our time together…
DESCRIPTION
“ It is in fact a part of the function of education to help us escape, not from our own time — for we are bound by that — but from the intellectual and emotional limitations of our time. ” T.S. Eliot. Our Time Together…. Will explore practical strategies to consider in the classroom. - PowerPoint PPT PresentationTRANSCRIPT
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“It is in fact a part of the
function of education to help us escape, not from our own time — for we are bound by
that — but from the intellectual and emotional limitations of our time.”
T.S. Eliot
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Our Time Together…Our Time Together…
• Will explore practical strategies to Will explore practical strategies to consider in the classroom.consider in the classroom.
• Will explore the use of a systematic Will explore the use of a systematic decision-making process to…decision-making process to…• Identify personalized pupil learning needs Identify personalized pupil learning needs
• identify some appropriate adjustments and identify some appropriate adjustments and modificationsmodifications
• apply best practices in designing an apply best practices in designing an instructional program instructional program
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……to facilitate meaningful to facilitate meaningful participation for children participation for children
with PMLDwith PMLD
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Children with PMLD are...Children with PMLD are...
ChildrenChildren
• with the needs with the needs that all children that all children havehave
• withwith abilities abilities and extensive and extensive learning needs learning needs
• who can learn who can learn when given when given appropriate appropriate experiences and experiences and supportsupport
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What are learning needs What are learning needs of children with PMLD?of children with PMLD?
Significant Intellectual/Cognitive Significant Intellectual/Cognitive Disabilities Disabilities
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Additional and Additional and coexisting coexisting
Physical Physical MedicalMedicalSpeech & Speech &
language language BehavioralBehavioralSocialSocialPersonalPersonalHearing/vision/Hearing/vision/
sensorysensory
Physical Physical MedicalMedicalSpeech & Speech &
language language BehavioralBehavioralSocialSocialPersonalPersonalHearing/vision/Hearing/vision/
sensorysensory
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Important ElementImportant Element
IntensityIntensity
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Always Check On Our Always Check On Our Assumptions…Assumptions…
““Life is like a Life is like a box of box of chocolates” chocolates” Activity….Activity….
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IMPORTANTIMPORTANT
Least DangerousLeast Dangerous
Assumption!Assumption!
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Let me introduce you to Sue…Let me introduce you to Sue…
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Shoulder PartnerShoulder Partner
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CRUCIALCRUCIALMeaningful CommunicationMeaningful Communication
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Instructional IssuesInstructional Issues
Need for:Need for:
•Explicit and systematic instructionExplicit and systematic instruction
•More time to learn and practice skillsMore time to learn and practice skills
•Reliable and flexible supports for Reliable and flexible supports for learninglearning
•Opportunities to apply skills in natural Opportunities to apply skills in natural settingssettings
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Ways to Facilitate Meaningful Ways to Facilitate Meaningful Participation…Participation…
How?How?
• SupportsSupports for for learning of same learning of same expectations…expectations…
What?What?
• Change Change what what children are children are taught and taught and assessedassessed
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How?How?Five General AreasFive General Areas
MMethods and materials for ethods and materials for instructioninstruction
AAssignments and assessmentsssignments and assessments
LLearning environmentearning environment
TTime demands and schedulingime demands and scheduling
SSpecial communication systemspecial communication systems1515
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How?How?
MMethodsethods and materials for and materials for instructioninstruction
• Prompting, visuals, objects of referencePrompting, visuals, objects of reference• Adapted materials and switch-activated Adapted materials and switch-activated
devicesdevices
AAssignments and assessmentsssignments and assessments• Symbol pointing or patterning instead of Symbol pointing or patterning instead of
writingwriting• Video assessment – VIG Video assessment – VIG
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AdjustmentAdjustmentss
LLearning environment earning environment • Positioning and physical Positioning and physical
considerationsconsiderations• One-on-one One-on-one
instruction/peer mediated instruction/peer mediated learning/need for small learning/need for small groupgroup
• Enrichment focused rather Enrichment focused rather than remediationthan remediation
TTime demands and ime demands and schedulingscheduling
• Object or picture scheduleObject or picture schedule• Additional time to complete Additional time to complete
taskstasks• More opportunities to More opportunities to
practicepractice
LLearning environment earning environment • Positioning and physical Positioning and physical
considerationsconsiderations• One-on-one One-on-one
instruction/peer mediated instruction/peer mediated learning/need for small learning/need for small groupgroup
• Enrichment focused rather Enrichment focused rather than remediationthan remediation
TTime demands and ime demands and schedulingscheduling
• Object or picture scheduleObject or picture schedule• Additional time to complete Additional time to complete
taskstasks• More opportunities to More opportunities to
practicepractice1717
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How? How?
SSpecialpecial communication systemscommunication systems• Communication boardsCommunication boards• PECSPECS• Augmented communicationAugmented communication
All AreasAll Areas ((MALTSMALTS))• Personal assistance Personal assistance • Assistive technologyAssistive technology
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Adjustment StationsAdjustment Stations
In assigned groups:
Go to the station assigned
For the period of time there, write down all the practical ways you have created this adjustment in your classroom.
