T R A I N I N G ... F O R S P E C I... E D U C AT I O N
Ventura County SELPA Mary E. Samples, Assistant Superintendent www.venturacountyselpa.com T R A I N I N G M A N UA L FOR SPECIAL E D U C AT I O N PA R A E D U C AT O R S / INSTRUCTIONAL AIDES Original Contributing Authors/Editors: Fran Arner-Costello Cynthia Hawthorne Rhory Kadish Laura Sheinberg Fran Waldman For more information contact: Regina Reed Director, Personnel Development [email protected] 805-437-1560 Introduction This manual was developed to assist professionals working with Special Education Paraeducators to ensure that the Paraeducators have the information and training they need to work safely and effectively with our Special Education students. Although each assignment will be different, there are certain basic areas in which it is felt that all Paraeducators should be trained and others that will be based on need. Some Paraeducators work with one student at a time, others work with groups of students, and assignments can change from semester to semester. Therefore, this Manual was designed to assist the Special Education Case Manager, the Paraeducator, and the Supervisor (usually the Principal or other administrator) in determining the specific training that each Paraeducator needs in order to be effective in his or her job. The topics on the General list are considered to be those in which any new Paraeducator must be given training. A suggested minimum number of minutes is given. The Specific topics are those which the people involved should consider as important and applicable to the assignment. The left column would be checked if it was agreed that training on that topic were needed. There is no timeline in which the training must occur, but it is assumed that the Case Manager and the Principal will prioritize those to be addressed as soon as possible, and those that can wait a little longer. The Special Education Case Manager is responsible for providing or arranging for the training. The training is designed to be informal and interactive, and can occur in a one-on-one setting. The Case Manager and Paraeducator are responsible for scheduling the training sessions. Information and materials are provided here for each of the topics. This manual has been designed to allow each Special Educator to add his or her own resources and samples of materials and tools that are used in his or her program, if desired. After the training is provided, the Case Manager and Paraeducator should sign off in the right column to indicate that the training has been completed. The training checklist should be kept in the Paraeducator’s personnel file as evidence of training. TABLE OF CONTENTS 1. Introduction 2. Paraeducator Training Checklist 3. General Topics - Confidentiality - Interacting with parents - Communication Logs - Reading and implementing the IEP - Safety and First Aid/CPR/Emergency procedures - Mandatory reporting of child abuse - Chain of command – school/district - Individual paraeducator work schedule - Treating students appropriately - Dress code - When you are absent - Transportation - Special education acronyms - Professional styles - Acceptable terms for people with disabilities - Creating a culture of dignity and respect 4. Specific Disabilities - Autism - Cerebral Palsy - Deafness and Hard of Hearing - Down Syndrome - Emotional Disturbance - Fetal Alcohol Syndrome - Intellectual Disabilities - Learning Disabilities - Severe and/or multiple disabilities - Spina Bifida - Traumatic Brain Injury - Visual impairment - Other __________________________________________________ 5. Academic Supports - Inclusion – Students with moderate/severe disabilities in general education - Accommodations and modifications - Visual structure - English Language Development - Self-regulation Self-monitoring “Learning to Learn” Goals Interpreters 6. Non-Academic Supports - Adaptive equipment - Lifting/transferring - Toileting - Diapering - Feeding - Wheelchair use - Playground and lunch supervision - Speech and language development - Motor development - Sensory issues 7. Behavior & Social Skills - Positive Behavior Support Plans - Observation for determining reason for behavior - Charting behavior - ABA strategies - Social skills - Social narratives - Reinforcement - Prompting - Fading - Transitioning between activities 8. Further Training - Nonviolent Crisis Intervention (NCPI) - First Aid/CPR - Workshops and classes at SELPA - Autism Certification from the SELPA - Other Offerings ___________________________________________ Paraeducator Training Checklist Name _______________________________District____________________________________________________________ Special Education Professional________________________________________________________________________ GENERAL These topics are required for all new paraeducators. Topics/Recommended Minutes 1. Confidentiality 15 minutes 2. Interacting with parents 15 minutes 3. Communication logs 10 minutes 4. Reading and implementing the IEP 30 minutes 5. Safety and First Aid/CPR/Emergency Procedures 30 minutes 6. Mandatory reporting of child abuse 15 minutes 7. Chain of command – school/district 10 minutes 8. Individual paraeducator work schedule 5 minutes 9. Treating students appropriately 15 minutes 10. Dress code 5 minutes 11. When you are absent 30 minutes 12. Transportation 30 minutes 13. Special Education Acronyms 15 minutes 14. Professional Styles 15 minutes 15. Acceptable terms for people with disabilities 10 minutes 16. Creating a culture of dignity and respect 45 minutes Date to be Completed Completed Date SIGNATURE Check if Needed Check if Needed SPECIFIC DISABILITIES Date to be Topics/Recommended Minutes completed 1. Autism 30 minutes 2. Cerebral Palsy 15 minutes 3. Deafness and Hard of Hearing 15 minutes 4. Down Syndrome 15 minutes 5. Emotional Disturbance 30 minutes 6. Fetal Alcohol Syndrome 15 minutes 7. Intellectual Disabilities 20minutes 8. Learning Disabilities 30 minutes 9. Severe and/or multiple disabilities 15 minutes 10. Spina Bifida 15 minutes 11. Traumatic Brain Injury 15 minutes 12. Visual Impairment 15 minutes 13. Other (list) __________________________ ______________________________________ Completed Date ACADEMIC SUPPORTS Date to be Topics/Recommended Minutes completed Completed Date 1. Inclusion – Students with moderate/severe disabilities in general education 15 minutes 2. Accommodations and modifications 