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Social Skils  in training level 1 Sint-Janshof
 
Content <ul><li>1. Training level 1 (TL1) </li></ul><ul><li>2. Vision in TL1 concerning relations and sexuality </li></ul>...
1) TRAINING LEVEL 1 <ul><li>For youngsters with a  severe mental disability  up till the age of 21  </li></ul><ul><li>Prep...
Vision in TL1 “Relations and sexuality” <ul><li>1) Vision applies to all  teachers and pupils . </li></ul><ul><ul><li>Ever...
<ul><li>2)  Parents . </li></ul><ul><ul><li>Are aware/know/sign  the vision </li></ul></ul><ul><ul><li>Can’t  put out the ...
<ul><li>BUT: </li></ul><ul><li>Parents are informed during parent evenings, report cards </li></ul><ul><ul><li>ABOUT? </li...
Example:  problem concerning social interaction <ul><li>Kathy, a girl with  Down Syndrom  wasn’t  behaving  very well on t...
Example: Problem concerning social interaction <ul><li>==>  Two way confrontation  with social interaction: </li></ul><ul>...
Example:  problem concerning social interaction <ul><li>Important pillars: </li></ul><ul><li>- Individual approach </li></...
VISION <ul><li>1. Distance </li></ul><ul><li>2. Addressing a person </li></ul><ul><li>3. Cuddling </li></ul><ul><li>4. Kis...
One vision for everybody? <ul><li>Important for pupils with autism </li></ul><ul><li>Our structure is good for every pupil...
How do we make agreements? <ul><li>Not a specific subject     specific lessons </li></ul><ul><ul><ul><li>EG integrated in...
VISION 1) Distance There has to be kept a certain distance between the teacher and the pupil: - emotional - physical
VISION 2) Addressing Pupils may address the teachers by their first names but have to keep in mind the terms of address:  ...
VISION 3) Cuddling The pupils are allowed to give their teachers a cuddle.
VISION 4) Kissing Pupils may give their teachers a kiss keeping in consideration the mental age.  !! Teachers have to/ may...
VISON 5) Gym/Swimming <ul><li>Separate  changing- and showering spaces. </li></ul><ul><li>1 changing room for all  girls  ...
VISION 6) Toilet use What is obvious for us, is not the case for our pupils...   - They are obligated to  close  the door....
VISION: 7) Puberty When becoming an ‘adult’    other rights and obligations. We keep in consideration that a teenager has...
VISION 7) Puberty The pupils are in their puberty or about to get into this period.  ==> GEVOLG: * physical changes * emot...
VISION 7) Puberty <ul><li>In consultation with the  parents  (if possible) </li></ul><ul><li>The intention to teach pupils...
VISION: 8) Being in love <ul><li>1) Between pupils </li></ul><ul><li>- Pupils are granted some  freedom  in this case. </l...
VISION 8) Being in love 2) Worshiping teachers: We  discuss  this is in a  realistic  way and try to place this with the u...
 
cuddly couch TARGET: Our pupils are given the opportunity to act like people who are in love.  PROCEDURE: During the break...
 
 
 
 
VISION 9) Indenpendcy <ul><li>We give the pupils the  opportunity  to carry the  responsibility  in getting independent. <...
VISION 10) Sex education - Compulsory - Reserved --> exception is possible? - Any teacher -  Mixed groups (girls and boys)...
VISION 11) Procreation Everybody gets the same info about getting children: “ It has not happened yet that pupils of TL 1 ...
<ul><li>This is  a sugjcet that can be covered during ‘ RSV’ . </li></ul><ul><li>At school  of course it is not allowed to...
VISION 13) Homosexuality <ul><li>Also during ‘RSV’-lessons. </li></ul><ul><li>It is given ‘space’ inside our school.  </li...
VISION 14) Out of school activities  field trips <ul><li>Pupils of the same gender  share  a room .  </li></ul><ul><li>( E...
VISION 15) General code of conduct When will be worked around this? - No specific lessons - Integrated into other lessons ...
