Three years ago, a book club for students with autism grew organically from their need to wind down after lunch. Teacher Sheila Nedoma at Dillard Drive Elementary School started introducing one book per week to play to each of her students’ strengths.

After being a member of an adult book club in Texas, she wanted to bring the same fun elements to her students.

Nedoma has taught the self-contained, special education class for third- through fifth-graders for six years now, and they have a range of abilities. With eight students this year, the class consists of a couple of nonverbal students, one who draws well, and one who is a great reader, among other talents.

With the daily book club, Nedoma uses a variety of books, music and props to challenge the students and meet each student wherever he or she is today.

Q: What is a typical book club meeting for your class?

We meet each day at 12:30, after lunch. I try to make each meeting very formal by welcoming each person to book club and shaking hands to incorporate social skills along with literacy. We typically read one book for a whole week to really get into the characters, and I try to choose different genres.

This year, we have started and ended each book club meeting with music from “Seussical: The Musical,” and the students have drawn their own characters, like Horton. They also pick out key words by listening to the song and hold up a key word on paper in time with the music.

Q: What does the music add to the meeting?

Typically, students with autism are strong visual learners. I want them to tap into their auditory skills.

At the end of each book club, we walk around the room to “A Person’s a Person No Matter How Small.” Because the students would probably be shy if their parents came to watch, I’m working on a short film covering what we do so that the parents can see our process.

Next year, I might use Mary Poppins as our musical inspiration.

Q: What are some books you have discussed with the students?

We use a lot of Magic Tree House books. One of our students drew a large tree house with branches, and the other students contributed by drawing characters and props to go along with the stories. We try to predict where Jack and Annie will go next.

I also try to tie the books in with themes. This month, our themes were: spring, PBS and National Sweater Day (for Mr. Rogers). Our school’s theme is global awareness, so I use that for interdisciplinary lessons incorporating math and writing.

We might read, “A Chair for My Mother” and talk about saving money. Learning about money, saving and buying, is a big skill for us.

Q: What have you enjoyed about working with your third- through fifth-graders?

I love the challenge, the students and their families. I have students for three years, and I love to see them grow. Each year, they have a different set of goals. We look back at the end of the year at their beginning goals and the end result. You can see so clearly how they grow.

I’m always looking for ways to differentiate instruction to capitalize on a student’s talent; I want each student to be successful.