Play-based Curriculum vs. Academic Curriculum: I need your help

I am having a dilemma I have never had before and I need your help.

Play-based curriculum vs. Academic curriculum

If you have read about my career, you know I have always taught elementary students who have multiple disabilities and/or autism.  A majority were non-verbal or partially verbal.  Because I taught MD, the students also had to have an IQ of usually less than 50 (or in the case of Autism, many were “untestable”)  Most came to me with limited abilities to play, talk, write, and in some cases eat, drink and move.  My goals have always been to get students to accomplish these basic goals.

This year I am teaching Special Needs PreK (SNP) for the first time.  In our state students identified as SNP have an identified deficit in one or more of the following areas:  Communication, Social-Emotional, Fine Motor, Gross Motor or Cognitive.  I have mostly students who were Kindergarten aged but the team felt they needed a year in SNP to be ready for Kindergarten.  Consequently, I have students  who are quite bright.  They are all verbal.  Most of them can draw.  Four of the seven can write their first name and in many cases they can write other letters as well.

My typical day looks like this:

• 9:00 – Restroom and Breakfast
• 9:20 – Exercise/Movement – Kids in Action, Dr. Jean
• 9:45 – Circle Time/Literacy Board/Calendar
• 10:00 – Literacy Block – Whole Group and Centers
• 10:45 – Restroom  and Recess
• 11:15 – Math/Inquiry Block – Whole Group and Centers
• 12:00 – Lunch
• 12:30 – Rest Time – We lay down for an hour – The children need it and many fall asleep.
• 1:30 – Writing/Art/Fine Motor
• 2:00 – Recess
• 2:20 – Snack
• 2:30 – Play time/Developmental Centers
• 3:10 – Wrap up group – Singing/Dancing usually
• 3:20 – Busses

I’ve been doing some reading and it has me confused.  How do I decide what is “developmentally appropriate?”  Some educators say don’t start academics at all.  The classroom should be all play-based.  Some say move into academics.

I have a feeling it’s about balance, as in all things in life.  Right now I get the sense that my students are ready for “more.”  They are willing and eager to learn and I want to take advantage of that window.

Leave me a comment and tell me what you think.

Has anyone studied how to help toilet-train children with ASD?

Here is some good information on toilet training children on the spectrum from Austism Speaks.

Has anyone studied how to help toilet-train children with ASD?.

Ten Signs Of An Effective Teacher

Today I realized my class is laughing more than any other class I’ve ever had and it is joyous.  I asked myself today “What are the signs that I am truly an effective teacher?”    A truly effective teacher goes beyond standards to make lifelong learners and productive members of society.    These are the signs I came up with that I see in my students this year.
1.  The students seek out learning even when not in the classroom.
2.  The students laugh on a regular basis.
3.  The students help each other.
4.  The students show empathy toward each other.  When one is hurt, they ask if they are o.k.
5.  The students show spontaneous affection toward the teacher.  They say “I love you.”  “You look pretty.”  “I like your necklace.”
6.  The students get upset when there is no school.
7.  The students start teaching each other and the class.  The teacher can (occasionally) sit back and watch teaching, learning and inquiry taking place.
8.  The children behave even when the teacher isn’t around.
9.  The students start behaving at home the same way they do at school.
10.  The students get upset when independent reading and writing time is over.
Life is good.  I teach.  I make a difference every day.

You decided to reward me, but you forgot I had autism

You are my new teacher you have decided to put me on a “‎positive reward system”  because I am having some behavior problems.

You decide to try some rewards that have worked with other children you have taught.

You decide to turn on loud, happy music.
But I don’t like loud music.  It sounds like I’m at a rock concert and hurts my ears and my head.

You decided to give me a high five.
But I don’t like it when you touch my hand.  It hurts when you smack it.

You decide to give me a lollipop.
But I only eat chicken nuggets, tomatoes, hamburger patties and vanilla yogurt.

You decide to give me extra recess.
But I don’t like to be around other children.  They are too stimulating.

You decide to give me a hug.
But I don’t like to be touched.  When you touch me it feels like sandpaper rubbing against my skin.

You give me a sticker.
But it’s not the same sticker you gave me last time.

You surprise me with a party
Except changes bother me.

Yesterday you decided to give me M and M’s after I wrote my name.
And today you are wondering why I am throwing a fit.  I wrote my name.  M and M’s are next on the schedule.

You decide to buy me some new toys.
But you got rid of the old ones and I don’t understand.

You bought me a new coat because the one my mom sent me in was tattered and torn.
But my mom has tried getting me a new one and I won’t wear it because it hurts my skin. I want the old one.

You decide to give me extra playtime.
Except I’m used to doing my work jobs right now – and it bothers me.

I have autism.  The best rewards for me aren’t rewards at all.  They are as follows:

Give a me strict routine and structure.  Make sure we follow it every day.

The best rewards for at me are knowing what is coming next.

If there is a change, let me know in advance.  I prefer a visual or picture reminder.

The best rewards for me are when you really listen to me and try to understand what I am trying to tell you.  I am not beating my head for the fun of it.  That noise down the hall is bothering me.  I am not refusing to write because I am being naughty.  That is not my pen. I am not eating pencil erasers because they taste good.  I have a need to chew on something all the time and it’s the only thing I can find.  I want some gum but I don’t know how to ask for it.  I want to go pee pee in the potty at school but the flusher is so loud I can’t think.  I wish I could tell you to just have the assistant flush it after I leave the bathroom.

Love me as I am.  Listen to me.  I want to talk but I can’t so keep listening and looking.  I will tell you what you need  to know if you pay attention long enough.  If you find you can’t understand me, find someone who does.

Oh, and why didn’t you talk to my parents about all this?  They know me better than anyone.

I am now an S-O-S Research Blog Team Member

I would like to thank Danette Schott for asking be to be a part of her team of experts on the  S-O-S for Parents Research Blog.  Here is a link to my page.  This is an excellent website for both parents and professionals.

http://sos-research-blog.com/09/meet-our-new-s-o-s-special-ed-teaching-classroom-expert/