Litteracy
Why Don't all students with disabilities have access to literature?
- financial ability for equipment
- lack of knowledge on how to adopt existing resources
- focuses on health for financial needs
- attitudinal reasons
- Belief that instruction time should be spent on functional needs for productivity
How to use task analysis to teach a Math story or Problem Solving?
- Break down into steps
- show the students steps first-last
- Total task
what are common visual supports?
calendars, checklist, schedules, clocks
PRINCIPLES OF BEHAVIOR AND APPLIED BEHAVIOR ANALYSIS (ABA)
A scientific approach to understanding behavior and how it is affected by the environment.
Based on principles about how behavior works and how learning takes place;
Use of positive reinforcement to teach skills in a planned, systematic manner;
Repeated opportunities for practice across time, setting, people, materials;
what are Univeral precautions?
dealing with bodily fluids, first aid, ensuring safety is first (wearing gloves, washing hands)
Why is it important for them to have experiences with literature?
- Goal of enhanced quality of life through shared literature.
What is an effective math curriculum tool?
touch math
kids inspiration
touch money
what are environmental arrangements to support students?
- classroom arrangement
- length of instruction/ response time
- timers, concept of time
- mini schedules/task columns
- Limit access to reinforcement items
- small group and large group
- promotes respect for every student/acknowledging the connections between cultural environment and student behavior.
STRUCTURED TEACHING
Structured teaching is our attempt to develop teaching strategies by understanding their autism.
Change the environment to make the world more meaningful.
Visual Structure
Teaches students to look for the visual instructions that give meaning to the task and show what to do with the materials.
Structures are individualized.
Must have meaning to the student.
Clear expectations.
What are ways to provide access to literature?
Physical:
- handle the book being read
- Place books in an accessible space
- Provide a daily schedule to look at
- variety of genres/themes appropriate for age/grade
Adaptations:
- taking a book apart
- Page protections
- adhering cotton balls or popsicle sticks to pages
Cognitive:
- access to the content of the books
- simplify vocab
- read and rewrite books to reduce length
- utilize computer/digital tech
NCTM Content Areas
Algebra: The study of patterns, relationships, and functions
Geometry: The study of spatial organization
Data Analysis: The study of organizing and interpreting facts and data
Measurement: The study of defining attributes in a standard format
Numbers & Operations: The study of quantity and number sense
STEPS FOR ESTABLISHING PEER SUPPORT NETWORK?
Identify students and peers
Recruit peers
Provide opportunities, arrange seating/location, and create time
Orient and teach skills to peers and students
Provide monitoring, feedback, & assistance
Shifting paraprofessional role
REASONS FOR USING STRUCTURE
Utilizes the child’s strength of visual skills
Adapts the environment
Incorporates routines
Emphasizes finished
Focuses on independent skills
Emergent Literacy and Students with Significant Cognitive Disabilities
Most likely not enter school demonstrating emergent literacy skills, nor will they likely learn to read at the same rate as students without disabilities.
Require systematic instructional intervention and accommodation or modifications.
What do we know about math and students with disabilities?
Greater focus on numbers and operations or money management
Research suggests that some students learn data analysis and some geometry skills
Evidence-based practices include:
systematic prompting with feedback,
task analysis, and
generalization to real life contexts
TECHNIQUES AND STRATEGIES FOR CHILDREN WITH AUTISM?
A focus on techniques that are comprehensive, individualized, intensive, and begin early.
Discrete Trial Training Video
Techniques that increase structure (TEACCH, visual supports, social stories)
Video Modeling
Naturalistic strategies for teaching language and social skills (i.e. pivotal response training, incidental teaching)
Alternative forms of communication (i.e., PECS, assistive communication)
Peer mediated interventions
Functional Communication Training
Sensory: How and Why
PREDICTABILITY
Establish routines
Visual aides:
Written schedules
Pictures
Calendars
Transition objects/object schedule
Timer for activities
Organization material
NCTM Processes in Learning & Communicating Math Concepts
Reasoning
Thinking through, showing their work
Problem Solving
(1) Problem Identification
(2) Problem Analysis
(3) Problem Resolution
Communication
Using mathematics vocabulary and symbols
Connections
Making meaningful connections between the content and real world activities
Representation
Determining the best options for representing a concept and using more than one method of doing so.
IDENTIFICATION for Autism?
•Individualized IQ Test
•Individualized Achievement Test
•Adaptive Behavior Scale
•Direct observation/anecdotal records
•Autism Diagnostic Interview-Revised
•Language/communication
•Reciprocal social interactions
•Restricted, repetitive, and stereotyped behaviors and interests
DAILY SCHEDULE
The daily schedule visually tells the student in a way that he can easily understand it, what activities will occur and in what sequence.