| ASA's 36th National Conference on Autism Spectrum Disorders (July 13-16, 2005) |
ASA Homepage |
| Friday, July 15, 2005: 8:30 AM-10:00 AM | |||
| Ctr Blrm | |||
| #1644- The 10 Habits of Effective Teachers (of Students with ASD) | |||
| Parents & professionals are witnesses to a year to year ‘thrive’ versus ‘struggle to survive’ experience as a student with ASD proceeds through the educational system. We will explore this ‘success’ or ‘struggle’ phenomenon closely. Applicable to parents and professionals working on behalf of school-age (including university) students with ASD. | |||
| Presenter: | - Carol Gray, President and Director of The Gray Center for Social Learning and Understanding, a non-profit organization serving people with autism spectrum disorders (ASD). Also an author and consultant to children and adults with ASD and other social communication delays. Best known among parents and professionals for developing Social Stories™ in January 1991, as well as her groundbreaking work on bullying, loss and learning, and the habits of effective educators. | ||
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For years, parents and professionals have been witness to a year to year ‘thrive' versus ‘struggle to survive' experience as a student with ASD proceeds through the educational system. Many attribute these sharp contrasts in student learning and growth to the ‘personality' or ‘attitude' of the teacher; yet ‘attitude' can explain only part of the difference. This presentation explores this ‘success' or ‘struggle' phenomenon closely. First, the impact of paradigms in the education of students with ASD will be discussed. After that, the 10 habits of teachers effective with students with ASD will be defined and described in terms of the component knowledge, attitude(s), and skill of each. This presentation is applicable to parents and professionals working on behalf of school-age (including university) students with ASD. Learning Objectives: Participants will be able to: 1) Identify the component elements of a habit; 2) Describe the impact and relevance of paradigms in the education of students with ASD; 3) Explain why a teacher with ‘a great attitude' may not be enough to ensure student learning and social and emotional growth; and 4) Define and describe the 10 habits of teachers effective with students with ASD |
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