the community ed project presentations june 15, 2013
DESCRIPTION
These slides are taken from the presentations by Alison Schofield and Francesca McGeary (consultants at IngeniousEd.) at The Community ED-Projects "Enhancing Learning" presentations.TRANSCRIPT
Presented By: Alison Schofield IngeniousEd.
HOT TIPS to help you become an EXPERT when working with Children with Special Needs
Autism
syndrome
handicapped Disabilit
y
Behavioural Disorder
Aggressiv
e!!
Mental Retardation
Physically
Impaired
Person / Individual
Person-Centered Approach to Service
Physical
HealthFamily
School/Work
Recreation
Social/Emotion
al
Home
“What is important to this individual?”
Communi-cation
Realistic & Functional
Realistic (Level of Functioning)Profound – IQ less than 20 (mulitple disabilities)
Severe – IQ between 20-34 (minimal skills)
Moderate – IQ between 35-49 (life skills & basic academic skills)
Mild – IQ between 50 – 69 (educable, independence)
Borderline – IQ between 70-79 (routine work, low coping skills)
Below Average – IQ between 80 – 89
Functional (useful/meaningful)
• Stimulation• Basic Needs/Care
• Basic Skills/Social/ Independence
• Vocational/Life Skills
• Academic Skills/ Social/Independence
• Academic/Hands-on Vocations/Coping Skills
Case Studies…
Charlie is in Yr. 3. He has cerebral palsy which affects his ability to walk. He is in a wheelchair. He has daily physiotherapy for weak muscles. His IQ is “normal”.
Lulu is in KG1. She has Down Syndrome with moderate cognitive delays. She likes other children and coming to nursery but she is not yet meeting her motor and communication mile-stones.
Rashid is in Yr. 6 and is diagnosed with autism. He is 3 years behind in academic skills and has great difficulty socializing. He sometimes makes “buzzing” noises in class.
Sara is just entering high school in Grade 9. She is diagnosed with mild cognitive delays which makes her 4-5 years behind her peers in academic and social skills. She is now entering a new building with new teachers, routines and unfamiliar people.
Ask Yourself These Questions to Develop an Individual Programme:
1. “What is Realistic?”2. “What is ‘Normal/Normative’?”3. “What is ‘Functional’?”4. “What Goals are most important
right now?”5. “How will I Assess/monitor
Progress?”
Least Restrictive/Least Intrusive Approach
At all times, we respect the person’s dignity, personal space and ability to make their own decisions
• Use “Graduated Prompting” (verbal, gestural, physical, hand-over-hand)• Provide adequate processing time after instructions• Have a clear behavioural policy in place to ensure professional practices when
working with individuals with special needs or behavioural challenges
Setting Specific Goals
A “Goal” should be: 1) Realistic 2) Achievable 3) Measurable… and must take into consideration what the person already knows (baseline skill)
What the Person can Do…
Under which conditions…
With what degree of accuracy…
Currently, John eats with his hands but can use a spoon when given verbal reminders.GOAL: John will feed himself using a fork or spoon, independently, 60% of the time.
Currently, Shamma can independently write 2 letters to represent her name.GOAL:Shamma will write her full name tracing dotted letters, 90% of the time.
So What about ‘Inclusion’?
‘Inclusion’ means that we believe every child is entitled to participation in schooling and other activities with their typically-developing peers.
Providing the RIGHT Support
• IEP (goals)• Modified
curriculum• Circle of
Friends “buddies”
• “Partial Participation”
• Alternative Programme
Managing Behaviours
One of the biggest obstacles to inclusion is challenging behaviour.
In trying to develop a plan for managing challenging behaviours, always try to understand the “underlying cause” first. All behaviours stem one of the 4 causes:
• Attention• Escape/Avoidance• Tangible (ie: trying to get item)• Sensory
“A-B-C” Analysis” (Functional Analysis):
Date & Time: Antecedent Behaviour Consequence Notes:June 2, 2:05 am Playing in sand with
Rashid and Tom; Tom was playing with the toy truck
John screamed and hit Tom. Grabbed truck.
