Teaching Inference to the Literal Thinker in the Elementary Grades - 008298
It is frequently observed that children on the autism spectrum and those who struggle with reading tend to be concrete, literal thinkers. These students have difficulty with abstract concepts such as inferring a character's unstated motive. When reading, the concrete thinkers often focus on minute physical details and miss the big picture. Participants will explore research-based strategies for teaching inference and moving the students from concrete to abstract thinking.

Audiences Teacher - Elementary (Grades 1-5), Teacher - General Education, Teacher - Special Education, Charter School Personnel, Speech Therapists


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