10 minutes 3. Visual structure 30 minutes 4. English Language Development 15 minutes 5. Self-regulation 15 minutes 6. Self-monitoring 15 minutes 7. “Learning to Learn” Goals 15 minutes 8. Interpreters 10 minutes SIGNATURE SIGNATURE Check if Needed Check if Needed NON-ACADEMIC SUPPORTS Date to be Topics/Recommended Minutes completed Completed Date 1. Adaptive Equipment 15-30 minutes 2. Lifting/Transferring 15 minutes 3. Toileting 10 minutes 4. Diapering 15 minutes 5. Feeding 15minutes 6. Wheelchair use 15 minutes 7. Playground and Lunch Supervision 10 minutes 8. Speech and Language development 30 minutes 9. Motor development 30 minutes 10. Sensory Issues 15 minutes BEHAVIOR AND SOCIAL SKILLS Date to be Topics/Recommended Minutes completed Completed Date 1. Positive Behavior Support Plans 60 minutes 2. Observation for determining reason for behavior 15 minutes 3. Charting behavior 15 minutes 4. ABA strategies 45 minutes 5. Social skills 30 minutes 6. Social narratives 30 minutes 7. Reinforcement 20 minutes 8. Prompting 15 minutes 9. Fading 15 minutes 10.Transitioning between activities 15 minutes SIGNATURE SIGNATURE Topics/Recommended Minutes 1. NCPI 2. First Aid/CPR 3. Workshops and classes at the SELPA: • • • • 4. Autism Certification from the SELPA: • • • • 5. Other Offerings: • • • • FURTHER TRAINING Date to be completed Completed Date SIGNATURE GENERAL TOPICS 1. Confidentiality 2. Interacting with Parents 3. Communication Logs 4. Reading and Implementing IEPs 5. Safety and First Aid/CPR/Emergency Procedures 6. Mandatory Reporting of Child Abuse 7. Chain of Command – School/District 8. Individual Paraeducator Work Schedule 9. Treating Students Appropriately 10. Dress Code 11. When You Are Absent 12. Transportation 13. Special Education Acronyms 14. Professional Styles 15. Acceptable Terms for People with Disabilities CONFIDENTIALITY Federal law, state law and district policies protect the privacy of personal information and records of students with special needs. When working with students in special education, it is important to adhere to confidentiality requirements. Confidentiality means that all information about students is private information and may only be shared within the school setting among individuals directly working with the student, on a “need to know” basis. Some tips to help maintain confidentiality are: • Do not discuss your work with the child with anyone not associated with the child’s educational program. • When talking about your job, avoid specific student names. • Never use information about a student as gossip or as a joke. • Focus comments on student’s strengths and be positive. • Redirect comments/questions from parents to the teacher. • Never make suggestions or recommendations about a student’s program – redirect questions to the teacher. (adapted from SVUSD Policies and Procedures for Special Education Instructional Assistants, 11/06) Related Activity ACTIVITY CONFIDENTIALITY Become a researcher and data collector for a day. Record how many times your students are mentioned or discussed in non-teaching situations. Note if specific students are singled out more than others, and the locations. Discuss with your supervisor what can be done to remedy any inappropriate situations. REMEMBER! This is not a tattling activity on other paras! It is a learning activity. We learn from our mistakes; all of us can improve our skills. Confidentiality includes work, home, and social environments. Locations Bus Line Playground Staff Room Adult Restroom Names of students discussed – Number of times INTERACTING WITH PARENTS Interaction with parents should be on a professional level. If parents are seeking information about a student’s progress, direct them to the teacher. By directing them to the teacher you are taking yourself out of the equation and will avoid the possibility of miscommunication. Sharing your own personal information is discouraged. As a paraprofessional, you are an employee of the district and should represent yourself in a professional manner. If you are directed to write up an incident or something in the communication book, always check with the teacher and show them what is being written. Be careful of what is put in writing or what information you communicate as it can always be used in legal situations. COMMUNICATION LOGS A Communication Log is a form of communication between the parent and the teacher which is used with some students. The purpose is to communicate daily or weekly successes and improvements on academics, social interactions, and/or IEP goals. It is not to be used to communicate child faults, what the child is doing wrong, nor opinions. You and the teacher should determine whether or not you will be asked to write in the logs. A Communication Log should follow these guidelines and be agreed upon by the parent and teacher: • Successes & Improvements – facts only – no opinions • Parental Support: An area to write if the student may need advanced priming or support from the parent before coming to school (i.e., working with a social narrative, homework, a field trip, making a presentation, change in paraeducator assembly) • Observations: If the student had a hard or difficult day (if difficult, remember to be specific about what the challenge was and how you helped the child to cope) • Parent Notes: An area for parents to write information they feel is necessary for the school to know about their child (i.e., no sleep, on medication, increase or decrease in a behavior) Most teachers will prefer to oversee all content before it is sent home or will want to write in the log him/herself. It is a good idea to keep copies of all correspondence. Information should be kept confidential and only viewed among IEP team members. Student initials can be used for confidentiality. READING AND IMPLEMENTING THE IEP As a paraeducator, you will be implementing the Individual Education Program (IEP) as directed by the teacher. The IEP is a legal document that outlines the services that a student in special education receives as agreed upon by the IEP team. Also included in this plan are academic, social/emotional, behavioral, speech and/ or motor goals. The teacher is responsible for ensuring the goals are being met, however, the paraeducator will be directed on how to work with students to make sure their goals are being implemented. Sections of the IEP which are especially important to be familiar