Examples of material <ul><li>Example 1:  Polite <--> Impolite behavior </li></ul><ul><li>Worksheet </li></ul><ul><li>Seper...
 
Examples of material <ul><li>Example 2:  Tablemanners </li></ul><ul><li>Self-evaluation </li></ul><ul><li>Picto's to suppo...
 
Examples of material <ul><li>Example 3:  Support having a conversation </li></ul><ul><li>For a pupil that can read. </li><...
- How do I start a conversation? - Subjects suitable for a conversation. The Weather   It is cold.  Are you cold? It is wa...
The weekend – my hobbies Visits I paid a visit at…  … . came to visit me
music, film I watched a DVD.  I listened to some music.  I like ….  What kind of music do you like?
Parties I went to this party of …..  Tell something about what you have done/seen/  experienced at the party Biking   I we...
WII  I played on the WII.  The game … is cool.  Do you have a WII?  What kind of game do you like to play? Scouts  I went ...
Examples of material <ul><li>Complimenting  each other  </li></ul><ul><li>With the flash card as an aid </li></ul>
 
Examples of material Example 5:  Feelings . These cards can be used during conversations: - Group talks - Individual talks...
SCLERA
BETA
Not only icons! We use the icons next to a lot of other methods: Introducing a feeling is possible with: - Using a hand-pu...
Examples of material Example 6:  Emotion cards  for each day (Fieldtrip)
 
16) Examples during lessons: Helping each other out Lessons: gym - Helping each other out is very important. - The pupils ...
Helping out: gym - a) ‘Alternation system’ - b) Team-sports - c) Too difficult activities - d) Presentation
a) System of alternation - Most of the time by 2 in the system of alternation  ==> pay attention to each other: * taking t...
b) Team sports - Working in team (teams of 2,3,4 or more persons):  IN  the team:  - cooperation  --> see alternation syst...
c) Activities that are too hard If pupils can’t participate in a certain lesson or exercise  ==> letting them help out oth...
d) Presentations Presentations/ Speaking up in front of a group/ Explaining something: Sometimes may pupils explain a task...
Exemples General subjects :  Social skills? supporting/stimulate  verbal communication : -  Question cards : these cards c...
Exemple: Circle <ul><li>WHEN? </li></ul><ul><li>Every morning  </li></ul><ul><li>After each afternoon break  </li></ul><ul...
Circle -  Social aspect! - The accent is on  values and living together .  - The  ritual aspect  of these activities offer...
Circle In smaller class groups (4 to 7 pupils) often will take place a specific circle.  EX: The learning & living group (...
Examples: Teatime Some pupils have at the end of the day 30 minutes tea time.  This drinking tea/coffee together around a ...
Example: Shopping Each older class group will go shopping once a weak.  Next to practical math and practicing language ski...
Example ‘Snoezelen’ (combination of snuffling and dozing) Next to known active and passive ‘snoezelen’,  also: -  Social m...
Extra information: Sherborne therapy? TARGET: Expanding the awareness of their own motion capabilities, inside themselves ...
Example: Ict-lessen Internet, hotmail, gmail, facebook.... Social skills: MORE then speaking face-to-face.  ==> Now pupils...
What is WAI-NOT? - Making the internet accessible for persons with a severe mental retardation.  - An adapted website. - p...
SUMMARY In TL1 we start out from the  vision   The rules and regulations are  variously applied   -  No specific subjects ...
