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Case#1
Please read the following case example carefully and answer the question.
Robert is a 7-year-old Hispanic boy on the autism spectrum. He likes to play with puzzles and look at cartoon books. He currently attends an inclusive classroom, and he especially enjoys PE class, computer class, music class, and art class.
Ms. Carol is one of Robert’s favorite teachers, and she thoroughly enjoys having Robert in her class. It is often a busy day, however as she has 20 students with a wide variety of needs.
There are times that are challenging, especially when Robert is asked to begin an academic activity (e.g., math class). He often demonstrates significant frustration: crying, throwing paper, and sometimes lying on the ground. This creates challenges for everyone, as Ms. Carol must stop teaching the class to address this issue. Ms. Carol regularly needs to tell him, step-by-step, what to do: “Please clean up the work area”, “walk to the math table”, ” get out a math activity”, etc.
Although this approach works, it takes about 10 minutes of one-to-one attention each time. With 19 other students in the classroom, Ms. Carol would like to find a better approach!
Question: Please describe how Ms. Carol could create a more positive and productive experience for Robert and herself in getting ready for the academic activity. You can support your response with a picture if you like. Please draw it on this paper.
