Title of the Artifact: Typical vs. Atypical Development- Children with Autism
Danielson’s Framework:
Planning and Preparation
1c: Setting instructional outcomes
Instructional outcomes integrate academic and social-emotional development to complement and build on one another.
Intasc Standard: #1: Learner Development
The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Description of the Artifact:
This document describes in detail the developmental milestones that children should be reaching from infancy to high school. Focusing on the autism spectrum, the signs of delays are compared to that of a neurotypical child. The milestones of neurotypical children are compared to those of neurodiverse children in different aspects of life such as: cognitive, social-emotional, and hygienic skills.
Rationale:
Understanding a high-incidence disability, such as autism, and its broad spectrum can allow a teacher to better understand their students and set instructional outcomes to engage all students. By understanding the development of a neurodiverse student, a teacher can engage and work with them in a more personal, individualized way. Since autism is a spectrum, in a typical sized classroom, there could be many children that fall under this large umbrella, and it is important to recognize and understand their needs.