<ul><li>? </li></ul>
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Transcript of "Social skills in training level 1"

  1. 1. Social Skils in training level 1 Sint-Janshof
  2. 3. Content <ul><li>1. Training level 1 (TL1) </li></ul><ul><li>2. Vision in TL1 concerning relations and sexuality </li></ul><ul><li>3. Some examples </li></ul>
  3. 4. 1) TRAINING LEVEL 1 <ul><li>For youngsters with a severe mental disability up till the age of 21 </li></ul><ul><li>Prepares them for filling up the day in a meaningful way </li></ul><ul><ul><li>in a one day center and protected living </li></ul></ul><ul><ul><li>at home or in a other homing project </li></ul></ul><ul><li>The learning situations - the real life situations </li></ul><ul><li> inside and outside the school. </li></ul><ul><li>5 components: </li></ul><ul><ul><li>:: communication :: self reliance </li></ul></ul><ul><ul><li>:: social skills :: meaningful free time </li></ul></ul><ul><ul><li>:: senso-motor system </li></ul></ul>
  4. 5. Vision in TL1 “Relations and sexuality” <ul><li>1) Vision applies to all teachers and pupils . </li></ul><ul><ul><li>Every teacher supports this vision. </li></ul></ul><ul><ul><li>Every pupil may pick a confidant-teacher. </li></ul></ul><ul><ul><ul><li>This can be anyone: teacher, titularis, fysio, speech… </li></ul></ul></ul><ul><ul><ul><li>This can be discussed during classmeetings </li></ul></ul></ul>
  5. 6. <ul><li>2) Parents . </li></ul><ul><ul><li>Are aware/know/sign the vision </li></ul></ul><ul><ul><li>Can’t put out the limits concerning these lessons. </li></ul></ul><ul><ul><li>Don’t have a say in the way of teaching these lessons </li></ul></ul>Vision in TL1 concerning Relations and sexuality
  6. 7. <ul><li>BUT: </li></ul><ul><li>Parents are informed during parent evenings, report cards </li></ul><ul><ul><li>ABOUT? </li></ul></ul><ul><ul><ul><li>Lessons about relations and sexuality: </li></ul></ul></ul><ul><ul><ul><ul><li>Content </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Methods </li></ul></ul></ul></ul><ul><ul><ul><ul><li>empty work sheets (privacy of our pupils) </li></ul></ul></ul></ul><ul><ul><ul><li>They can visit our multi-sensory room </li></ul></ul></ul><ul><li>Parents may contact the school </li></ul><ul><li>!! Transfer of information towards parents can be limited on request of the pupil </li></ul>
  7. 8. Example: problem concerning social interaction <ul><li>Kathy, a girl with Down Syndrom wasn’t behaving very well on the playground . She even started to hurt the others. </li></ul><ul><li>First this problem was discussed with her . She excused herself to the others and made some promises concerning her behaviour. </li></ul><ul><li>But things did not change. </li></ul><ul><li>Classteacher contacted mother who was aware of the problem. She pointed out that social reinforcement would be useful to Kathy. </li></ul><ul><li>We started to use an award system , in the form of something small (a verbal reinforcement in group followed by a big hand of applause or choosing her own group activity) </li></ul><ul><li>Each break she obtained a stamp on a personalised stamp card . After 10 stamps she was awarded for a example by a big hand of applause from the other pupils and teachers of TL 1. </li></ul>
  8. 9. Example: Problem concerning social interaction <ul><li>==> Two way confrontation with social interaction: </li></ul><ul><li>The problem of socializing with others </li></ul><ul><li>2) The problematic social interaction was tackled by awarding with something that for her in social interaction was percepted as positive . </li></ul><ul><li>==> 2 birds with one stone: </li></ul><ul><li>1) The problem was taken care of </li></ul><ul><li>2) She got a positive response of her social environment.  This encourages her to keep up the good work/behavior. </li></ul>
  9. 10. Example: problem concerning social interaction <ul><li>Important pillars: </li></ul><ul><li>- Individual approach </li></ul><ul><li>- Talks with pupil </li></ul><ul><li>- Involvement of the parents </li></ul><ul><li>- Awarding of good behavior </li></ul><ul><li>- The whole team </li></ul>
