Classroom Structure for ASD
An online presentation to demonstrate compartmentalization and structure in a self- contained classroom for students with autism.
Writing with Alternative Pencils
Alternative Pencils give students access to the alphabet and can help students with significant and/or intellectual disabilities engage in emergent literacy activities. This module demonstrates five different types of alternative pencils.
Collect Meaningful Data on Student Progress
The purpose of collecting data is to provide objective evidence of a program’s effectiveness and to guide instructional decisions. Educators can ensure that they provide meaningful instruction by collecting useful data on students’ progress and then use the data to make instructional decisions. In other words, with meaningful data, educators can adjust their instruction in response to students’ performance.
Portsmouth Autism Resource Team Wins State CoLA Award
T-TAC ODU is proud to announce that one of the Portsmouth Autism Resource Team members, an ASD division team formed in 2008 with the support of TTAC ODU, won the single teacher award for innovation at the statewide Communities of Learning in Autism Conference in Richmond this past summer. Tracie Scott, a Speech Language Pathologist with the Portsmouth Public Schools, adapted the Expanding Expressions Tool, a multi-sensory teaching tool to help ASD students improve their social language skills. By using the tool and worksheets with corresponding color stickers; students were better able to understand different emotions, solve communication breakdown problems, and improve their conversation skills. Congratulations to Tracie and the PART team!
E-News You Can Use for Autism
Teachers of students with autism often struggle with students’ perseverative behaviors and obsessive interests when trying to implement math lessons. Educators should use interests, strengths, skills, areas of expertise, and gifts as tools for teaching (Kluth, 2003). Click on the title below to view the article.
Autism Statewide Network
TTAC members across the state collaborate quarterly to provide instructional resources as well as training and technical assistance for teachers of students with autism. Members also participate on the Virginia Autism Council to improve services for individuals with autism from birth to adulthood, and coordinate with staff members of the Virginia Autism Center for Excellence (ACE). For example, regional Communities of Practice in Autism (CoLAs) have been established as a joint effort with ACE and T-TACs, and staff members have participated in the state grant from the National Professional Development Center for Autism to offer training and technical assistance in evidence based practices for students with autism.
Our mission statement: Through collaboration, statewide T/TACs will build capacity through professional development, instructional resources, and library materials to professionals, families, divisions, and agencies to improve outcomes for young children and youth with autism spectrum disorders.