer students’ • attention to classroom rules. • Incorporate opportunities within the daily schedule for students to self-monitor • behavior. • Introduce classroom/individual behavior plan with consistency. • Introduce the concept of turn taking. Suggested Materials/Activities: • Picture cards • Posted classroom rules appropriate to the cognitive functioning level of the • students • Classroom/individual behavior program • Reinforcers

  12. Next Steps… High School Course Descriptions/Credits Transition Plan Development Career Paths

  13. CONTACT INFORMATION Gwendolyn B. Murphy Director of Therapeutic Schools Easter Seals Metropolitan Chicago wmurphy@eastersealschicago.org Nicole L. Davenport School Administrator – Autism Therapeutic School Easter Seals Metropolitan Chicago ndavenport@eastersealschicago.org

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