  10. 11. VISION <ul><li>1. Distance </li></ul><ul><li>2. Addressing a person </li></ul><ul><li>3. Cuddling </li></ul><ul><li>4. Kissing </li></ul><ul><li>5. Gym-/Swimming lessons </li></ul><ul><li>6. Toilet use </li></ul><ul><li>7. Puberty: Teenagers stay teenagers... </li></ul><ul><li>8. Being in love </li></ul><ul><li>9. Independency </li></ul><ul><li>10. Sex education </li></ul><ul><li>11. Procreation </li></ul><ul><li>12. Masturbation </li></ul><ul><li>13. Homosexuality </li></ul><ul><li>14. Out of school activities </li></ul><ul><li>15. Code of conduct </li></ul><ul><li>16. During the lessons </li></ul><ul><li>17.Individual approach </li></ul>
  11. 12. One vision for everybody? <ul><li>Important for pupils with autism </li></ul><ul><li>Our structure is good for every pupil with a severe mental retardation. </li></ul>
  12. 13. How do we make agreements? <ul><li>Not a specific subject  specific lessons </li></ul><ul><ul><ul><li>EG integrated in other lessons (Dutch, RSV, drama, projects (traffic) </li></ul></ul></ul><ul><li>Everything is interwoven. </li></ul><ul><li>Agreements for everybody : with autism + without autism (everybody needs structure ) </li></ul><ul><li>It is possible to deviate of these agreements </li></ul><ul><ul><li>in case of specific needs for each individual. </li></ul></ul><ul><ul><li>We differentiate. </li></ul></ul><ul><ul><li>Socially desirable behavior is the main target! </li></ul></ul><ul><li>Mainly in groups </li></ul><ul><li>In specific cases individual talks & personal follow ups . </li></ul><ul><li>It is about giving chances </li></ul><ul><li>Also about giving exemplary behavior (pupils and teachers) helping out each other </li></ul><ul><li>Guiding behavior by positive reinforcement </li></ul><ul><li>The problematic behavior is tackled . </li></ul><ul><ul><ul><li>HOW?: Talks with pupils and/or parents, awards.. (Kathy) </li></ul></ul></ul>
  13. 14. VISION 1) Distance There has to be kept a certain distance between the teacher and the pupil: - emotional - physical
  14. 15. VISION 2) Addressing Pupils may address the teachers by their first names but have to keep in mind the terms of address: - Miss An - Mister Jan --> extra guidance by some speech training or in another lesson (Pointing out that they have to speak with the use of two words.)
  15. 16. VISION 3) Cuddling The pupils are allowed to give their teachers a cuddle.
  16. 17. VISION 4) Kissing Pupils may give their teachers a kiss keeping in consideration the mental age. !! Teachers have to/ may reprimand the pupils when they give a teacher an inappropriate kiss.
  17. 18. VISON 5) Gym/Swimming <ul><li>Separate changing- and showering spaces. </li></ul><ul><li>1 changing room for all girls and 1 for all the boys. </li></ul><ul><li>==> In case of sense of shame they are given the opportunity to change in a seperate changing room. </li></ul><ul><li>A teacher of the opposite sex may help out by changing </li></ul><ul><li>if this can’t be practical organized differently (the same for intimate care). </li></ul><ul><li>- No parental consent necessary! </li></ul>
  18. 19. VISION 6) Toilet use What is obvious for us, is not the case for our pupils... - They are obligated to close the door. - They are not obligated to lock the door. !! Sometimes individual agreement Ex.: Don’t lock the door: boy who starts to masturbate a lot....
  19. 20. VISION: 7) Puberty When becoming an ‘adult’  other rights and obligations. We keep in consideration that a teenager has the need of: - Gushing about idols, teachers - Being taken serious - Being able to ask questions, talking things over - Offering extra structure - Adapting activities
  20. 21. VISION 7) Puberty The pupils are in their puberty or about to get into this period. ==> GEVOLG: * physical changes * emotional changes Distinction is made enough between: difficult behavior < -- > puberty related behavior We help: We search for a reason , a cause for the behavior ==> we then also search for a solution.