Stay at the station until you hear the change sound.
Move with your next group to the next station and repeat
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ModificationsModifications
• Partial completion of requirements
• Expectations substantially below grade level
• Alternate curriculum – developmental/functional
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Changes to Changes to what what children are children are expected to learn and demonstrateexpected to learn and demonstrate
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What Do Modifications Look LikeWhat Do Modifications Look Likein the Classroom?in the Classroom?
•Targeted objectives Targeted objectives (lower-level/alternate)(lower-level/alternate)
•ContentContent (less/much lower (less/much lower level/alternate/blended)level/alternate/blended)
•AssessmentsAssessments (simplified/different) (simplified/different)
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Examples of ModificationsExamples of Modifications
Class Objective
Write own first and last name, address, and phone number.
Pupil’s Objective
Seeks attention throughFamiliar gesture.
(English P3 )
Class Objective
Describe the characteristics of mammals.
Pupil’s ObjectiveExplores 3D mammals
bybanging or rubbing
objects together (Maths P3)
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Examples of ModificationsExamples of Modifications
Class Objective
Learn historical and cultural information about Egypt.
Pupil’s ObjectiveRecognises
themselves in pictures of recent
Egyptian class activity (History P4)
Class Assessment
Add two-digit numbers with regrouping.
Pupil’s Assessment
Matches objects by recognising similarities
(Maths P5)
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Meaningful Participation
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Doesn’t look like…
Looks like…
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Quality Indicators - What Does Quality Indicators - What Does Meaningful Participation Look Like?- Meaningful Participation Look Like?-
The pupil’s participation reflects information from his/her individual educational plan and other sources.
The pupil is learning priority skills in natural settings throughout the day.
The pupil has opportunities for interacting and learning with peers who can act as role models/learning partners.
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What Does Meaningful What Does Meaningful Participation Look Like?Participation Look Like?
Adjustments and modifications are provided as needed.
Age-appropriate instructional activities and materials enable active pupil participation.
Progress towards statement/ IEP goals/objectives and other curricular outcomes is measured and documented regularly.
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How Do I Plan for Meaningful How Do I Plan for Meaningful Participation?Participation?
• Who…Who…
• What...What...
•How?How?
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Steps in the ProcessSteps in the Process
A.A. Gather and organize information about the pupil.Gather and organize information about the pupil.
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D. Evaluate the impact of the pupil’s participation in the instructional program.
C. Plan instruction to meet the pupil’s learning needs.
B. Address IEP learning priorities throughout the day.
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Step A:Step A: Gather and Organize Gather and Organize Information Information about the Pupilabout the Pupil
Focus on the individual and get personal….
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Think Multi-Dimensional… Think Multi-Dimensional…
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Families
Goals
Present Level
of
Performance
Additional
information
Additional
therapiesLearning
preferences
Strengths
Adjustments Modificatio
ns
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Quality IndicatorQuality Indicator
The pupilThe pupil’’s participation s participation reflects information from reflects information from his/her statement/ individual his/her statement/ individual educational plan and other educational plan and other sources.sources.
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QI QI
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Keep it simple…Keep it simple…
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Pupil Profile
• Learning priorities
• Strengths
• Accommodations
• Special needsKaty
Johnson
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Quality IndicatorsQuality Indicators
Skills are learned in settings in Skills are learned in settings in which they would naturally be which they would naturally be used.used.
Opportunities available for Opportunities available for interacting and learning with peers interacting and learning with peers who can act as role who can act as role models/learning partnersmodels/learning partners
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QIQI
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Step B:Step B: Address IEP Learning Priorities throughout Address IEP Learning Priorities throughout the Day – the Day – Infused GridInfused Grid
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Greets people by raising arm,
Matches big, medium, small objects
Student: Katy Johnson
Age:
Year:
Daily Activities & Routines
Arr
ival
Lit
era
cy
PE/A
rt/
Mu
sic
Lu
nch
Recess
Nu
mera
cy
X X X X X X
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You Try It: You Try It: Create an Infused Skills GridCreate an Infused Skills Grid
• List the pupilList the pupil’’s Statement/IEP learning s Statement/IEP learning priorities.priorities.
• Indicate where they will offer natural Indicate where they will offer natural engagement throughout the day.engagement throughout the day.
• Indicate when direct instruction will Indicate when direct instruction will take place by circling the take place by circling the XX..
• Give examples of how they might be Give examples of how they might be addressed in each targeted setting. addressed in each targeted setting.
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Step C:Step C: Plan Instruction to Meet the Plan Instruction to Meet the PersonalizedPersonalized Learning NeedsLearning Needs
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•
What will the pupil learn?
•How will the pupil participate?
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Grouping for InstructionGrouping for Instruction
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Same activity
Different
activity
?
