Life skills promotes classroom performance and successful transition to adult life.

Objectiveso Increase the understanding of the impact

monitors have on a students overall learning especially in life skills

o Increase understanding of the learning opportunities outside of traditional academics

o Increase understanding of task analysis in life skill activities

o Increase understanding of the future need for increased life skill programs in the school environment and how this relates to job security

Why should monitors focus on Life Skills?

Monitors are the ones who are with students when they need to participate in life skill activities

Teachers have increased academic demands that limit opportunity for life skill focus in the classroom

Life skills are necessary to student independence

Life skills help to reinforce classroom learning

Helping but not “over helping”Transitions Special areasSocial interactionsBehavior ResourcesReflection

Challenges for Monitors

Self- Awareness Exploration ExerciseBowers & Flinders (1990) reported teachers need to become more aware of how their own cultural biases

influence their response to student performance and impact student learning ability

1. Do you like things done in a certain way?2. Do you have difficulty when things are done

slowly?3. Do you have a tendency to complete activities

for students because you want to be helpful?4. Do you feel bad when a student is struggling

with a task?5. Do you try to reflect on your interactions and

how they impact your students social and learning development?

Special Education Teachers

Should be viewed as an instructional resource.Can provide information on the IEP document

that defines learning styleCan provide alternative strategies and

methods to meet the needs of students placed in general education classrooms.

Examples:o Picture Exchange Systemso Incorporating tasks that are cultural important (ie.

being a helper)

Learning Styles and Motivation

http://www.dwon-syndrome.net/library/periodicals/dsrp Motivation to learn can be undermined by less

favorable experiences in learning and needs to be monitored and managed

Language and communication difficulties impact motivation and difficulty in learning

Extended periods in less motivating learning experiences can be discouraging and adversely impact self-generated learning as well as children’s perceptions of themselves as learners

There is evidence showing students changing from being active problem solvers to reluctant learners and motivation is believed to be a factor in the change

Instructional Methods that can be generally useful to monitors

1. Transition and change are often difficult and anxiety provoking

STRATEGIES:• Having a familiar activity at the beginning and end of each class helps

ease transition • Providing student/special ed. teacher with a plan prior to the class

will allow opportunity for student acceptance and practice of activity increasing compliance and success

• Repeating activities for at least 3-4 classes will reduce change and allow students time to perform activities successfully

• Using parents or teaching staff to pre-teach activity often increases successful activity outcomes

2. Participation in life skill activities may

increase understanding of academic concepts

STRATEGIESLearning through functional activities: Using recipes to understand measurement, liquid/solids, etc. Participation in gathering supplies helps to develop increased attention, critical thinking, problem solving, etc.

STRATEGIESAllowing a student to work as a teacher’s

helper to pass out/collect supplies. These type of activities incorporate functional learning such as social interactions between peers, one to one correspondence, critical thinking, planning, etc.

3. Activities focusing on Student Strengths can Increase Participation and Motivation in more Challenging Tasks

The Transdisciplinary Approach

This approach relies on team members sharing roles and crossing discipline boundaries. The primary purpose of this approach is to collaborate and integrate the expertise of team members providing a more efficient provision of service. Open and regular communication in a give and take manner between all members (including parents) on a regular, planned basis is essential. All disciplines teach, learn, and work together to accomplish a common set of goals for a child and her family. Assessment, intervention, and evaluation are carried out jointly by designated members of the team. This team approach usually decreases the number of professionals who need to interact with the child on a daily basis because all staff are aware of the goals that need to be addressed. (Bruder, 1994)

There are so many wonderful traits to Culture that come through when we provide the opportunityJohnny the bagger http://www.youtube.com/watch?

v=qOZPlt3Ha0Y

http://youtu.be/jMwaruBi3M4  Paraprofessionals 

http://youtu.be/zT6ITDwPi0w video modeling school bathroom

http://youtu.be/c4p4oRU21Eg video modeling hand washing 

http://youtu.be/qjlSA-u8KUI  video modeling manners older students 

http://youtu.be/zzkTTfZMnnE cartoon video modeling of social story about dealing with change in schedule

http://www.youtube.com/watch?v=qOZPlt3Ha0Y 

Brainstorming ideas Sharing challengesSelf-awareness of personal attitudes and

tendenciesReflection Professional development needsMonitor’s role in the futureAdministrative support

BibliographyBruder, M.B. (1994). Working with members of other disciplines: Collaboration for

success. In M. Wolery & J.S. Wilbers (Eds.), Including children with special needs in early childhood programs (pp. 45-70). Washington, DC: National Association for the Education of Young Children.

Coballes-Vega, C. (1992, January). Considerations in teaching culturally diverse children. ERIC Digest [Online]. Available: http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED341648

Fidler, D. J., Most, D. E., and Philofsky, A. D. (2008). The Down syndrome behavioural phenotype: Taking a developmental approach. Down Syndrome Research & Practice. Retrieved on February 10, 2011 form: http://www.down-syndrome.org/research

Fuchs, D., & Fuchs, L. (1994). Inclusive schools movement and the radicalization of special education reform. Exeptional Children, 60(4) 294-309.

Rodriguez, B.M. (with Garcia, J.B.) (1998). Extending the dialogue on diversity issues in family support. Chicago, IL: Family Resource Coalition of America

Snell, M.E. (1991). Schools are for all kids: The importance of integration for students with severe disabilities and their peers. In J.W. Lloyd, A.C. Repp, & N.N. Sing (Eds.), The regular education initiative: Alternative perspectives on concepts, issues, and models (pp. 143-148). Sycamore, IL: Sycamore Publishing Co. Wessler, S. L. (2003). The Respectful School. Alexandria, VA: ASCD. P.60-1

Wishart, J. (2001). Motivation and learning styles in young children with Down syndrome. The Down Syndrome Educational Trust. Retrieved on February 10, 2011 from: http://www.dwon-syndrome.net/library/periodicals/dsrp