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- Use clear, unambiguous language (spoken and written) and avoid or explain metaphors, irony, etc., and interpret abstract comments of others. Give explicit instructions and check that the student is clear about what he/she has to do. If providing feedback, be very clear about what is inappropriate or appreciated.
www.plu.edu/dss/wp-content/uploads/sites/159/2014/10/teaching-and-assessment-strategies.pdfTeaching & Assessment Strategies for Students with Autism ...
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The articles in this special section, focused on assessing, understanding, and supporting students with Autism at school, use a diverse array of methodologies to address important issues in support services for students with ASD that should serve to reduce the gap between research and practice.
Jun 26, 2019 · The study found that these teachers used approaches that focused on three considerations: addressing the cognitive needs of students (e.g. precise and direct questions); their socio-emotional needs (e.g. affirmative feedback); and supporting structures (e.g. visual cues).
- H.Y. Tay, K.N.N. Kee
- 2019
Children are able to perceive the present moment as both continuation of the past and a precursor to the future. Episodic memory enables predicting and inferencing skills.
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An overview of formative and summative assessment, innovative formative assessment strategies for students with ASD, and innovative summative assessment strategies for students with ASD are included. Discussion includes case studies and clear examples of how technology can support the assessment process. Practitioners may combine the assessment ...
- Shannon Stuart, Tia Schultz
- 2021
This assessment tool is intended to obtain information from the parent regarding the student’s development and early milestones. Information obtained about a student’s early development can often help the educational team develop a better understanding of the student’s current concerns.
Sep 21, 2022 · Introduction. Based on the Salamanca Statement (1994), children with special educational needs and disabilities (SEND) should have access to inclusive education in general schools that are adapted to meet a diverse range of educational needs.
