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Autism spectrum disorder Assignment
Explain your rationale in selecting a particular method of instruction to teach basic numeracy to a student with autism
Autism spectrum disorder is a developmental disability caused by differences in the brain. People with autism often have different ways of learning, moving, or paying attention which is why selecting one particular method is key when teaching a student with autism. Teaching basic math to an autistic student can sometimes be a little challenging. However, employing a specific method of instruction and knowing the student on an academic level can make things easier for the teacher.
A study published in biological psychiatry in 2013, coincides with the stereotype that autistic children are always good in math. Researchers found that certain parts of the brain of children with autism are activated while solving math problems and tend to use different approaches to solving these problems as compared to children without autism. Since autism spectrum disorder is so wide there isn’t a single way of teaching math to a student with autism. Getting to know the student, his or her strengths and weaknesses, will give better insight into what teaching method will work best as one is familiar with the preferred way of learning of the student.
Basic numeracy can be taught to a student with autism with the help of certain principles. A recent article published in the Journal Brain found that using familiar faces boosts the attention and motivation of students with autism in different situations. Using associations like comparing basic everyday items to specific shapes and colors can be a very effective way of learning as these students thrive in familiar situations. Another article found that autistic students performed better when they were examined by familiar teachers instead of strangers. Concrete- to- abstract principle can also be an effective learning method. This can be achieved by allowing students to see, feel, touch, or even smell objects in their surroundings and once they gain comfort these objects can be used as learning aids. For instance, food toys can be used to introduce numbers to the students e.g. asking the child to give 5 items, 3 bananas, and 2 apples. Simply introducing numbers while playing with a basic object can help the student feel comfortable and intuitively learn basic addition before trying to solve addition questions on paper.
In conclusion, teaching basic numeracy to a student with Autism is a task that requires patience, attention to detail, and trying to understand what might be going through the child’s head. Math can be scary on its own, adding a development problem like autism, and most teachers and parents would get worked up thinking they are not up to the task ahead of them. Nevertheless, with the right teaching strategies, an understanding of the needs and abilities of the student, and adequate knowledge about the disorder, the execution can be a lot simpler and exemplary results witnessed in no time.
Autism spectrum disorder Assignment
RUBRIC |
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Excellent Quality 95-100%
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Introduction
45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Literature Support 91-84 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met. |
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Average Score 50-85% |
40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided. |
83-76 points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration. |
52-49 points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met. |
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Poor Quality 0-45% |
37-1 points The background and/or significance are missing. No search history information is provided. |
75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration. |
48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met |
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Autism spectrum disorder Assignment |
Autism spectrum disorder Assignment