Autism Part II

Engagement Description


 In this segment we look at why concrete, visual communication is crucial to the functioning of most students on the autism spectrum. Learn why these students rely so heavily on comprehensible visual schedules, and collect strategies and resources to help make the process as simple for you to implement and maintain as possible. Also discover the most frequently occurring stressor that needs to be on the schedule but almost never is!

 Learning Objectives

  1. Develop an understanding of why anxiety is always simmering.
  2. Explore how and why the use of visual schedules makes a critical difference for most students on the autism spectrum.
  3. Collect strategies and resources for building individualized schedules that can be uses and reused year after year.

About the Author

Barbara Boroson

Barbara Boroson

Barbara Boroson, LMSW, is a keynote speaker, professional development provider, and inclusion specialist for educators nationwide. She is the author of Autism Spectrum Disorder in the Inclusive Classroom: How to Reach and Teach Students with ASD (Scholastic, 2nd edition June 2016), and a forthcoming book from ASCD for education leaders.

Barbara’s dynamic and informative PD workshops are customized for everyone in the district: general educators, classroom paraprofessionals, special area teachers, therapeutic providers, parents, cafeteria workers, recess monitors, secretaries, custodians, bus staff, and everyone else who wants to be included in inclusion.

Barbara is a regular speaker at educator conferences such as NSBA, ILA, ASCD, NAESP, AEYC, and many others. She holds a bachelor's degree in writing from Cornell University and a master’s degree in social work from Columbia University. She has worked in autism spectrum and inclusive education for 25 years in clinical, administrative, and advisory capacities.

Barbara lives with her husband and their two children, one of whom is on the autism spectrum.

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