Area of Specific Issues: Classroom Difference: Accommodations: Communication Slower receptive Providing the skills processing: student with misunderstanding lecture notes idioms, and study sarcasm, gestures guides and body Helping the language student focus Expressive on the difficulties: important initiations of information conversations, Allowing longer topic verbal response maintenance, turn time for the taking, student organization, and Instructions voice tone/ should be clear, volume. concise, and logical Social Skills Theory of Mind The instructor Eye Contact should: Personal space Allow a buffer Difficulty or short brakes understanding from group the unwritten time to help classroom reduce social etiquette anxiety Some students Assist in the with HFA/AS formation of could have classroom extreme social groups and anxiety monitor the student’s level of inclusion Provide written guidelines for social interaction in the classroom setting
Area of Difference: Specific Issues: Classroom Accommodations: Communication skills Slower receptive processing: misunderstanding idioms, sarcasm, gestures and body language Expressive difficulties: initiations of conversations, topic maintenance, turn taking, organization, and voice tone/ volume. Providing the student with lecture notes and study guides Helping the student focus on the important information Allowing longer verbal response time for the student Instructions should be clear, concise, and logical Social Skills Theory of Mind Eye Contact Personal space Difficulty understanding the unwritten classroom etiquette Some students with HFA/AS could have extreme social anxiety The instructor should: Allow a buffer or short brakes from group time to help reduce social anxiety Assist in the formation of classroom groups and monitor the student’s level of inclusion Provide written guidelines for social interaction in the classroom setting
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