Differing Opinions
A teacher wrote asking for some ideas for helping deal with differing opinions among colleagues about the best approach for helping a 5-year-old diagnosed with autism learn to participate in group activities. The teacher has developed a strategy, but a co-teacher and a therapist are wanting to implement very different strategies for helping decrease disruptive behaviors and preventing emotional melt-downs when the youngster’s schedule calls for his participation in circle time.
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Some schools utilize a standardized approach for addressing behavior issues for students with autism and other special needs, but others do not. In most educational settings, a committee made up of parents, teachers, therapists, and other professionals develop individualized strategies for addressing specific behavior issues. The plan is included in the student’s IEP (Individualized Education Plan). In the case of this teacher, no written plan is currently in place, so the teacher faces a dilemma.
The young student resists moving from independent work in a learning center to a large group circle time activity. The young student is non-verbal, so he is communicating his displeasure by screaming, biting, hitting, and kicking. The student’s autism diagnosis indicates that the youngster may have difficulty with transition, communication, and willing participation in group activities. The classroom teacher, her co-teacher, and a therapist have very different opinions about the most effective way to help this youngster. The teacher is asking for some ideas for resolving these differences of opinion.
The first step is to request a planning meeting in the very near future for developing a cohesive strategic plan for addressing these behaviors, and adding the plan to this youngster’s IEP. Meanwhile, the teacher might consider one of two options.
1. She can simply tell the other professionals that she appreciates their input, but that Strategy A will be implemented for now.
2. Until the youngster has opportunities to learn the basic skills necessary for participating in group activites, the teacher can simply remove the requirement that he participate in the circle time activity.
Note: We will discuss some strategies for identifying and teaching group skills in future podcasts.
It is, of course, helpful when professionals, family members, and others interested in the well-being of individuals with autism can agree on cohesive, complimentary strategies for dealing with various issues. But, in real life, there will be some differences of opinion. In this case, there is not a mechanism in place for immediately coming to a mutual agreement, so the teacher needs to use her professional judgment about the course of action that is in the best interest of the young student and the other students in the classroom.
We welcome your input about this situation. Just click on the comment button or send a message to talk@FAQautism.com
NOTE TO READERS AND LISTENERS: I am Cathy Knoll, a board certified music therapist and long-time friend of many folks with autism. At FAQautism.com we are committed to providing free, practical, everyday tips for making life better for people with autism. Feel free to send me an email with your thoughts or challenging situations or innovative solution. Send email to talk@FAQautism.com And don’t forget to check out our website for a wealth of ideas and a glimpse into the world of autism. http://FAQautism.com
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