with are the Present Levels of Performance page, Goals pages, Accommodations and Modifications page and the Positive Behavior Support Plan (if there is one). The Present Levels page will give you an idea of where the student is currently functioning. The teacher will direct you on how to track and will direct the implementation of the goals and behavior plan. Related Activity ACTIVITY READING AND IMPLEMENTING THE IEP Using the IEP provided by your teacher, answer the following: Student’s disability (Eligibility): _____________________________________________ Is there a second disability? If so, note: ______________________________________ List two goals: 1. ________________________________________________________________ 2. ________________________________________________________________ List two accommodations: 1. ________________________________________________________________ 2. ________________________________________________________________ What percent of the day is the child in the general education setting? _______________ Note anything about the IEP that surprised you, or you have questions about: SAFETY AND FIRST AID/CPR/EMERGENCY PROCEDURES Due to the nature of the position, paraeducatorss find themselves having a high level of contact with students in their school setting. Depending on the students, you may find yourself assisting in toileting, eating or assisting with a health related need. In order to ensure your health and safety, it is important to maintain a valid Safety and First Aid/CPR certificate. Check with your administration on where to sign up for renewals or first time certificates. Some districts may offer these trainings to their employees on staff development days. UNIVERSAL PRECAUTIONS Universal precautions are a series of actions and activities that are used across the school day to keep the staff safe from the risk of infectious diseases or from spreading infectious diseases to others. It is not possible to know who may be a carrier of an infectious disease just by being acquainted with the students or staff in school. During the school day, best practices are as follows: 1. Wash hands as often as possible, preferably between working with students, just as doctors or nurses do between patients. Make sure to wash hands after handling diapers, Kleenex, or equipment that students have used; after handling soiled clothing; and before and after handling food. Do this even if disposable gloves are worn during these activities. 2. Use disposable gloves. Use the gloves only once. Use the gloves for any activity that may include contact with bodily fluids of any kind. Remember, infections and diseases can be contracted from any student or staff member. If a student has a physical disability that requires assistance with eating, he/she may drool. Gloves should be worn in situations where saliva may be transferred from one person to another. Hand-washing before and after feeding is still very important and necessary even with glove use. Know where gloves are kept or ask. Make sure there are ample supplies available – let the teacher know if more are needed. 3. If a room surface has blood or bodily wastes on it, it will need to be cleaned immediately. The supervisor or the school custodial service will know where approved disinfectants are kept. Each school will have a specific procedure for cleaning surfaces with these sorts of contaminations on them. Using universal precautions will greatly increase personal health and safety. HANDWASHING Handwashing will limit the spread of infection and germs. Hands should be washed before: • Eating • Preparing food • Treating wounds or giving medicine • Touching a sick or injured person • Inserting or removing contact lenses Hands should be washed after: • Preparing food, especially raw meat or poultry • Using the restroom • Changing a diaper • Touching an animal or animal toys, leashes or waste • Blowing your nose, coughing or sneezing into your hands • Treating wounds • Touching a sick or injured person • Handling garbage or something that could be contaminated, such as a cleaning cloth or soiled shoes (adapted from: http://www.mayoclinic.com/health/handwashin/HQ004017, 2010) SEIZURES Seizures are not uncommon events in the school setting. Some students with special needs have seizure conditions. Typically, seizures are controlled with medication. There are occasions when this is not the case. Some seizures are mild and may not be noticeable. Discuss with the supervisor what the child’s seizures look like, usual frequency, length and treatment. Sometimes paraprofessionals may not even be informed that the child is subject to seizures. Reasons that the parents may not note the condition might be that it has been well controlled by medication and they felt the probability of an occurrence to be remote, or that they themselves were unaware of the condition. This may particularly be true when the child has the absence (petit mal) or complex partial (psychomotor) types of epilepsy. If a child has a seizure: 1. Remain calm/provide privacy. 2. Time the seizure. Note details. 3. Do not restrain or interfere with their movements. 4. Help person lie down. 5. Cushion head. 6. Try to turn person on side. 7. Clear area around the student. 8. Loosen any tight neckwear. 9. Do not put anything in his/her mouth. After the seizure: 1. Provide privacy and rest. 2. Notify supervisor. 3. Student may need a change of clothing. 4. Do not give student food or drink until fully awake. 5. Let the student know they had a seizure. A report needs to be filled out, unless seizures are common in this student. Call 9-1-1 if (if possible, check with your supervisor before calling): 1. Seizure continues without fully stopping for more than 5 minutes with seizure history. 2. Seizure occurs in a student who has no previous seizure history. 3. Seizure was preceded by a head injury or in a person with diabetes. 4. One seizure occurs right after another seizure. 5. Breathing is labored or absent after seizure is stopped. 