Name ASD________________________ Group Members _Lili Melvin, Samuel Koppitz, Matthew, Andrew Wagner, Molly Cook

PLC Lesson Application for Chinese.SecLP1

Instructions: Identify and Rationalize/Explain at least 1 accommodation/support in each category for the given lesson.

Location(s) in Lesson
Type of Support Specific Support
Sequence & Instructional Strategy
Whole class activity “take advantage of nonverbal cues, such as gazes and hand gestures,
to communicate. This will encourage a child on the spectrum to look
to you (and make eye contact)” (Hourigan & Hourigan, 2009).

Lesson Logistics Rational for Support

How will you incorporate the support?
When walking through the instructions, the teacher can explain
Social using hand gestures, which is proven to increase students with
Support ASD’s focus on the task, as well as making eye contact. It can also
help them listen and better retain the information presented. There
are times when a Chinese lesson can overwhelm the student, so
using these gestures you can reassure that they are paying
attention and understand the material.
Why use this support? In what way does this support the learner?
Due to there being so many listening constraints for those with ASD,
it is important to incorporate means of communicating that can help
them make eye contact; listen better; and have a better
understanding of the material. Using hand gestures and gazes has
been proven to be effective in this regard for those with this
condition, and should be employed in full-class instruction whenever
possible.

Location(s) in Lesson
Type of Support Specific Support
Sequence & Instructional Strategy
Whole Class Activity- before partner work “The teacher first states the expectation, then
models the expectation, then has the
student work with the teacher to model the
expectation, and finally the student models
the expectation while the teacher watches
Behavioral
Support
and provides corrective feedback if needed.”
(Leach, D., & Duffy, M. L. 2009)

Lesson Logistics Rational for Support

How will you incorporate the support? Why use this support? In what way does this support the learner?
The teacher will explain the expectations for the partner This is beneficial as it makes it clear how the conversation between
 conversations and then have a volunteer student come up and
model with the teacher how the conversations should go.
Afterwards, teacher asks the class why this conversation was
successful to check for understanding before allowing class to move
onto the partner work.
the partners is expected to go. This is particularly helpful for students
with ASD as they might need to see the appropriate behavior and way
of interacting with their partner before moving onto doing it
themselves and it provides an explanation for why the conversation is
successful.

Location(s) in Lesson
Type of Support Specific Support
Sequence & Instructional Strategy
““Arrange furniture and materials to clearly define work spaces, and
Individual Work time. make changes to respond to a student’s sensory challenges. This may
include removing distracting stimuli, reducing noise levels, changing
sounds, using a soft voice, or allowing the student to wear earplugs or
headphones for some activities”

(Leach, D., & Duffy, M. L. 2009)

Lesson Logistics Rational for Support

How will you incorporate the support?
Environmental
Support This will be incorporated by having different areas in the classroom
with different levels of “comfort or sensory” aspects. A quiet chair,
a couch, a yoga ball, etc. You can also incorporate aspects of
adjusting lights (levels or colors) as well to reduce sensory overload.
Why use this support? In what way does this support the learner?
It’s important to use this support because different students will learn
better in different environments. Not every student retains
information at a desk. This is also important for students with sensory
issues as it allows them different areas to fit their needs at the time.
Whether it’s a chair in the corner, a couch on the side, or a yoga ball.
Each area offers a different way for the learner to figure out what
space works best for them to retain the information you’re teaching.

Location(s) in Lesson Specific Support

Type of Support
Sequence & Instructional Strategy
Organizational “Since transitions are especially hard for students with autism, a song
Support Towards the end of the Partner Work that is regularly played or sung during these times may help cue
children to do the desired behavior, such as switching activities.

Lesson Logistics
How will you incorporate the support?
We would play a short, maybe a minute long, Chinese song when
students have only 1 minute left of partner work. This song would
be one that would be regularly used as a transition song so that the
students know what it means and have it down as a routine. There
are many Chinese songs specifically about breakfast, lunch and
dinner that help students learn and memorize these vocabulary
words.
Type of Support Location(s) in Lesson
Sequence & Instructional Strategy
Instructional Sequence at 3 minutes
Instructional
Support
Lesson Logistics
How will you incorporate the support?
During the instructional sequence when the PowerPoint is given
when students are learning the pinyin and vocabulary for the
words, morning, lunch, dinner. I would have students use the dry
erase boards during this part of the lesson, and have them write
down the characters and pinyin that is on the screen. That way they
Teachers should select specific songs for common transitions so that
students will learn which transition is occurring so that routine can be
consistent and predictable” (Reagan, 2012)
Rational for Support
Why use this support? In what way does this support the learner?
This support helps student to anticipate a coming transition and lets
them know that they need to start wrapping up their thoughts/work
when working in pairs. This can help to make transitions feel more
“consistent and predictable” for students with ASD. A song not only
can help students with Autism transition easier, the song that is
talking about the specific Chinese words, can also help the student
better remember the words they learn and feel calm when going to
the next activity.
Specific Support
“teacher gives each student a mini dry erase
board, students can have multiple opportunities to respond
during instructional lessons. They can use the boards to
participate in a variety of ways, such as writing words,
solving math problems, drawing pictures, indicating an
answer for a multiple-choice question, or generating a
question about the content of the lesson.”
(Leach, D., & Duffy, M. L. 2009)
Rational for Support
Why use this support? In what way does this support the learner?
Using mini dry erase boards during the lesson should be used because
it is a different form of practicing and understanding the material.
Students who need more hands-on practice are able to take
advantage of the white board, repeating their practice of writing the
characters down. This supports the learner by giving them a chance
can practice writing characters, saying the Chinese words and
imitate the lesson.
to note how to write the characters, put the tones and pinyin on the
board, and the repetition allows them to better remember how to
use these specific words in everyday conversations. This type of
support is great for people with Autism because it gives them
something to really practice with, it is hands on, they can use the
PowerPoint and the white board to practice.