For those unfamiliar with my profession, I lead a specialized class focusing on autism for students in grades 1 to 3. Some of these students are primarily nonverbal. While they can engage with the standard curriculum, they require certain adaptations and modifications. These particular students can read, yet struggle to express their understanding. Visual cues and prompts are essential for them to engage with the curriculum. I’ve always believed that with appropriate support, these students can thrive in a mainstream classroom for specific intervals. A dedicated assistant or paraprofessional is beneficial in such settings.
Beginning the Inclusion Journey
My initial step was to collaborate with a colleague from the mainstream setting. I believe every specialized teacher should have such a connection. I inquired, “What’s a consistent academic routine that your students undertake DAILY?” He mentioned the “book basket” concept, where each student has a set of books suited to their reading capability. During an ELA slot, they read from this basket and engage in a reader’s response activity. This inspired me to develop a specialized reader’s response journal tailored for primarily nonverbal students needing visual prompts. I appreciate the journal’s consistent, predictable format, which relies on visuals and doesn’t necessitate writing for those who can’t.
Our students use identical “reading baskets” or “book bins” just like their peers in the mainstream class. Consequently, my students integrate for 20-30 minutes, cultivating reading abilities and mingling seamlessly with their classmates. The structure facilitates a smooth transition for a paraprofessional accompanying students during integration. Feel free to access this resource HERE!
Exploring the Page
Let’s delve into a sample page.
Charting the Course Ahead
To further the integration process, approach a mainstream teacher you wish to collaborate with. Ask: “What’s a staple activity your students participate in daily, that remains largely consistent?” Students with autism thrive with stability, and educators benefit from routines that don’t necessitate constant planning and daily collaborations.
If the aforementioned approach doesn’t resonate with your students, consider other integration windows beyond the typical lunch, recess, or special classes:
- “I-play” sessions (common in kindergarten)
- Class assemblies that often involve team-building exercises
- Science or social studies segments – as they can easily integrate with non-core content
- Storytime or reading sessions – offering an opportunity for students to cultivate good listening habits.