6. Serious injury occurred during seizure. REMEMBER: A seizure cannot be stopped or controlled. It will run its course. Assisting someone having a seizure can be a frightening experience and it may be necessary to discuss the episode with the supervisor. Once again, if there are questions, ask. Adapted from: TSUD, Exceptional Education, 4/70 p. 14 Related Activity ACTIVITY SAFETY AND FIRST AID/CPR/EMERGENCY PROCEDURES List warning signs students in the class may exhibit for safety situations (ie, seizures, running away): Students Warning Signs Location of First Aid kit: ________________________________________ People to call if there are injuries (include extension or phone number) MANDATORY REPORTING OF CHILD ABUSE As a paraeducator, you are a mandated reporter of child abuse. A mandated reporter is someone who works in a public position with children and is mandated by law to report a suspicion of child abuse. As a mandated reporter, your main concern is the welfare of the child. Reporting should be done when a person either knows or suspects that a child has been or is in danger of abuse or neglect. California law defines child abuse as any of the following: • “A child is physically injured by other than accidental means • A child is subjected to willful cruelty or unjustifiable punishment • A child is abused or exploited sexually • A child is neglected by a parent or caretaker who fails to provide adequate food, clothing, shelter, medical care or supervision.” Check with your district to see what the procedure is for filing if necessary. While the district may have a reporting system in place, you are still responsible for reporting. If you suspect abuse, you must file a report. A report is filed by calling Child Protective Services and in some cases the police. Once you have called CPS, you will provide a written report via fax. The report is available on-line http://ag.ca.gov/childabuse/pdf/ss 8572.pdf. Check with your administrator for reporting details as laws do change and there may be additional or other means of reporting necessary. Ventura County Children and Family Services 844 Partridge Drive Ventura, CA 93003 Related Activity 805-654-3200 ACTIVITY MANDATORY REPORTING OF CHILD ABUSE Check the situations which are mandatory to be reported: ___ Bruises on child of unknown origin. ___ Child forgets to bring lunch. ___ Child skins knee on playground. ___ Child talks about sexual activity with a grownup at home. ___ Child says parent “hit her” with a belt. ___ Child appears sad. ___ Child talks about sexual activity with another child/sibling at home. CHAIN OF COMMAND – SCHOOL/DISTRICT Your immediate supervisor is the special educator to whom the position you hold is assigned. Daily conversations regarding the student(s)’ behavior and progress should be taking place with this person. If you have a question about the student or you have concerns, first address them with the special educator. If there is a personality conflict or you do not feel comfortable addressing that person, talk to the principal at your site. Do not discuss personality conflicts with other paraeducators. INDIVIDUAL PARAEDUCATOR WORK SCHEDULE The paraeducator’s schedule is usually determined by the duties for which they are hired. Another factor which may come into play is the need for coverage at the school site. You will be given a start and end time upon being hired. Your supervisor will work with you to develop a break and lunch schedule if the hours qualify. That person will usually post a schedule in the classroom and confer with you to decide upon times. If you have a preference for time, you should discuss the options with your supervisor. TREATING STUDENTS APPROPRIATELY All students should be treated with respect and dignity. As educators, it is our job to provide students with the best education possible in a respectful and supportive manner. Students should be in an environment that allows them to feel good about themselves and to succeed. Related Activity ACTIVITY TREATING STUDENTS APPROPRIATELY Audiotape or videotape yourself saying each student’s name with about 3 seconds in between names. Play back. Listen for differences, such as curtness and look for facial expressions. Find something unique and endearing about each student and list below: Student Unique/endearing Qualities DRESS CODE These are many factors to take into consideration when thinking about appropriate clothing for this position. Remember that you are an employee of a school district which makes you a representative of the school and district. Keep in mind that you will be working with impressionable children. In addition, you will be working with active children. Most districts discourage open toe shoes because of safety. Others may have guidelines about straps and midriffs. Also, keep in mind that many students and co-workers have sensitivities to sounds and smells, such as bells on shoelaces and scented deodorants and toiletries. Heavy perfumes or strong scents may precipitate seizures in some people. Another unusual sensitivity can be hair dyes. Try to schedule hair appointments at the end of the week, and wash hair once before returning to the classroom. In addition, boys and some girls may be aroused by cleavage, midriff, or too-low pant waists. Be sensible and avoid these situations. Related Activity ACTIVITY DRESS CODE Discuss with your supervisor why women need to avoid clothing that shows chest and cleavage or too low-waisted pants. Discuss why men need to avoid clothing that shows underwear. Discuss shoes and why running shoes and closed toed shoes are appropriate. Discuss why perfumes and scented hair, skin, and cleansing products can cause sensory overload, behavior reactions, or seizures in students. Jot down your thoughts. WHEN YOU ARE ABSENT Check with your office manager to find out the school/district policy on how to inform the school when you are going to be absent. Usually when one is absent they must call the sub finder to report their absence and request a sub for their shift. Check with your district to find out their system for informing of absence/requesting a sub. Related Activity ACTIVITY WHEN YOU ARE ABSENT Create a sub folder for use when you are absent. The folder should have information that will assist the sub when you are absent. The folder should contain your work schedule and break/lunch schedule. The work schedule should reflect your responsibilities through the day. Include a copy of district dress code from the Employee Handbook, if available. If there are student data collection sheets or materials, inform the sub how to find them. Many substitutes have no training in working with students with disabilities. Include information about the disabilities served in your program, if possible (you may copy from this