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