172 Stephen Shore
Then after achieving success the other half could be addressed. Implementing this
strategy on a class-wide level would have the additional benefit of being more
socially inclusive.
Time
Adapt the time allotted and allowed for learning, task completion, or testing (or
assist with management of time).
A common response to the modification of time is to provide a longer period
of time for completing a project, study, or otherwise demonstrating mastery of the
subject. Although this strategy often works, the challenge facing the person with
Autism may have less to do with the actual time required to complete the task and
more to do with the management of that time. For example, many students may have
difficulty properly scheduling their time to complete a long-term project such as
a grade school science paper requiring the steps of determining a topic statement,
conducting research, and developing an outline, followed by rough and final drafts.
Suppose this year “Edward”, a student with Autism, is included in your class.
Although he engages in class discussion well, one of his accommodations is to pro-
vide an advanced organizer for all class sessions and for any long-term assignments.
Being truly interested in helping Edward, and perhaps some other students in your
course, you wonder if there’s a way to rework your instruction to accommodate
Edward as part of the general instruction to the class.
Initially, it may be tempting to take Edward aside during a break or lunch to
chart out a timeline with intermediary deadlines for each of the components
of the assignment. While this may help the student with executive functioning
needs there are often other students in a class facing similar challenges – possibly
to a lesser degree. Therefore, including the development of a timeline during the
introduction of the assignment with the entire class will benefit everyone and
Edward no longer needs to be pulled aside and treated differently than everyone
else. That said, there are times it is very fair to treat students differently, which will
be addressed at a later time.
Taking this concept a step further, perhaps there’s a student needing more sup-
port than just talking about and drawing out a timeline. A bulletin board could be
set up with columns representing the stages of the assignment (see Figure 13.1). As
each stage is approved the work gets posted to the board as a visual reminder for
everyone of their progress in completing this long-term project.
Students like seeing their work on the board. Principals like seeing student work
displayed as they make their room inspections. And parents like seeing their chil-
dren’s work hanging on the wall.
Should it be the case that Edward needs additional support in grasping the
concept of intermediary deadlines, putting him in charge of pinning the student
work on the board as the “bulletin board monitor” is a strategy that could be
used. If Edward is still challenged with the concept of time management maybe