manual). TRANSPORTATION Transportation is available to students receiving special education services as decided by the IEP team. The IEP team decides what level of transportation service the student will need, if any. Some students will have a designated aide on the bus for safety or may wear a harness. Part of your job responsibility may be to either receive students from the bus when they arrive, or put them on the bus when school is out. Students have assigned buses. The teacher should provide you with a bus schedule. If you are aware that a student is having a problem on the bus, alert the teacher so a plan can be put into place to avoid incidents. For example, some students decide at the last minute they may not want to get on the bus, but if there is an incentive in place, the student may be more compliant. Open communication between the bus driver, paraeducator and teacher is important to get students to school and home safely. Related Activity ACTIVITY (not required for speech aides) TRANSPORTATION Make a list of students in class who ride a special education bus and any special considerations. If only working with one student, list that student’s needs. Speak with the driver to find out if he/she has any questions or concerns. SPECIAL EDUCATION ACRONYMS Case Managers Using the attached list, select the 20 most common or important acronyms that are used in your program. Email Laura at SELPA at [email protected] for a word format, if you need it. Develop a “match game” for the paraeducator to take – discuss the correct answers together. TERMS and ACRONYMS THAT YOU MIGHT FIND IN YOUR CHILD’S IEP: CAHSEE CAPA Career Interest tool CCS CCSS Certificate of Achievement/Completion CMA COE COEDS CST DMH DOR DOS DR or DOR DRDP EDD EL ELA ELD Emergency Health Care Plan EO FEP HAT HS ID IIS ISBT ISES ISG Level of Service LI NPA NPS PBIP Promotion and retention CA High School Exit Exam - A required exam of all students in California in order to meet graduation requirements. California Alternate Proficiency Assessment. An assessment of state curricular standards designed for students in a functional skills curriculum. Tool used to gauge career interests that a student may have California Children Services - Public agency which provides medical services to eligible children. Website: http://www.vchca.org/dos/Program.asp?ProgID=62 Common Core State Standards – Nationally and state-adopted curricular standard for all students. For students who do not achieve a regular HS diploma, this document reflects that they participated in the course of study and/or achieved their IEP and Transition goals. California Modified Assessment – an alternate statewide achievement test for some special education students. (Not given after 2014) County Office of Education – Provides services to students with disabilities according to the Local Plan. Collaborative Educational Services - Intensive, short-term in-home social/emotional services and supports for families with students receiving ISES. CA Standards Test - Annual test of achievement in CA. State Curricular Standards given to all school children in the state, grades 2-11. (Not given after 2014) Department of Mental Health – Public Agency providing counseling and medical services to people with emotional disturbance and mental illness. http://www.vchca.org/bh/index.htm (Knows as “VCBH” in Ventura County & “LACMH” in LA County) District of Residence - District where child and family reside District of Service - District providing primary special education services Department of Vocational Rehabilitation. Provides job training and supports to person with qualifying disabilities. Website: http://www.rehab.cahwnet.gov/ Desired Results Developmental Profile - An assessment given to all 3,4 and 5 year old preschoolers twice a year to gauge developmental progress Employment Development Department - CA agency which assists people to obtain jobs English Learner - A child who is learning English English/Language Arts. English Language Development – Strategies to assist English Learners to acquire academic-level English. A plan that addresses steps to be taken in case of a medical emergency English only - A child who has English as his only language Fluent English Proficient - A child with other languages used in the home but who is determined to be proficient enough in English for participation in school Hearing Assistive Technology Head Start – Services to low income children 3-4 years old. In Ventura County, provided by a non-profit organization, Child Development Resources. http://www.cdrofvtaco.org/index.htm Intellectual Disabilities Intensive Individualized Services – Additional adult support for a student for all or part of the school day. Intensive School-Based therapist – A licensed clinician providing social work or counseling services to special education students. Intensive Social/Emotional Services – Counseling or social Work services provided by a School-Based Therapist Individual & Small Group Instruction – Special education services provide to preschoolers only. Level of special transportation service specified on the IEP. Level One – closest safe accessible curbside Level Two – within 2 blocks of home/service address Level Three – within .4 mile of home/service address Level Four – within 1 mile of home/service address Level Five – closest neighborhood school Low Incidence - Disabilities that occur statistically rarely in society including visual, hearing and orthopedic impairments. Children with these disabilities qualify for a small amount of extra funding to offset costs of their unique service and equipment needs. Non Public Agency – Agencies certified by the CA Dept. of Education to provide specific special education services Non Public School - Schools that are certified by the CA Dept. of Education to provide special education services. Positive Behavior Intervention Plan – A plan which addresses underlying causes of a behavior and specific strategies to address it. Standards for progress in core curriculum set by each district for promotion between certain grade levels. Parent and Adult Student Rights (3.25.14) – Page 1 standards RC Related Services RFEP SAI SBAC SDAIE SELPA Skills/Aptitude Tools SLD Specialized Physical Health Care Services Plan TPP Triennial/Reevaluation WRK – WorkAbility Services Consult your district policies. Regional Center - Provides supports to people with developmental