9 DOMAINS OF CURRICULUM MODIFICATIONS AND DELIVERY
Size or
Quanity
Time
Level of
Support
Input
Difficulty
Output
Participation
Alternate
Activity
Substitute
Curriculum
From Cole, Horvath, Deschenes, Ebeling, and Sprague, 2000
Time: Adapt time allowed for
learning, task completion, testing, or assist with management of
time.
Although the most common strategy for time
is to provide more of it, often the student with
autism is challenged with executive function
of managing time. A common support would
be to set up a schedule using pictures and/or
words depicting intermediary steps – as might
be needed for a course paper – culminating in
the final deadline. An extension to this strategy
would involve providing the entire class with
this schedule to benefit everyone.
In the case of a long-term paper, the concept of
managing time can be reinforced for the entire
class by dividing a bulletin board into columns
with each section dedicated to each step along
the way to completion. As students complete
their steps towards completion, their work gets
posted on the board. In addition to being a
strong visual reference of individual and class
progress, pupils, parents, principals, and others
all appreciate seeing student work hung up on
the wall.
Taking the idea of time management a step
further, perhaps I would ask the person with
autism if he would like the job of bulletin board
monitor. That student would be in charge of
making sure student work is posted in the correct column. If needed, additional support customized to the needs of the student can take the
form of working in pairs with another student,
hand-over-hand assistance from a paraprofessional, the teacher, a classmate, or whatever is
needed. In this way, the student most in need
of support in time management receives it, the
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ZOOM Autism through Many Lenses
modification is worked into the teaching routine
of