Setting Up for Classroom Success

Greetings again from Mersin! Today marked the end of what has been a fantastic week for our program. The week began with Sarah providing an overview of data collection and reviewing some of the concepts we learned in our expressive and receptive communication presentations. Even with slight technical mishaps, Sarah and Amal were able to give an informative and engaging presentation to our participants.  But the real excitement from this week came during our parent and teacher cooperative sessions. We saw growth not only in the abilities of our parents and teachers, but in the students’ progress as well!

After such a promising week, it was my turn to keep the momentum going and end on an equally great note.  Today’s presentation began a three session intensive on applying Evidence-Based Strategies (EBS) in the classroom. These lessons will cover applying EBS to reach the learning needs of all students during academic instruction, as well as how to effectively manage classroom behavior. The overall goal of the lessons will be to provide the teachers with tools necessary to include all students in their classes, both those typically developing and those with special needs.


These lessons were born from the concerns expressed by the teachers in our program. Multiple teachers expressed to us that while the lessons we provided were informative and useful towards instructing students with autism in small groups, it didn’t seem feasible to them to able to implement the same procedures in their classes. For those not in the know, the typical class size for most of our teachers is 30 to 40 students. Today I provided a brief overview to the teachers on several EBS that can be used for academic instruction and classroom behavior management.

The teachers found the presentation to offer practical knowledge that they can use in their classrooms. The remaining two sessions will each have their own focus. Both will provide more in-depth explanations of the nuances on implementing EBS towards solving academic and behavioral challenges.


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