disabilities of all ages. http://www.tricounties.org/ (Known as “TCRC” in Ventura County & “NLACRH” in LA County) Specialized Services to assist the student in accessing his/her special education program Reclassified Fluent English Proficient - A child who was formerly an English Learner, but has met reclassification guidelines according to district policy Specialized Academic Instruction Adapting the content, methodology or instruction to assist a student with disabilities to access the core curriculum. Smarter Balanced Assessment Consortium – Statewide test administered annually to all California school children, assessing achievement in common core standards. Specially Designed Academic Instruction in English – Strategies for assisting English learners in accessing core content presented in English. Special Education Local Plan Area – Regional consortium of school districts to facilitate the provision of special education services to all children in the districts within the SELPA Tools to assess the student’s strengths and abilities toward specific jobs/careers Specific Learning Disability. A disability characterized by poor performance in one or more academic areas due to a psychological processing disorder. A plan developed by a physician to address the unique health or medical needs of a student Transition Partnership Project – A collaboration between certain school districts and the Dept. of Rehabilitation to provide career development and transition to adult life services. A review of all areas of suspected disability of a student to determine continued eligibility as well as need for special education and related services and supports. School-based career preparation services. Parent and Adult Student Rights (3.25.14) – Page 2 PROFESSIONAL STYLES Creating a classroom where students can learn is a team effort. By working together collaboratively, courteously and professionally, the classroom becomes a learning environment. Spend time to get to know each other a little bit on a personal level and a lot on a professional level. Being sensitive and understanding to each other’s “professional style” will help maintain a positive working environment. Related Activity ACTIVITY PROFESSIONAL STYLES Each person (Special Education Case Manager and Paraeducator) should respond to the statements on the attached worksheets, rating on a scale of 1-5. Share your answers with each other and identify any area(s) which may need to be addressed. Special Education Case Manager’s Work Style Directions: Circle the number that indicates your level of agreement/disagreement with each statement. Disagree Agree 1. I like to supervise closely……………………………….. 1 2 3 4 5 2. I like to be flexible……………………………………….. 1 2 3 4 5 3. I like to leave materials that I will use as they are……. 1 2 3 4 5 4. I like to write the work schedule……………………….. 1 2 3 4 5 5. I like to give explicit directions for each task…………. 1 2 3 4 5 6. I like to do several things at one time…………………. 1 2 3 4 5 7. I like to stick to the schedule…………………………… 1 2 3 4 5 8. I like to get frequent feedback on how I can improve as 1 a supervisor……………………………………………… 2 3 4 5 9. I am a morning person………………………………….. 1 2 3 4 5 10. I need a quiet place to work without distractions…….. 1 2 3 4 5 Paraeducator’s Work Style Directions: Circle the number that indicates your level of agreement/disagreement with each statement. Disagree Agree 1. I like to be supervised closely………………………….. 1 2 3 4 5 2. I like to be flexible……………………………………….. 1 2 3 4 5 3. I like to decide and develop materials that I will use……………………………………………….……….. 1 2 3 4 5 4. I like to have a written work schedule….……………… 1 2 3 4 5 5. I like to be told how to do each task…………………… 1 2 3 4 5 6. I like to do several things at one time…………………. 1 2 3 4 5 7. I like to stick to the schedule…………………………… 1 2 3 4 5 8. I like to get frequent feedback on how I prefer to be supervised…..…………………………………………… 1 2 3 4 5 9. I am a morning person………………………………….. 1 2 3 4 5 10. I need a quiet place to work without distractions…….. 1 2 3 4 5 Acceptable Terms for People with Disabilities Acceptable Terms Unacceptable Terms Person with a disability. Cripple, cripples – the image conveyed is of a twisted, deformed, useless body. Disability is a general term used for a functional limitation that interferes with a person’s ability to, for example, walk, hear or lift. It may refer to a physical, mental or sensory condition. Handicap, handicapped person or “the handicapped.” People with cerebral palsy. People with spinal cord injuries. Cerebral palsied, spinal cord injured etc. Never identify people solely by their disability. Has a disability, has a condition of (spina bifida, etc), or born without legs, etc. Defective, defect, deformed, vegetable. These words are offensive, dehumanizing, degrading and stigmatizing. Deafness/hearing impairment. Deafness refers to a person who has a total loss of hearing. Hearing impairment refers to a person who has a partial loss of hearing within a range from slight to severe. Deaf and Dumb is as bad as it sounds. The inability to hear or speak does not indicate intelligence. Hard of hearing describes a person with hearing impairments who communicates through speaking and speech-reading, and who usually has listening and hearing abilities adequate for ordinary telephone communication. Many individuals who use a hearing aid are hard of hearing. Person who has an intellectual disability. Retarded, moron, imbecile, idiot. These are offensive to people who bear the label. Uses a wheelchair or crutches; a wheelchair user; walks with crutches. Confined/restricted to a wheelchair; wheelchair bound. Most people who use a wheelchair or mobility devices do not regard them as confining. They are viewed as liberating; a means of getting around. Able-bodied: Able to walk, see, hear, etc. People who are not disabled. Healthy, when used to contrast with “disabled.” Healthy implies that the person with a disability is unhealthy. Many people with disabilities have excellent health. People who do not have a disability. Normal. When used as the opposite of disabled, this implies that the person is abnormal. No one wants to be labeled as abnormal. A person who has (name of disability). Example: A person who has multiple sclerosis. Afflicted with, suffers from. Most people with disabilities do not regard themselves as afflicted or suffering continually. Afflicted: a disability is not an affliction. Related Activity ACTIVITY ACCEPTABLE TERMS Review the Glossary of Acceptable Terms and list three which may be used to address your students. 