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Introduction: Students with mild/moderate disabilities, such as Autism Spectrum Disorder (ASD) and/or Down syndrome, often present challenges for inclusion teachers. Outcomes can include behavioral problems that can result from the student frustration that is created by not knowing what to do. To eliminate this confusion, inclusion teachers can create visual schedules, visual rules for games, visual transition mini-schedules, or visual classroom rules and procedures. Visual supports can help students with ASD and/or Down syndrome follow transitions and directions, and simple visual supports can help students become independent. Students with ASD and/or Down syndrome may have difficulty with personal needs such as toilet learning. The lack of independent toileting skills can exclude students from friendships with their same-aged peers. Inclusion of students with ASD and/or Down syndrome who are not independently using a bathroom is extremely difficult. Toilet learning influences quality of life, and it is important for teachers to understand its priority and to support parents as they approach this need. Students with ASD and/or Down syndrome must be trained at home and at school for successful independent toileting to be achieved. Self-management or self-monitoring is a positive behavioral intervention that can be highly effective in teaching students to monitor their own behaviors. For this task you will use the included case ( Case Study: Maria ) based on a student in an inclusion classroom. From the case study information, you will do the following: create a schedule to assist the student through day, plan for addressing a personal need (e.g., toilet training), and develop a self-monitoring plan for the student to use.
A. Create a daily classroom schedule with visual supports from arrival to departure for the student from the case study, including the following:
three morning activities or classes
three afternoon activities or classes
1. Include the visual supports you developed for the daily classroom schedule from part A.
a. Explain why the visual supports you included are developmentally appropriate for the student from the case study.
i. Justify your chosen visual supports from part A1a using scholarly sources or course materials.
2. Explain why you chose the activities or classes from part A.
a. Justify your chosen activities or classes from part A using scholarly sources or course materials.
3. Explain how you would prepare the student for a change in their daily routine (e.g., fire drill, state testing).
a. Justify your explanation from part A3 using scholarly sources or course materials.

B. Create a data sheet that any teacher working with the student during the day could incorporate into the classroom to observe which of the student s behaviors indicate the need to use the toilet.
1. Explain the data you chose to include in the data sheet from part B.
a. Justify your chosen data from part B1 using scholarly sources or course materials.

C. Provide a strategy for how school and home can work together to help the student become independent in toilet learning.
1. Explain your strategy from part C.
a. Justify your strategy from part C1 using scholarly sources or course materials.

D. Create an age-appropriate form based on the case study that can be used to teach self-monitoring for toilet learning, including visual supports.
1. Explain your choice of form from part D.
a. Justify your chosen form from part D1 using scholarly sources or course materials.

E. When you use sources, include all in-text citations and references in APA format.

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