Reflection Done, Now for the Changes (modifications)

    As I browse through web sites dedicated to working with children on the Autism Spectrum and the books I've read; Thinking in pictures, my Life with Autism, by Temple Grandin, Cary's Voice, breaking through Autism, by Arthur Fleischmann. I've learned that when students like my anxious little girl  "Sally", ( not her real name) and in need of more sensory input boy "George" ( also not his real name ) are in the art room I can do things with them or prepare them for the art room better. The art room is a place to create with many different materials and certain ones could bother the over stimulated student. For myself, I'm very sensitive to smells and find the art room to have a bad smell whenever we have the paint cart out. Each night it gets covered, but with a MOLD problem in the room, it gets icky and smelly. Certain markers have a funny smell too! Sally and George have a very good use of language but may not be able to use their language effectively enough to say "hey that smell is really bothering me"! All cleaning products are GREEN so they shouldn't have a strong smell either. Also, I need to work with a very narrow window of opportunity to effectivley teach Sally. She either becomes bored or it's too much information and starts to whine and screetch (yes, screetch). She is not allowed to leave as this is what she wants some times. A big test of patience for her aide, myself and the other students which seem to be O.K. when Sally has her outbursts. She prefers to come in with the class because she really likes being with them and is highly social. I've learned that simple is better. A small discussion and demonstraion with a motor break and a 20 minute work time allowing for a 10 minute on task time and 10 minute motor break. That is not an hour....so they have free time, which they love.  I found a website which is on my (Pinterest board ) that has several projects that were broken down into small parts and placed in pictures with a supply list to be placed in front of the student. So many things I already do with students like back up the visual supports to back up verbal language which is placed on an easel in from of the class. However, students that are in Kindergarten are just learning to read. So I don't put up written directions most of the time. Sally reads and so I need to write it out for her eventhough most of the class doen't read. Also she may have a problem with her vision that doen't allow her to see well. I have seen her try and cut and she can't cut a large circle but can cut a straight line.
  Next time I have her class I'm going to see if a visual sheet of paper will help Sally to understand what to do and lessen her anxiety. Maybe this is what she needs on a regular basis:
   
I'll let you know how it turns out!! LESS is MORE, LESS is MORE, LESS, is MORE. Keep saying it Michelle. ( Did I say that out loud?)