1. __________________________________________________ 2. __________________________________________________ 3. __________________________________________________ Ventura County SELPA Mary E. Samples, Assistant Superintendent CREATING A CULTURE OF DIGNITY AND RESPECT FOR SPECIAL Every student has the right to an educational experience in which they are treated with dignity and respect. Students with disabilities sometimes have unique needs that can create a challenge to the adults working with them. This tip sheet provides strategies for working with Special Education students, to create a positive learning environment for all. The Ventura County SELPA believes that all Special Education students have the right to: • A nurturing and safe environment • Be a valued member of the school community • Be treated with the same courtesy and respect as all students • Participate in all activities of the school for which they are eligible • Have opportunities to interact with peers without disabilities • Have their disability and needs kept private, unless they choose to disclose them • The highest academic standards In an effective learning environment educators provide support and respect to all students while maintaining a nurturing environment conducive to learning. They: 1. Emphasize and teach students self- control, rather than having to “be in control” 2. Set firm, clear reasonable expectations 3. Are proactive, and create a classroom environment that minimizes misbehavior 4. Highlight good behavior instead of making examples of poor behavior 5. Choose their words and actions calmly and carefully, rather than using sarcasm, intimidation or confrontation 6. Address student behaviors privately to avoid public embarrassment 7. Address the misbehavior, rather than the character of the student 8. See each student’s uniqueness, rather than comparing one student to another 9. Treat all students with respect 10. Handle personal care needs of students with privacy and dignity Tips and Strategies for School Staff Tips for adults to “keep your cool” so that you can be calm and respectful at all times: 1. Be careful with your words, voice and tone when dealing with students, even when they are not behaving as you would like. Try counting to ten, taking deep breaths, thinking nice thoughts, etc. Ask for another adult to step in if you feel too stressed to monitor yourself to stay calm. 2. Remember that most of the time when Special Education students are not behaving as desired, it is not their “fault.” It may be caused by their disability or lack of skills. Teach them other more appropriate ways of behaving. This may be the most important thing you teach them! 3. When students do not have verbal communication skills, they may use behaviors in an attempt to communicate their needs and emotions. Try to understand and help them get what they need. Teach more appropriate ways to communicate. 4. If a student is verbally confrontational, try not to react in a defensive or personal manner. Remember that you are the adult! You may acknowledge their feelings, then redirect them to the appropriate way to communicate in school. 5. If a student has a repetitive behavior which sometimes annoys you, remember that they are not purposely trying to irritate you. Intervene consistently as agreed upon by your team. Use coping strategies to give yourself a break, if needed. (Distance yourself from the child; give him or her a different activity, etc). 6. When students are non-compliant, try to avoid a confrontation. Offer limited choices and then “wait it out” if possible. 7. If a student has behaviors which are physically intimidating, your first job is to make sure everyone is safe. This may include removing other people from the area. The next step is to use de-escalation strategies to help the student to be calmer and more cooperative. Physical intervention should only be used if absolutely necessary to keep the student or others from immediate harm. Use your NCPI techniques. Request training if you need it. Other tips to help you support your students: 1. Students with special needs may have many challenges. Find your students’ special gifts. Give them every opportunity to shine and excel. Use their talents to make learning more interesting and rewarding for them, whenever possible. 2. “Catch ‘em being good.” Make sure your positive comments outnumber your corrections. 3. If your student has personal care needs (toileting, dressing, feeding), try to handle it as privately as possible. Use a private area, allow the student to be as independent as possible, and don’t discuss in front of others, especially other students. 4. Teach your students strategies for dealing with peers who make hurtful comments or actions. If the student is unable to handle it, remove them from the situation and report it to an adult who is responsible for the peers. 5. Take action if other adults or caregivers make comments or act in ways that are not accepting of your students. If you are a paraeducator, let your supervising teacher know. If you are a professional, speak to the person. Emphasize that all students have the right to access any activities and experiences the school has to offer, as long as they meet the prerequisites. 6. Provide opportunities for your students to be with peers without disabilities. Teach and support them in ways of interacting with others. Encourage them to participate in school social activities, if they choose. 7. Although your students may have developmental or social delays, try to treat them as you would other peers of the same age, and expect others to do the same. Encourage them to participate in age-appropriate activities, and to behave in ways typical of their age group. 