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Kori Herner
Psychosocial Dimension

• Meet with Connor’s parents before the school year to discuss his
behaviour what triggers him and how you should deal with it as a teacher,
his strengths and areas of challenge.

• Create an environment of mutual respect.

• Create a supportive, safe learning environment in which students can

learn without fear of being ridiculed or threatened.
Psychosocial Dimension

• Meet with Connor’s parents several times throughout the year to

discuss Connor’s progress, goals, and achievements.

• Communicate with all students clearly and effectively – show that I

am sensitive to students’ needs and concerns

• Involve social stories to teach social skills

Procedural Dimension

• Introduce class rules on the first day, and have a visual posted to help
Connor understand as his reading comprehension lacks.

• Reintroduce rules for the next couple classes so students understand what is

• Establish a daily routine for Connor

• Discuss with students’ consequences if rules are violated

Procedural Dimension

• Explain in detail and provide a demonstration of general procedures

you want students to follow so they fully understand

• Since Connor has developed oral language tell students they are
allowed to speak when they raise their hand

• Everyone in this class will be treated fairly and equally

Physical Dimension

• Connor works better independently, so allow him to have his own space while
doing assignments with a TA and progress to working in groups for social aspect

• Seat Connor towards the front of the class so he is in close proximity of the

• Provide Connor with social narratives to provide support and instruction to

convey content.

• Have a computer in the class to allow Connor to work on his assignments

• Have signs posted providing nonverbal cautions for Connor to help him
Behavioural Dimension

• Use appropriate academic, environmental, social and sensory supports and

modification to environment and expectations to prevent Connor’s behaviour.

• Provide Connor with social narratives to provide support and instruction to convey

• Create a rewards program for Connor. Motivate him, that if he possessive positive
behaviour he will be rewarded with something he enjoys. Ex: computer time, Star

• If Connor is acting out, cope with these challenges and get him back on task.

• Provide Connor a visual of self care skills and social boundaries

Instructional Dimension

• Have a set schedule for Connor that has the same classes at the same time
every day (routine) so he does not become anxious

• Provide a visual of daily schedule

• Focus on eye contact when speaking with Connor

• Use social stories to explain tasks or skills to Connor

Instructional Dimension

• In math help Connor with simple techniques to remember what formulas to use

• Use computers for lessons and visuals – help Connor learn better

• Allow more time for Connor to complete assignments

• Warn Connor of changes in routine, upcoming transitions, and remaining time

• To help with Connor’s reading compression work with him to retell what he has read
Organizational Dimension

• Provide a schedule of daily activities for Connor -information on what is

happening, in what order, and any changes to the regular routine

• Keep notes on Connor’s behaviour what went good and what could have been

• Meet with TA and parents regularly to discuss how Connor is doing in class,
behaviours, strengths and challenges and come up with new solutions and or

• Establish a good working relationship with support personal

• Meet with recourse teacher to discuss Connor’s progress & behaviour


Autism Speaks Inc. (2012). Supporting Learning in the Student with Autism. Retrieved

Dayna International Inc, and Orgnization for Autism Research. (2005). Life Journey
Through Autism: An Educator’s Guide to Asperger Syndrome. Retrieved from

Smith, T. E. C., Polloway, E. A., Patton, J. R., Dowdy, C. A., Heath, N., and McIntyre, L.
J. (2006). Teaching Students with Special Needs in Inclusive Settings, Fifth Canadian
Edition. Pearson: Toronto, Ontario. ISBN: i9780134396941

Wright, K. (2001). 20 Classroom Modifications for Students with Autism. Retrieved from