  21. 22. VISION 7) Puberty <ul><li>In consultation with the parents (if possible) </li></ul><ul><li>The intention to teach pupils, standards, values, rights and duties . </li></ul><ul><li>!! Taken in consideration the standards that are used at home . </li></ul><ul><li>The folowing up at home can be done best in individual talk during a parents evening. </li></ul>
  22. 23. VISION: 8) Being in love <ul><li>1) Between pupils </li></ul><ul><li>- Pupils are granted some freedom in this case. </li></ul><ul><li>- Only in need of an individual approach can parents be asked to get involved . </li></ul><ul><li>- Being in love will be given extra atention in case of: </li></ul><ul><ul><ul><li>jealousy </li></ul></ul></ul><ul><ul><ul><li>a relationship with a pupil of the grade school </li></ul></ul></ul><ul><ul><ul><li>big age difference </li></ul></ul></ul><ul><ul><ul><li>worshiping of idols </li></ul></ul></ul><ul><ul><ul><li>worshiping of teachers </li></ul></ul></ul>
  23. 24. VISION 8) Being in love 2) Worshiping teachers: We discuss this is in a realistic way and try to place this with the use of some humor but we do try always to keep distance . !! Trying to estimate the distance well, not allowed to punish... It is important that this is discussed during a classmeeting so that all who are involved deal with this in the same way.
  24. 26. cuddly couch TARGET: Our pupils are given the opportunity to act like people who are in love. PROCEDURE: During the break pupils can go the teachers and tell him/her that they wish to use the ‘cuddly couch’. They need to do this together. The cuddly couch is set up in such a way that we can observe the pupils and adjust their behavior when necessary. But also that they are given some privacy.
  25. 31. VISION 9) Indenpendcy <ul><li>We give the pupils the opportunity to carry the responsibility in getting independent. </li></ul><ul><li>It is our task to confrontate the pupils with their personal limitations. </li></ul><ul><li>We offer guidance concerning planning their future and relations . </li></ul><ul><li>--> how? Ex. By means of talks that are supported by visualisations </li></ul><ul><li>There is a dialogue between home and school concerning expectations about the social independent behavior. </li></ul>
  26. 32. VISION 10) Sex education - Compulsory - Reserved --> exception is possible? - Any teacher - Mixed groups (girls and boys) - not individually. - Groups can be made up according to physical development. - Preference for cross-class groups. MATERIAL - Visual material (pics, slides, prints, drawings, film, worksheets) - Touchible material (fake genitals, contraceptives, sexual aids)
  27. 33. VISION 11) Procreation Everybody gets the same info about getting children: “ It has not happened yet that pupils of TL 1 got babies . It is important that we first learn to take care of ourselves. That is already hard enough.”
  28. 34. <ul><li>This is a sugjcet that can be covered during ‘ RSV’ . </li></ul><ul><li>At school of course it is not allowed to masturbate. </li></ul><ul><li>! Individual approach in case of problematic behavor </li></ul>VISION 12) Masturbation
  29. 35. VISION 13) Homosexuality <ul><li>Also during ‘RSV’-lessons. </li></ul><ul><li>It is given ‘space’ inside our school. </li></ul><ul><li>- The same agreements as in case of a heterosexual relation. </li></ul>
  30. 36. VISION 14) Out of school activities field trips <ul><li>Pupils of the same gender share a room . </li></ul><ul><li>( Exception: homosexual couples) </li></ul><ul><li>- Pupils of different gender never enter each others room . </li></ul><ul><li>- Pupils may never lay with each other in bed. </li></ul>
  31. 37. VISION 15) General code of conduct When will be worked around this? - No specific lessons - Integrated into other lessons but also into projects - The circle How? With what kind of material: Visualizations Step by step schemes Individual talks Group talks Examples of other s in practice Helping each other out Conduct rules such as: What is polite/impolite Table manners How do you have a conversation ... Some examples..
