Individualized Learning Key to Success for Students With Autism at Coyote Creek Elementary
Individualized Learning Key to Success for Students With Autism at Coyote Creek Elementary
April is Autism Acceptance Month, a simple declaration for a not-so-simple topic.
The Colorado Department of Education offers this definition for children with autism: “A child with an Autism Spectrum Disorder (ASD) is a child with a developmental disability significantly affecting verbal and non-verbal social communication and social interaction, generally evidenced by the age of three.”
Students with ASD can struggle to interact and communicate with others both verbally and nonverbally socially. Students may also experience repetitive behaviors, resistance to environmental changes or changes in daily routines, and unusual responses to sensory experiences. As a spectrum disorder, autism affects each individual differently. The symptoms can range from mild to severe.
According to the Centers for Disease Control, autism affects an estimated 1 in 44 children in the United States today.
No two children with autism are alike, so teachers like Chelsea Krier of Coyote Creek Elementary are taking an individualized approach to learning.
Krier’s interest in Special Education started in high school, where she volunteered in the Significant Support Needs (SSN) classroom as an assistant teacher. She also participated on the Special Olympics basketball team. After teaching high school for six years in another school district, Krier joined the Douglas County School District (DCSD) as an elementary school teacher.
This year, most of the students in Krier’s classroom are on the autism spectrum.
“They’re full of life!” exclaimed Krier. “You never know what they’re going to say. You never know what they’re going to do. Day by day is always different. But they always pull on my heartstrings.”
Educational Assistant Leslei Davis knows the differences between each day with students, the ups and downs. There are challenges, but also celebrations. For example, Ronin Spurgeon and Harland Saiz have progressed in their reading skills.
“Those are huge successes for us,” says Davis. “Ronin has also really started talking a lot this year. He is saying sentences, making comments. His sense of humor is starting to come through. One of the things he loves is Yogi Bear. So now he brings a picnic basket to school for lunch!”
During the afternoons, Krier and her team spend one-on-one time with students at different learning stations. Each station is customized to each student’s abilities and needs in reading, writing, math, and communication.
In the middle of the room and surrounded by a yellow fabric wall, Davis’ station is all about the alphabet. Students create their own Alphabet Books and place stickers or pictures in their books that correspond to each letter of the alphabet.
“For Harland, for instance, he is reading,” says Davis. “He likes to use pictures, which he’s very proficient at picking the letter and the sound that goes with it. Now for the girls, theirs is a little more guided.”
Individualized learning is key.
“Each student with autism has his or her own personal strengths and needs,” said Jennifer Tilley, DCSD Autism Team Lead. “It is important for school teams to assess and develop individualized goals and teaching strategies that meet those needs. School teams in DCSD have access to autism specialists to help them individualize programming and interventions for students with autism.”
Deputy Superintendent, and former Special Education teacher, Danelle Hiatt, understands that supporting the individual student is at the heart of the mission of DCSD.
“Our students with autism inspire us as educators to be responsive, understanding, creative, adaptable and dedicated to ensuring their individual needs are met,” said Hiatt. “We need to ensure they receive the support they need to learn and flourish as part of our community.”
At the end of the day, teachers and educational assistants want students with autism to be recognized as individuals who have the opportunity to learn and grow in their own way.
“They’re people just like us, trapped in their minds and their bodies,” said Davis. “I just want others to know what great kids they are and how much fun they are to be around, how lovable and wonderful they are.”