Each year, the TASH Conference strengthens the disability field by connecting attendees to innovative information and resources, facilitating connections between stakeholders within the disability movement, and helping attendees reignite their passion for an inclusive world. This year’s conference theme, “Gateway to Equity,” explores inclusive communities, schools, and workplaces that support people with disabilities, including those with complex support needs, in living a fair, just, and balanced life. Return to TASH website.
As school-based professionals, we have a great responsibility to equip our students with both academic and social skills to be successful both inside and outside of the classroom. In keeping in line Universal Design for Learning framework, this session will focus on how to collaborate with school-based professionals in a proactive design of an inclusive curriculum while understanding how the Common Core State Standards inform our practice and goal writing for students with Autism. Academic social interaction skills such as: appropriately turn taking, collaborating with peers, and utilizing academic listening and speaking sills are essential to preparing our students with disabilities to be college and career ready. Because there is a strong link between academic and social skills (Fleury et al., 2014; McClelland, Morrison, & Holmes, 2000) it is essential for teachers and specialists to focus on developing interventions for students Autism that can address both areas of need together. In addition, this presentation will discuss ways to integrate strategies across disciplines and provide opportunities for access.. 1) Explain how the Common Core State Standards informs collaborative roles of speech-language pathologists and education specialists when developing methods for students with Autism to successfully access academic content. 2) Identify opportunities students are given to utilize skills such as: academic speaking, listening, perspective taking, and turn-taking in the classroom through observation tools such as the Observation of Academic Social Interaction Skills (OASIS). 3) Integrate strategies across disciplines and services to facilitate opportunities for students to practice academic dialogue in classrooms