  32. 38. Examples of material <ul><li>Example 1: Polite <--> Impolite behavior </li></ul><ul><li>Worksheet </li></ul><ul><li>Seperate cards </li></ul><ul><ul><li>can be used for support during the conversations </li></ul></ul><ul><li>... </li></ul>
  33. 40. Examples of material <ul><li>Example 2: Tablemanners </li></ul><ul><li>Self-evaluation </li></ul><ul><li>Picto's to support </li></ul>
  34. 42. Examples of material <ul><li>Example 3: Support having a conversation </li></ul><ul><li>For a pupil that can read. </li></ul><ul><li>The pictos are then only extra. </li></ul><ul><li>--> How to I start a conversation? </li></ul><ul><li>--> What is a suitable subject for a conversation? </li></ul><ul><li>--> Tell something and ask questions . </li></ul>
  35. 43. - How do I start a conversation? - Subjects suitable for a conversation. The Weather It is cold. Are you cold? It is warm. I am warm . What about you? It is raining today. There is a lot of wind. …
  36. 44. The weekend – my hobbies Visits I paid a visit at… … . came to visit me
  37. 45. music, film I watched a DVD. I listened to some music. I like …. What kind of music do you like?
  38. 46. Parties I went to this party of ….. Tell something about what you have done/seen/ experienced at the party Biking I went biking. with…. We biked to…. Musical I went to a musical……. Do you like musicals? What musicals have you already seen? Food and drinks We went out for dinner. I ate : …. I love to have.../ What do you like for food..
  39. 47. WII I played on the WII. The game … is cool. Do you have a WII? What kind of game do you like to play? Scouts I went to the scouts. We played a game. It was fun. Are you a member of the scouts?
  40. 48. Examples of material <ul><li>Complimenting each other </li></ul><ul><li>With the flash card as an aid </li></ul>
  41. 50. Examples of material Example 5: Feelings . These cards can be used during conversations: - Group talks - Individual talks Talks can be about any kind of subject. Pupils are better by expressing their emotions with the aid of these cards. Several posibilities: Beta, Sclera,....
  42. 51. SCLERA
  43. 52. BETA
  44. 53. Not only icons! We use the icons next to a lot of other methods: Introducing a feeling is possible with: - Using a hand-puppet: Your puppet feels happy/sad/…. Pupils can see this puppet and his feelings - Listening to a story - Drawing faces - Dancing - Imitating a person (posture,…)
  45. 54. Examples of material Example 6: Emotion cards for each day (Fieldtrip)
  46. 56. 16) Examples during lessons: Helping each other out Lessons: gym - Helping each other out is very important. - The pupils have certain limitations and specific needs. - In most cases they can offer the help themselves at each other.
  47. 57. Helping out: gym - a) ‘Alternation system’ - b) Team-sports - c) Too difficult activities - d) Presentation
  48. 58. a) System of alternation - Most of the time by 2 in the system of alternation ==> pay attention to each other: * taking turns * doing tasks together ==> helping each other out * physical * understanding the task - Combinations can be very useful: * better + weaker-> there is alternation * better+ better-> fun! * weaker + weaker-> no frustration! Always different combinations! It depends – activity/task
  49. 59. b) Team sports - Working in team (teams of 2,3,4 or more persons): IN the team: - cooperation --> see alternation system --> sometimes teams work against each other, changes the group dynamics: * Not everyone has to be able to do everything. * Cooperation is the main target: how to get the best/fastest result in comparison with the other team. In between the teams: - competition - with a great number of pupils doing something ‘TOGETHER’.
  50. 60. c) Activities that are too hard If pupils can’t participate in a certain lesson or exercise ==> letting them help out others where there is need for extra aid. Ex: Holding out a hand when pupils are doing balance exercises.
  51. 61. d) Presentations Presentations/ Speaking up in front of a group/ Explaining something: Sometimes may pupils explain a task or a game to others when it already has been played a few times before.
  52. 62. Exemples General subjects : Social skills? supporting/stimulate verbal communication : - Question cards : these cards can be used in class by pupils who can’t/dare to ask a question for help. - Visualization in order to be able to talk about emotions/ feelings /problem situations. - Role play offered step by step in order to be able to have certain conversations. Ex.: how do you have a telephone conversation.
