Michelle No Pictures


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Michelle No Pictures

  1. 1. Entrance Routine <ul><li>Purpose: </li></ul><ul><li>Establishes a Routine </li></ul><ul><li>Promotes independence </li></ul><ul><li>Signals the start of the school day </li></ul>
  2. 3. Sensory <ul><li>Purpose: </li></ul><ul><li>Gives children the opportunity to get their sensory systems ready for their day. </li></ul><ul><li>Heavy work (taking down the chairs, pulling a heavy crate) </li></ul><ul><li>Rolling the ball on student </li></ul><ul><li>Heavy blanket </li></ul><ul><li>Swing </li></ul><ul><li>Get ready board </li></ul>
  3. 5. Schedule <ul><li>Purpose: </li></ul><ul><li>Children review their day. </li></ul><ul><li>Point out changes that may occur that are out of the ordinary. </li></ul><ul><li>Eliminates surprises and reduces anxiety. </li></ul>
  4. 6. Overview of Weekly Schedule
  5. 7. Monday Schedule
  6. 8. Morning Dialogue <ul><li>Purpose: </li></ul><ul><li>Encourages listening </li></ul><ul><li>Encourages sharing </li></ul><ul><li>Encourages the give and take of conversation. </li></ul>
  7. 9. Independent Work <ul><li>Purpose: </li></ul><ul><li>Reinforce independence </li></ul><ul><li>Review learned skills </li></ul><ul><li>Answers the 4 questions: </li></ul><ul><li>What do I have to do? </li></ul><ul><li>How much do I have to do? </li></ul><ul><li>How do I know when I’m finished? </li></ul><ul><li>What do I do when I’m finished? </li></ul>
  8. 10. Independent Work (Cont.) <ul><li>Allows teacher to continuously re-evaluate students abilities and to slowly increase their level of independence. </li></ul><ul><li>This will generally entail little by little taking away some of the structure. </li></ul>
  9. 12. Calendar/Circle Time <ul><li>Purpose: </li></ul><ul><li>Students focus on the day of the week, the date, the month and the year. </li></ul><ul><li>Students focus on the weather and the appropriate clothing for the weather. </li></ul><ul><li>Students practice basic skills, (skip counting, logo reading, sight word flash cards, telling time and counting money). </li></ul>
  10. 14. Rotations <ul><li>Purpose: </li></ul><ul><li>Student learns a new skill, (new skills are generally taught in one-to-one configurations) </li></ul><ul><li>Teachers and Assistants can assess progress </li></ul><ul><li>Data can be collected </li></ul><ul><li>Keep all students engaged whether they are working with an adult or working on their own. </li></ul>
  11. 15. Rotations (cont.) <ul><li>What are rotations? </li></ul><ul><li>The students move from location to location within the classroom for a specified amount of time. </li></ul><ul><li>Each student has the opportunity during rotations to take part in the following kinds of activities. </li></ul>
  12. 16. Listening to a book.
  13. 17. Independent work
  14. 18. Rotations (Cont.) <ul><li>Management of Rotations: </li></ul><ul><li>The student needs to rotate into areas that they can manage independently when not one-to-one with a teacher. </li></ul><ul><li>For example if a student can not manage the computer independently then computer time for that child will not be successful. </li></ul>
  15. 19. Rotations (Cont.) <ul><li>The teacher is the orchestrator of rotations. The teacher must manage the children they are working with one-on-one and the children who are working in the different rotation areas. </li></ul><ul><li>It might be wise to start with short rotation times in the beginning, maybe 5 min. Then as students become accustomed to that length of time they can slowly increase the time. I usually set my rotations for 15 minute intervals. </li></ul>
  16. 20. You Choose <ul><li>What is You Choose? </li></ul><ul><li>A time for children to participate in an activity of their choosing. </li></ul><ul><li>Children are given a defined number of choices. </li></ul><ul><li>You choose is usually about 15 minutes in duration. </li></ul>
  17. 21. You Choose Board
  18. 22. You Choose <ul><li>Purpose: </li></ul><ul><li>Children have an opportunity to make a choice about their school day. </li></ul><ul><li>Teacher and assistants can access the kinds of activities children prefer to participate in. These preferred activities can be used as rewards. </li></ul>
  19. 23. Peer Buddies <ul><li>Purpose: </li></ul><ul><li>Improve social skills </li></ul><ul><li>Improve communication skills </li></ul><ul><li>Improve cooperation skills </li></ul><ul><li>Learn the give and take of conversation </li></ul>
  20. 24. Peer Buddies (Cont.) <ul><li>Opportunities : </li></ul><ul><li>Lunch Time/Recess </li></ul><ul><li>Reading Buddies- A short time period each day where typical children can read to or be read to by a child with autism. </li></ul><ul><li>Gym Buddies- Typical children help and are role models during gym class. </li></ul>
  21. 25. Peer Buddies (Cont.) <ul><li>Peer Buddies Class </li></ul><ul><li>A weekly 30 minute class, each child with autism is paired with one typical child. </li></ul><ul><li>Activities: games, crafts, food preparation, playground games, dancing….. </li></ul>
  22. 26. Academics/Small Group
  23. 27. Academics/Small Group (Cont.) <ul><li>Purpose: </li></ul><ul><li>To have children work together learning the same skill. </li></ul><ul><li>To have children work together learning parallel skills. </li></ul><ul><li>To have children practice turn taking skills. </li></ul>
  24. 28. Academics/Small Group (Cont.) <ul><li>Purpose: </li></ul><ul><li>To practice being part of a group. </li></ul><ul><li>To use the peer group within the classroom as role models. </li></ul>
  25. 29. Relaxation <ul><li>Purpose: </li></ul><ul><li>Quiet time after recess </li></ul><ul><li>Get student ready for afternoon lessons </li></ul><ul><li>Time to use some sensory strategies </li></ul>
  26. 30. Relaxation <ul><li>What does it look like? </li></ul><ul><li>Calming music </li></ul><ul><li>Children lay down on mats </li></ul><ul><li>Lights are turned down </li></ul><ul><li>Everyone is quiet </li></ul>
  27. 31. Art/Music/GYM <ul><li>Purpose: </li></ul><ul><li>Enrichment </li></ul><ul><li>Students have to adapt to different teachers, rules, rooms and activities. </li></ul>
  28. 32. My Day
  30. 34. My Day <ul><li>Purpose: </li></ul><ul><li>Children recall the activities of the school day. </li></ul><ul><li>Children record for their parent’s the activities of the school day. </li></ul><ul><li>Children put the picture of the activity under the correct Yes or No heading. </li></ul>
  31. 35. What To Do On Monday or Where Do I Start? <ul><li>Look at the Physical Arrangement of the room </li></ul><ul><li>Easiest or hardest child? </li></ul><ul><li>Train para-professional how to use schedule </li></ul><ul><li>Train independent work system </li></ul>
  32. 36. Where Do I Start (cont.) <ul><li>Move tasks </li></ul><ul><li>1:1 to independent </li></ul><ul><li>Independent work to new settings </li></ul>
  33. 37. Remember!!!!! <ul><li>Assess </li></ul><ul><li>Structure </li></ul><ul><li>Re-assess </li></ul><ul><li>Re-structure </li></ul><ul><li>Re-assess </li></ul><ul><li>Re-structure </li></ul><ul><li>ETC. </li></ul>
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