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Can the Pupil Participate Can the Pupil Participate
in the Same Activity as Peers in the Same Activity as Peers ……
1. Just like other pupil’s in the group or with adjustments?
2. With lower-level objectives in the same curriculum area (modifications) and adjustments, if needed?
3. With alternate objectives from other curriculum areas embedded (modifications)?
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If not...
If not...
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4. Work on a different activity in the room related to his/her learning priorities?
5. Do an out-of-class activity related to his/her learning priorities?
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If Not the Same Activity Should If Not the Same Activity Should the Pupil...the Pupil...
If not...
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Participate in the Same Participate in the Same ActivityActivity
1. Just like most other children (same outcome, with adjustments if needed)?
• Listen to a story read aloud• Make a collage using eye contact to place pieces• Play ball passing during P.E. with prompting
from a peer
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Participate in the Same Participate in the Same ActivityActivity
2. With lower-level objectives from the same curriculum area (modifications) and adjustments if needed?• During a lesson on responsibilities of the government
• Match unfamiliar pictures (building/people)
• During a lesson on telling time to the 1/4 hour• Sequence 3 pictures
• During a lesson on budgeting• Match coins
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Participate in the Same Participate in the Same ActivityActivity
3. With alternate objectives from other curriculum areas embedded (modifications)?
• During a science activity
• Looks towards flashes of light or turns towards loud sounds (P1).
• During a history discussion
• Maintain an upright position and reaches out to feel historical artifact ( P3i)
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4.4. Work on a Work on a different activitydifferent activity in the in the roomroom related to his/her learning priorities? related to his/her learning priorities?
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Participate in a Different ActivityParticipate in a Different Activity
Complete a written test on a science unit
Feels materials in hand-over-hand partnerships (P2)
Write a five-paragraph essay on the electoral college system
Communicate about likesand dislikes through symbols (P4)
Group Pupil
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5. Do an 5. Do an out-of-classout-of-class activityactivity related to related to his/her learning priorities? his/her learning priorities?
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Participate in a Different ActivityParticipate in a Different Activity
Gym/hall • Performs singleactions: rolling, running, or jumping (PE P4).Local store •Makes similar responses several times during interactive sequence with adult (PSHE P2).
School office
• Searches intentionally for objects in their usual place (Math P5)
Location Activity
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Quality IndicatorsQuality Indicators
The learning goals are meaningful for the The learning goals are meaningful for the pupil now and in the future.pupil now and in the future.
The pupil participates in varied The pupil participates in varied instructional groupings. instructional groupings.
Adjustments and modifications are Adjustments and modifications are provided as needed.provided as needed.
The pupil is actively engaged in learning.The pupil is actively engaged in learning.
The activities and materials are age-The activities and materials are age-appropriateappropriate..
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QI QI
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Group Objectives and Group Objectives and ActivityActivity
• Create a simple survey and collect data. Make Create a simple survey and collect data. Make a graph to show results. a graph to show results.
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llll lllWhich animal is the best pet?Dog
Cat
Bird
Fish
Gerbil
llll lll
llll
llll
l
ll
Dog Cat
Bird Gerbil
Fish
??
??
?
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What Katy Learns and What Katy Learns and DoesDoes
• With a peer, collect survey data and count the With a peer, collect survey data and count the marks. Matches symbol of animal.marks. Matches symbol of animal.
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Which animal do you like best?Dog
Cat
Bird
Fish
Gerbil
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Making a Book for a Young Making a Book for a Young ChildChild
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S
The fish opened
his mouth and
swam towards
the worm.
KatyGroup
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Determine If You Need to Determine If You Need to Change...Change...
The learning objectives (lower-level, alternate)
The way the lesson is taught or materials used
The way pupil will responds
The level of support or grouping arrangement
The behavior management strategies
Time or scheduling demands
Assessment content or procedures4949
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Step D:Step D: Evaluate the Impact of Evaluate the Impact of ParticipationParticipation
in the Instructional Programin the Instructional Program
• Assess progress in learning
• Evaluate the instructional program
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Assessment of Pupil Assessment of Pupil ProgressProgress
• Conduct regularly scheduled assessments Conduct regularly scheduled assessments
• Document resultsDocument results
• Use varied assessment methodsUse varied assessment methods
• Base decisions on valid and reliable Base decisions on valid and reliable informationinformation
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Ways to collect data…Ways to collect data…
• It is not always the amount of data but the It is not always the amount of data but the quality and analysis of that data that is most quality and analysis of that data that is most important….important….
• Assessment for teaching must provide a Assessment for teaching must provide a frame for data collection and analysis…frame for data collection and analysis…
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Quality IndicatorsQuality Indicators
Pupil progress towards Statement/IEP Pupil progress towards Statement/IEP goals/objectives and other curricular goals/objectives and other curricular objectives is measured and objectives is measured and documented on a regularly documented on a regularly scheduled basis.scheduled basis.
Using the Infused Grid as a source of Using the Infused Grid as a source of data collection…data collection…
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QIQI
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Any questions?Any questions?
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Contact informationContact information
Dr. Phyllis Jones
Department of Special Education
College of Education
University of South Florida
USA
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