When designing activities for a choice board for a student with ASD, which question is most important to consider?

When designing activities for a choice board for a student with Autism Spectrum Disorder, considering whether the student enjoys the activities and can complete them with little assistance is critically important. This approach stems from the understanding that engagement and motivation are crucial components of learning, especially for students with ASD.

If a student enjoys an activity, they are more likely to participate actively, which can enhance their learning and development. Additionally, ensuring that the activities can be completed with minimal assistance fosters independence and builds confidence. This aligns with best practices in special education, which prioritize personalized learning experiences that not only address the student's needs but also leverage their interests.

In contrast, while the relevance of activities to IEP goals, their completion in classroom settings, or similarity to favored sensory experiences are important factors, the primary focus remains on the student's active participation and enjoyment. Without their engagement, even activities that are well-aligned with goals or settings may not yield the desired educational outcomes.