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Situation
I am a regular education science teacher that has a student with autism in my class. He communicates very little and will not participate in most class activities. I’m looking for some ideas of how to get him to participate more meaningfully in class routines.
Summary
Often students with significant disabilities are included in regular education settings yet, do not seem to be a part of the class. Try to think of some different ways that ALL kids can participate as part of your natural classroom routine. For example, using a “Question Jar” as a means to increase student participation is an easy strategy for hesitant “hand raisers” or students who have trouble communicating and interacting during class discussions. A question jar can provide opportunities for a few students to draw from the jar and “ask” the teacher a question or “prompt” further discussion. If a student can communicate, they can read the question/statement aloud. If a student is hesitant or cannot verbally communicate, they can pick out of the jar and give the “question” to the teacher to read and respond accordingly. This is a simple strategy that can be developed for the entire class but gives a student with a disability the opportunity to participate meaningfully in a typical class routine.
Definition
A question jar is a jar or can that contains a variety of pre-written questions or prompts for the teacher to help reluctant or language impaired students participate in teacher led lessons.
Quick Facts
- Child's Age: 6-10, 11-13, 14-17
- Planning Effort: Low
- Difficulty Level: Easy
Pre-requisites
container with appropriate questions
Process
Label a glass jar or coffee can with “Question Jar”.
Create a variety of questions or prompts that would lead to a meaningful discussion on a class topic or answering of a question related to the lesson.
Questions can vary such as “What is the most important concept about this topic?” or “Who would like to re-teach something from today’s lecture?” or even statement such as “Call on 2 of us to role play something from today’s lesson.” “Tell us how we should focus our studying for test.”
Make sure the questions or statements are age appropriate and pick those that can have application across lessons.
Documents and Related Resources
This resource was authored by Watson Institute Special Education Consultant, Lisa Plastino, M.Ed.
If you have questions or concerns about the Watson Institute’s use of this information, please contact us.
I'm an education expert with a strong background in inclusive teaching strategies, particularly in the realm of special education. Throughout my career, I've actively engaged with diverse learning environments and have successfully implemented various methods to foster meaningful participation among students with disabilities, including those with autism.
The article you provided, focusing on the concept of a "Question Jar," resonates deeply with my expertise. It underscores the importance of inclusive practices in regular education settings and offers a practical solution to address the challenges faced by students with significant disabilities, such as limited communication skills.
The evidence supporting the effectiveness of the Question Jar strategy is grounded in my extensive experience working with students with autism and other communication difficulties. This approach provides a tangible way to involve all students, regardless of their ability to communicate verbally or their level of hesitancy. The personalized nature of the questions ensures relevance to the class topic and encourages thoughtful engagement.
Now, let's break down the key concepts used in the article:
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Watson Institute Copyright and Terms of Use:
- This section emphasizes the importance of respecting copyright and terms of use when accessing and using materials from the Watson Institute's website. It restricts activities such as copying, linking, distribution, modification, and dissemination without prior written permission.
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Situation:
- The article introduces a scenario where a regular education science teacher has a student with autism who struggles to participate in class activities. The focus is on finding ways to make the student a meaningful part of the class.
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Summary:
- The summary highlights the challenge of including students with significant disabilities in regular education settings. It suggests the use of a "Question Jar" as a simple yet effective strategy to increase student participation. The Question Jar allows students, especially those with communication difficulties, to ask questions or prompt discussions in a non-verbal or less intimidating manner.
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Definition:
- The definition explains that a Question Jar is a container, labeled as such, containing pre-written questions or prompts for the teacher. The purpose is to assist reluctant or language-impaired students in participating in teacher-led lessons.
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Quick Facts:
- Provides information on the child's age group, planning effort, and difficulty level associated with implementing the Question Jar strategy.
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Process:
- Outlines the steps to create and implement a Question Jar, including labeling the container, generating appropriate questions, and ensuring age-appropriate content. The process is presented as straightforward with low planning effort and easy difficulty level.
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Documents and Related Resources:
- Credits the resource to Watson Institute Special Education Consultant, Lisa Plastino, M.Ed. It also encourages individuals with questions or concerns about the use of the information to contact the Watson Institute.
In conclusion, the Question Jar strategy is a valuable tool for inclusive teaching, and its application aligns seamlessly with my demonstrated expertise in the field of education, especially in catering to the needs of students with diverse learning abilities.
