Individuation And Personalization


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Individuation And Personalization

  1. 1. Quality Program Indicators: Individuation and Personalization Sarah Middleton SPED 478 Moorhead State University
  2. 2. Crisis Prevention Strategies <ul><li>Nonviolent Crisis Intervention: </li></ul><ul><li>You can learn how to take control of an out-of-control situation. </li></ul><ul><li>You’ll feel calm and confident—instead of fearful and confused. </li></ul><ul><li>You’ll learn how to promote safety and dignity—always. </li></ul>
  3. 3. Crisis Prevention Strategies <ul><li>Make the classroom safe from physical danger and embarrassment. </li></ul><ul><li>In this type of environment students will: </li></ul><ul><li>Be less defensive </li></ul><ul><li>Eliminate anxieties </li></ul><ul><li>Be engaged </li></ul><ul><li>Be Motivated </li></ul><ul><li>Feel safe both physically and to make mistakes </li></ul><ul><li>without embarrassment </li></ul>
  4. 4. Tourette’s Syndrome <ul><li>Tourette’s syndrome (TS) is a neurological disorder characterized by repetitive, stereotyped, involuntary movements and vocalizations called tics. </li></ul><ul><li>Tics can be classified as simple and complex. </li></ul>
  5. 5. Strategies for Student’s with Tourette’s Syndrome <ul><li> David suffers from complex tic when he is trying to read. To eliminate frustration for David and any disruption to the rest of the class David will be excused to read in a place when he can be alone or have the text read aloud to him. </li></ul><ul><li>Johnny’s continuous head jerks make it hard for him to focus. Even the most simple task can take him a significant amount of time longer then the rest of the students. Johnny’s will be allowed as much time as needed to complete any required tasks and in some situation we will decrease the amount of required work in one time period. </li></ul>
  6. 6. Asperger’s Syndrome <ul><li>Is a neurological disorder that can impact behavior, sensory systems and visual and auditory processing. </li></ul><ul><li>Students with Asperger’s are usually highly verbal and test to average or above average IQ’s. </li></ul><ul><li>High functioning Autism. </li></ul>
  7. 7. Strategies for Student’s with Asperger’s Syndrome <ul><li>Alex, has a fixation with dinosaurs. You can ask him any question about any dinosaur and he will be able to answer it. Two of the boys in his class also really like dinosaurs. Since Alex, has difficulties making friends, I have arranged an opportunity when him and the other two students can get together and do a project about dinosaurs. By, making his fixation the focal point of the assignment. I will help Alex to see that other students share the same interest and create interest in a school assignment. </li></ul><ul><li>Zach likes to be in control of the situation and feel anxious when he is unaware of what happening next. I have created a schedule that Zach keep with him at all times so that he always know what is going to happen next and not be confused or lost. Zach also likes to check things off on the schedule as he has completed them. </li></ul>
  8. 8. Conduct Disorder <ul><li>Serious, repetitive and persistent misbehavior is the essential feature of this disorder. </li></ul><ul><li>These behavior fall into 4 main groups: </li></ul><ul><ul><li>Aggressive behavior towards people or animals </li></ul></ul><ul><ul><li>Destruction of property </li></ul></ul><ul><ul><li>Deceitfulness or theft </li></ul></ul><ul><ul><li>Serious violation of rules </li></ul></ul>
  9. 9. Strategies for Student’s with Conduct Disorder <ul><li>When, a request is presented to Jamie in a demand it is likely that he will ignore the demand. When I request something of Jamie, I try to refrain from comments like ‘You must..’ or ‘You need to..’ It is important for Jamie to have options. For example, when it is time to put on our jackets to go outside and Jamie is not complying I might say, “Jamie, students who want to go outside are putting on their jackets.” </li></ul><ul><li>Mark, has been known to violate the rules as many as 10 times per day. It is important for mark to be aware of the rules and they need to be simple and clear. I have created 3 specific rules for the class this year and as a group we are going to review the rules on a daily basis as part of the morning meeting. </li></ul>
  10. 10. References: <ul><li>Crisis Prevention Institute (CPI) </li></ul><ul><li> </li></ul><ul><li>National Institute of Neurological Disorders and Stroke </li></ul><ul><li> </li></ul><ul><li>Asperger’s Syndrome </li></ul><ul><li> </li></ul><ul><li>Conduct Disorder </li></ul><ul><li>http://www. macmh .org/publications/fact_sheets/Conduct. pdf </li></ul>