  53. 63. Exemple: Circle <ul><li>WHEN? </li></ul><ul><li>Every morning </li></ul><ul><li>After each afternoon break </li></ul><ul><li>WHAT? </li></ul><ul><li>TL 1 comes together in group </li></ul><ul><li>What do we go through practical ? </li></ul><ul><li>* the day </li></ul><ul><li>* the date </li></ul><ul><li>* the weather </li></ul><ul><li>* the course of the day of each class </li></ul><ul><li>* what teachers with whom?... </li></ul><ul><li>HOW? </li></ul><ul><li>Teacher uses: </li></ul><ul><ul><li>Pictos </li></ul></ul><ul><ul><li>structo-board... </li></ul></ul>
  54. 64. Circle - Social aspect! - The accent is on values and living together . - The ritual aspect of these activities offers an answer on the needs of the pupil with Autism. (Also other pupils benefit of starting out the day in a very structured and rather calm way.) - During the circle pupils get the chance to report important events like the death of a famous person, an accident they witnessed , … but for sure also the happy messages like a birth in the family, winning a medal,.. - Also teachers will share important family news and events with the pupils. - When there is someone having a birthday then the pupils will sing ‘Happy Birthday’ for this person. ==> By these means we try to invite the pupils to sympathize with their classmates
  55. 65. Circle In smaller class groups (4 to 7 pupils) often will take place a specific circle. EX: The learning & living group (the weakest group) will repeat daily the circle and every day there will be a ‘ritual’ repeated : They have to give each other a hand and say good morning . (physical contact!)
  56. 66. Examples: Teatime Some pupils have at the end of the day 30 minutes tea time. This drinking tea/coffee together around a table with a biscuit/a piece of fruit. - It stimulates the social contacts and the interaction with other pupils. - Courtesy during meals is important (asking politely and receiving of food and/or drinks, waiting till everybody is served,…). - Extra tasks can be trained as well (ex: serving others by passing on or offering the sugar or the milk)..
  57. 67. Example: Shopping Each older class group will go shopping once a weak. Next to practical math and practicing language skills is this the perfect practice moment for social skills in a realistic, practical and daily context . It stimulates the pupil’s integration : They learn to adapt themselves socially in out of school traffic- and shopping situations.
  58. 68. Example ‘Snoezelen’ (combination of snuffling and dozing) Next to known active and passive ‘snoezelen’, also: - Social manners and relations - Self image and self experience: - who am I? - how do I live and work with others? ... ‘ Sherbone’-method is used frequently in these cases. = By means of physical tasks they are confronted with themselves and the others.) = Difference with motorical therapy: emphasis on developing self-esteem
  59. 69. Extra information: Sherborne therapy? TARGET: Expanding the awareness of their own motion capabilities, inside themselves (in their own body) as towards others. Being aware of their own movements --> learning to control their own movements --> balance --> exploring of the surrounding& and better communication! --> greater self esteem & belief in own possibilities. In Sherborne-therapy there are 3 kind of relationships: - the‘ together-relations' (with the therapist) - the ‘against-each other-relations' (the power of their own body, - the ‘together-relations’ (adjusting themselves in order to cooperate with others). Difference with motorical therapy emphasis on developing self-esteem
  60. 70. Example: Ict-lessen Internet, hotmail, gmail, facebook.... Social skills: MORE then speaking face-to-face. ==> Now pupils are also during the lessons introduced into the virtual world of the internet. They learn: - to set up an account - sending mails to others and pupils - reading mails - setting up a facebook account - “checking” facebook - chatten by the use of WAI-NOT
  61. 71. What is WAI-NOT? - Making the internet accessible for persons with a severe mental retardation. - An adapted website. - promoting ICT-lessons and the use of en internet in the training of people with mental limitations. TARGET: Closing the digital gap in order to stimulate the social integration. HOW: - Safe and closed chat-rooms - chatting and mails writing/reading, following the current events,playing games.. - support: beta, sclera en speech support (depending on your indiv. profile) DEMO : http://www.wai-not.org/?q =nl/node/3
  62. 72. SUMMARY In TL1 we start out from the vision The rules and regulations are variously applied - No specific subjects , sometimes specific lessons - Constantly * examples of each other/teachers * awarding systems * visualisations * ...
  63. 73. <ul><li>? </li></ul>
  64. 74. Thank You!
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