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What should be considered in assigning homework?
Decisions regarding the assignment of homework should be individualized
to the needs and circumstances of the student with AS. Consideration
should be given to the purpose and design of the assignment, learning
environment itself, and the student’s stability or anxiety level
(Myles & Adreon, 2001; Twatchman-Cullen, 2000).
Purpose and Design
All homework should have a purpose tied to the learning
needs of the student. The goal may be academic such as completing an
assignment, studying for a test, practicing a new skill or previewing
new content. Each goal must be analyzed to determine its relevance for
the students with ASD. For example, if a child with ASD completes 10
of 25 problems during math class and seems to understand the math concept,
what role does completing the assignment serve for the particular child?
The assignment must be closely tied to content and hold meaning for
the student. Since students with ASD often do not work to please others,
an alternate assignment linking personal interest to content may be
needed. For students with ASD associated learning goals may also be
appropriate. These include:
- time management
- establishing and maintaining a structure and routine
- organizing their work
In designing an assignment consideration must be given
to the student’s cognitive strengths, weaknesses and interests.
A class assignment may need to be modified or adapted in order to meet
the learning needs of an ASD student. If a student’s relative strength
is visual reasoning then a flow chart, diagrams, mind maps or a demonstration
will be helpful. For a student with stronger verbal skills written instructions
and a discussion using metaphors associated with the student’s
special interest would enhance learning. Likewise, a student with poor
fine motor and handwriting skills would benefit from recording answers
on a tape recorder or using a computer or other assistive technology.
Specific considerations needs to be given to student stability (Myles
& Adreon, 2001).
As discussed in previous lecture, students with AS have
impaired executive functions. As a result when designing homework assignments,
attention should be given to providing modifications that address these
weaknesses. Sample modifications include:
- Short, step by step instructions
- Visual supports whenever possible (schedule, outline,
map)
- Limited number of tasks
- Highlight key aspects (relevant information)
- Set expected times for tasks
- Provide alternatives for finishing work in school
- Check accuracy of recorded assignments
- Outline clear expectations
- Homework diary or planner
Student interests should not be overlooked in designing
assignments. They may, in fact, hold the key to the quality of the homework
experience. (Hinton & Kern,1999). We know that students with ASAD
are often not motivated to work to please others or on tasks they do
not perceive as relevant. Incorporating student interests into a task
will often provide the solution.
Example: Samantha had a favorite restaurant. This interest
was incorporated into a math assignment by modifying drill and practice
exercises to include adding the cost of menu items from the restaurant
and calculating the tax on a bill.
Roger refused to do any spelling assignments. Typical
assignments included writing spelling words three times, alphabetizing
and constructing sentences. The assignments were modified so that he
could make a crossword puzzle with words from the spelling list that
would be completed by another student.
Not all assignments or content can be easily linked to
student interests. However, it is worth the time and effort to identify
what is relevant to a student, what they are interested in, and which
tasks are easier for them to complete.
Learning Environment
This is an area that should be discussed and arranged
with parents. The learning environment should be free and clear of distractions
both visual and auditory. All necessary materials should go home with
the student. The space should be well lighted with furniture conducive
to the task such as writing. It is important that the student not be
distracted by siblings or adults doing things that are more interesting
and motivating than the homework. A constant reminder of what a student
would rather to be doing is counter productive. (Atwood, 2000)
Supervision may be necessary during all or part of the
homework session. Students may procrastinate or refuse to begin their
work and require prompting. Assistance should be readily available if
a student needs help or becomes confused. Planning, prioritizing and
maintaining motivation are also areas in which support may be needed.
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