Social Studies for Students with Autism Spectrum Disorder

Kathryn Haughney and Diane Browder

�對文章意思的理解

�成年後會進行哪些活動、需要做什麼決策、會面臨什麼問題

理解個人職責、做選擇、能考量所作出的選擇會有什麼影響/後果

理解文意可以獲取信息（不管事網上的還是報紙、書本上的），提升獨立性

學習有意義的單詞和句子、事件的次序、distinguishing of fact from opinion, locating central ideas from details, and discriminating literal from figurative language.

使用時間軸

關鍵信息

學習自我調節

自主学习(Self-Regulated Learning,简称SRL)指学习者在教师的指导下,对自己正在进行的学习活动进行主动、积极、自觉的计划、监控、评价、调整的过程。

職位選擇、供應和需求

For example, the student may want to be a magician, but the employment opportunities for magicians in the region may be few to none. In contrast, having a hobby as a magician may be a realistic and self-fulfilling choice.

�金錢管理�

社會融合

在普通教育環境中進行學習

管理、領導、合作、理解他人

社交技能的發展

多樣性

�了解社會文化

�共情

�技術支援

�新的概念和名稱的學習需要使用語言

理解自己所處的文化背景下的社會習俗

通常�需要詳細、具體、直接的教學�

同伴教學、小組合作學習

�選擇合適的內容和材料、信息要與個人和文化相關、採用基於科學的做法進行教學

Choosing Content and Materials

Curriculum improvement should be a continuous effort, rather than a job terminating in a finished product. (Muessig, 1978, p. 3)

Identifying State and National Standards

moderate intellectual dis- abilities could learn to answer questions about grade-level social studies text through an interactive read-aloud procedure. The participants acquired literal recall of key details in the text through hearing key passage reread and signaling when they heard the answer to a question read aloud. Similarly, students with ASD may benefit from a pre-reading question, material read-aloud, and the use of a signal to locate key information.

寫總結、簡化內容、圖片支持

閱讀技能的提升To promote students using and devel- oping their reading skills, it is important not to use more adaptations than needed.

Teachers may begin with nonadapted text using read-alouds as needed, then move to simplifying the text in summaries, and, finally, if needed use illustrations or pic- ture symbols to augment the text.

Using Culturally Responsive Instruction

Knowing Students and Their Families

了解兒童喜好、有效支援、家庭日常

�

Learning About Other Cultures

Systems of Prompting

began with a couple of sentences, then the sentence with the answer and, if needed, only the word that was the answer.

in teaching the student to locate a website to find resource information on a topic, it may be more efficient to give the student a model for each step, then repeat the sequence with just a verbal direction, repeat the sequence again only gesturing to the cues on the screen for where to click next, and finally letting the student try it alone.

The teacher might model the procedure each time the student tries the task and then test to see what steps the student can do without help.

Time Delay

提出問題立即給予正確答案，學生重複，練習數次，直到孩子能正確說出答案——提出問題，等3秒讓孩子作出回應（正確作答表揚，不能正確作答，返回上一步操作）

視覺支持和示範

通過�示範目標行為希望孩子觀察後能表現出目標行為�

個別化教學計畫

提供哪些孩子感興趣的閱讀材料進行閱讀

Using Inclusive Practices

The steps to setting up a successful peer support program include (a) the coordination of parent, peer, and school staff buy-in, (b) training and planning meetings, (c) the use of adult facilitators, and (d) the careful monitoring of implementation to ensure consistency