Timeout, asked to apologize to Tom which he did.
June 3, 8:30 am John arrived late; mother said there were problems at home with siblings.
John threw toys on the floor during circle time.
Timeout, asked to pick them up. Refused, asked again and then staff helped him to follow through.
In order to develop a plan of action for eliminating misbehaviours, you must first observe and analyze the A-B-C’s for a minimum of 2 weeks. Then you will begin to see patterns.
Things You Never Knew About Raising/Teaching
Multi-Lingual Children That Can “Make” or “Break” Them
Presented By:Francesca McGearyIngeniousEd.
Quick TestSherblaine • Short e vowel sound + long a vowel sound• e • ay, ai, a-e • Sherblayne, sherblaine, sherblane
Flegstine • Short e vowel sound + long i vowel sound• e • i-e, y-e
Stromth• short o vowel sound • constonant cluster mth
English Phonics
English
language relies
heavily on
phonics.
Mastery of English
phonics can make or
break the EAL child.
Most important
singular skill for EAL child is
to mastery
phonics 26 letters in English but 44 phonemes
Mastery of
phonemes
directly
relevant to
mastery of
reading and
writing.
Strong Phonics program in nursery and KG important. Teach phonics in
meaningful way
It is easy to label EAL childrenas ‘dyslexic’…
ArabicEl Espanol
FrancaisDeutsch
Italiano
“Student D”
•Grade 4•Spanish MT•Schooled In Spanish until last year•In ESL one year.•Can speak and write in Spanish to just below grade level
•This child in only 1 year has moved up 3 grade levels. Why?
“Student A”•Grade 6•Arabic MT•Schooled in Arabic/English since KG.•weak MT can speak in Arabic but cannot write well in Arabic
•Student has maintained same level of writing skills for past 3 years with little progress. Why?
*Bilingual Brain Activity by Pablo Jaime Sainz 2010 @ La Prensa San Diego
Mono-lingual versus Multilingual Learners
As well as different brain
activity!!!
First Language Acquisition Timeframe
Second Language
Acquisition Timeframe
1. “We only speak in English now because he goes to an English school”
2. “English is becoming the world language so our mother-tongue is not important anymore”
3. “Bilingual/EAL children seem to speak English fluently, so they must be able to read and write at the same level.”
4. “My child has been educated in English since they were in KG so they aren’t an EAL student.”
5. “I’ve taught it so they must have got it.”
Popular Misconceptions:
6. “It’s easier for young children to learn a language.”
7. “If a bilingual/EAL child has difficulties learning English, drop the other one”…
8. “Bilingual children start school behind their mother tongue peers and never catch up. “
How to Build “Play” into EVERY Experience At Home and School
Presented By: Alison Schofield IngeniousEd.
“We are never more fully alive, more completely ourselves, or more deeply engrossed in anything, than when we are at play.” ― Charles Schaefer
P.E.W.I.T.
Problem-Solving (challenge)
Interaction!
TimeWorking Memory
Embedded Context
*First Steps, STEPS PD
10 Engaging Ways to get Children Interested in Summer Learning
1. Travel expert /blog
about places visited on
holiday.
www.wordpress.com
2. Reading for fun!Magazines, newspapers, current events, online. Take them to bookstores and read to them.
3. Enjoy a family novel
4. Allow children to
explore their passion
and interests. Time
to focus. Research.
Create own website.
www.weebly.com
5. Math and Literacy Skills:www.commonsensemedia.orgGreat apps and gamesAge bands
6. Typing Skills-
Dance mat BBC
7. Readinga-z.com reading x3 per week.
8. Volunteering
in the work place
9. Art: Be Creative: practical application, math skills, social interaction
10. Learn programming skills: www.scratch.mit.eduVideos, games, animations to
share worldwide
11. Ted.com For older children
12. Make your own book
www.Lulu.com Join local cultural
events /activities ‘The Archive’ children’s book binding classes.
“Ask The GURU”
Q & A Session