As we wrap up the fall semester, planning for the Spring may be the furthest thing from your mind. I believe that now is a great time to get things laid out so that if you are lucky enough to have an inservice day when you return, you and your team are ready to print/cut/laminate up a storm. Having a clear plan may alleviate stress over your holiday break and allow you to enjoy your loved ones even more. 

Over the course of the past 12 years, I have always taught students on the autism spectrum, but I have structured my classroom and planned my teaching in three distinct ways based on the needs of the students that I have at that time. I have had a completely self contained classroom where I teach all core courses and some of their electives. I have also taught in a departmentalized middle and high school setting where I teach one or two subjects to more students, all of whom require adapted curriculum. I have also had settings where I plan for students in a completely individualized way because their academic and functional needs are vastly different. I will show how I plan for each of these types of structures. 

Self-Contained Classroom 

I LOVE the Autism Helper’s Curriculum for this type of setting. It is amazing to have leveled curriculum for a variety of learners. Most of my learners are on a Level 1 with a few on Level .5 and Level 2. All of the resources from TAH Leveled Daily Curriculum are a lifesaver.


Departmentalized Unit

I also love the Autism Helper’s Leveled Curriculums in this departmentalized setting as well. I am lucky that I teach English and TAH has several types of literacy focused options. I try my best to group similar learners into separate periods so that I can teach from a leveled curriculum easier. Find the English focused TAH Daily Curriculums

Individualized Centers Based Program

For this type of setting, my students have been highly involved individuals with difficult behaviors and complex programming. I love using the TAH ABLLS Resources. These are ideal for the 1:1, DTT style of data collection that is often effective in these settings. In these types of set ups, I rarely move through topics in a sequential order, I usually use repetition and routine to build a focused set of skills, decided upon by the IEP team. We work on the same skills using similar materials every day until mastery and generalization is evident. 


While the planning is awesome and important, we know that things rarely go as planned and you have to be ready to adapt and be flexible. Still, the planning stage is important and gives us a base to work from. I would love to see how others plan using their TAH Curriculum! 

P.S. As a very visual person, I was bummed at how little color there was in the blog. I just thought I would add a picture from the art show that I attended recently featuring two artists on the spectrum, one of whom I have the pleasure to work with. 

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