1. Provide/use schedules<br />A schedule can be written words, pictures, words with line drawings, or photographs. <br />A schedule provides information about what is going to occur during class.<br />A schedule helps the child process what is expected and what is coming next.<br />A schedule can help establish consistency and a routine.<br />
Written list<br />1- Sit on carpet <br />2- Librarian reads book<br />3- Class discussion about book<br />4- Look for book to check out<br />5- Stand in line to check out book<br />6- Check out book<br />**group board, small hand held white board, printed out, written on piece of paper.<br />
2. Provide/Use visual cues<br />Visual cues assist with comprehension.<br />Visual supports can be used to highlight relevant information.<br />Visual cues are permanent and allow additional time for the students to process information.<br />Visual supports capture the attention of students. <br />
3. Expect communication from and communicate with all students<br />A student’s expressive language skills does not mirror his/her level of comprehension.<br />Communicate directly with students.<br />Use clear and concise language.<br />Allow extended wait time for students to process what was communicated and to respond. <br />
4. Provide reinforcement<br />Reinforcement can be embedded within the schedule.<br />Utilize the reinforcers determined to be rewarding and effective by the classroom teacher.<br />Some students require reinforcement more frequently than others. <br />Use “first _____, then ______” language. <br />
Work Reward Routine<br />I am working for _______.<br />
5. Provide Opportunities to Make Choices<br />Making a choice is a form of expressive communication. <br />Some students may be able to make choices out of a field of 2 while others may be able to choose from a larger field. <br />Present choices visually (e.g., a choice board).<br />Choice-making enables the student to spontaneously request preferred items/activities.<br />
Examples of when choices can be provided.<br />What book to read? or<br />Which book to check out? or<br />Who to sit by?<br />What the child is working for? <br />
6. Address Sensory Concerns<br />Students may demonstrate an unusual response to sensory input (e.g., under or overly sensitive)<br />Students may have difficulty sitting and attending for extended periods of time without a break from the activity (movement breaks may be necessary)<br />Make efforts to increase the student’s ability to process information by minimizing auditory and visual distractions <br />
Example<br />Encourage the student to request a break when he/she is overwhelmed by sensory needs<br />
7. Use of Paraprofessional Support <br /><ul><li>Many students may require additional prompting from another adult.
A paraprofessional may also be used to provide additional visual supports or other accommodations and modifications in the IEP.
A paraprofessional can also monitor social situations and assist with interpreting them and providing support.
Paraprofessionals do not act as the teacher for the student, but rather as a support to encourage the child to access the curriculum.</li></li></ul><li>8. Use of Peer Support<br /><ul><li>Students may demonstrate deficits that limit their ability to make friends or initiate and reciprocate a conversation.
Peers can be used to model the desired, socially appropriate behavior (e.g., sitting in a chair reading a book).
The time in the related arts class may be the students’ only opportunity for interactions with his/her same aged, typically developing peers. </li></li></ul><li>Identifying a Peer Patner<br /> PEER PARTNERS<br /><ul><li>Consistent attendance
Good social skills and ability to deflect teasing by others
Follows adult instructions </li></ul> consistently<br /><ul><li>Ability to attend to task
WILLINGNESS TO </li></ul> PARTICIPATE!!!<br />
Ideas for Using Peers during Media Activities<br /><ul><li>Pair a peer with a non-reader during a silent reading activity.
Use the peer to model the steps for checking out a book.
Use the opportunity to teach turn-taking by passing a book back and forth to read aloud (or with support from the media specialist and/or paraprofessional).</li></li></ul><li>9. Collaborate<br /><ul><li>Meet regularly with the special education teacher to identify supports to increase participation and understanding.
Activities should be presented in a concrete manner.
Meet regularly with the related service providers to consider how annual goals and benchmarks can be generalized during the student’s time in the general education environment. </li></li></ul><li>Examples of Collaborations<br /><ul><li>Review lesson plans and identify the accommodations and modifications for each activity.
Develop visual supports and program assistive technology devices.
Create activities that allow related service providers to address annual goals and benchmarks while student is in the general education setting.
Meet with related service providers to determine how learned skills can be generalized.</li></li></ul><li>Where do I find these supports? <br />IEP<br />Case managers<br />Therapists<br />Special education teacher<br />
Examples<br />IEP: Ask the student’s primary teacher to provide guidance on how the various accommodations and modifications identified can be implemented during media<br />Special Education Teachers: Provide regular suggestions for how activities can be modified. Develop supports and/or program assistive technology devices to increase participation. Conduct observations to ensure student’s needs are met during this time.<br />
Examples<br />Related Service Providers: Observe the student in the general education setting with his/her peers. Consider how peers can be used to address the goals and benchmarks identified in the IEP. Provide suggestions for generalization of previously learned skills<br />Case Managers: Provide copies of the IEP. Request input to integrate into the IEP. May also request attendance at the IEP meeting.<br />
Develop lesson plans to integrate accommodations, modifications, and assistive technology into the media activities.</li></li></ul><li>Special Thanks to:<br /> Vanderbilt Kennedy Center’s Treatment and Research Institute for Autism Spectrum Disorders (VKC’s TRIAD)<br /> Poplar Grove Elementary School,Franklin Special School District, Franklin, Tennessee<br />