8. Remember to always maintain confidentiality when working with students with special needs and their families. Although they may be challenging at times, it is probably very difficult for them, too, and they deserve to have their privacy respected. Do not discuss anything with anyone who does not have a legal right or need to know. Activity to go with the “Dignity and Respect for Special Education Students” Tip Sheet This activity should take about 45 minutes. It is meant to be a very informal selfreflecting forum, not accusatory or blaming, with the special education teacher and one or more paraeducators. (5 min) 1. Introduction of the activity. Something like: We got into education because we care about kids. Many times students with special needs are not treated with the courtesy and respect that they deserve, for a variety of reasons. This activity will give us an opportunity to remind ourselves of our dreams/intentions/goals for our students while recognizing the challenges that we face on a daily basis. Together we can identify strategies and solutions for both (all) of us to support each other. (5 min) 2. Discussion: What are some of the challenges we face in our current class in supporting our students respectfully? (5 min) 3. Together read section one: “The Ventura County SELPA believes all Special Education students have the right to:” Discuss: Are there other rights that we feel are missing, that we need to promote for our students? (10 min) 4. Together read section two: “Educators should provide support and respect...” Discuss: Who are some role models at our school that we feel demonstrate these qualities? Discuss, areas in which you feel you could improve, or would like more support. (20 min) 5. Review the 15 Tips (back page). Come up with three new ideas which might work in your class/school. Record on the next page. ACTIVITY CREATING A CULTURE OF DIGNITY AND RESPECT After reading and discussing the “Tip Sheet,” list three strategies you would like to try to either help “keep your cool” or to support your students better. 1. __________________________________________________ 2. __________________________________________________ 3. __________________________________________________ SPECIFIC DISABILITIES SPECIFIC DISABILITIES 1. Autism 2. Cerebral Palsy 3. Deafness and Hard of Hearing 4. Down Syndrome 5. Emotional Disturbance 6. Fetal Alcohol Syndrome 7. Intellectual Disabilities 8. Learning Disabilities 9. Severe and/or Multiple Disabilities 10. Spina Bifida 11. Traumatic Brain Injury 12. Visual Impairment AUTISM Definition: Autism Spectrum Disorders (ASD) may cause severe and pervasive impairment in thinking, feeling, language, and the ability to relate to others. These disorders are usually first diagnosed in early childhood and range from a severe form, called autistic disorder, through pervasive development disorder not otherwise specified (PDD-NOS), to a much milder form, Asperger syndrome. They also include two rare disorders, Rett syndrome and childhood disintegrative disorder. Individuals with autism may exhibit many but not all of the characteristics below. Characteristics may include: • Spins objects and/or sustained odd play. • An aloof manner and/or difficulty interacting with others. • Repetitive movements (hand-flapping, rocking). • Laughing, crying or showing distress for no apparent reason. • Little or no eye contact and/or may not want cuddling. • Uneven gross/fine motor skills (may not kick a ball but is able to stack blocks). • Severe language deficits. • Difficulty expressing needs and/or gestures or points instead of speaking. • Little response to verbal cue and/or acts as if deaf. • Echolalia (repeats words instead of responding). • Insistence on sameness and/or inflexible about routines. • Inappropriate attachment to objects. • Noticeable physical over- or under-activity. • Over- or under-sensitivity to pain, light, sounds, smells, or textures. Related Activity at end of section CEREBRAL PALSY Definition: Cerebral Palsy is a condition caused by damage to the brain, usually occurring before, during or shortly following birth. It is neither progressive, communicable nor curable. Students with Cerebral Palsy may not be able to walk, talk, eat or play in the same way as most other children. Characteristics may include: • Lack of muscle coordination when performing voluntary movements (ataxia). • Stiff or tight muscles. • Exaggerated reflexes (spasticity). • Walking with one foot or leg dragging. • Walking on the toes. • A crouched gait or “scissored” gait. • Muscle tone that is either too stiff or too floppy. Related Activity at end of section DEAFNESS AND HARD OF HEARING Definition: The term Deaf means a hearing impairment which is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification, which adversely affects educational performance. Hearing Impairment is defined as an impairment in hearing, whether permanent or fluctuating, that adversely affects a child’s educational performance. A child with a hearing impairment can generally respond to auditory stimuli, including speech. Characteristics may include: • Failure to react to sounds or to speak too loudly. • Gives impression of being bored or uninterested. • Difficulty in learning to speak. • A delay in language learning which contributes to academic delay. Related Activity at end of section DOWN SYNDROME Definition: Down Syndrome is the most common and readily identifiable chromosomal condition associated with developmental impairment. It is caused by a chromosomal abnormality. Cell development occurs with forty-seven instead of the usual forty-six chromosomes. People with Down Syndrome have an increased risk for certain medical conditions such as congenital heart defects, respiratory and hearing problems, Alzheimer's disease, childhood leukemia, and thyroid conditions. Many of these conditions are now treatable, so most people with Down Syndrome lead long and healthy lives. Characteristics may include: • Slanting eyes with folds of skin at the inner corners (called epicanthal folds). • Hyperflexibility (excessive ability to extend the joints). • Short, broad hands with a single crease across the palm of one or both hands. • Broad feet with short toes, a flat bridge on the nose, short, low-set ears, a short neck, and a small head. • Low muscle tone and small stature. • Intellectual disabilities. Related Activity at end of section EMOTIONAL DISTURBANCE Definition: A student exhibits one or more of the following characteristics over a long period of time and to a marked degree that adversely affects educational performance: • An inability to learn that cannot be explained by other factors. • An inability to build or maintain satisfactory relationships. • Inappropriate behavior or feelings under normal circumstances. • A general pervasive mood of unhappiness or depression. • A tendency to develop physical symptoms or fears associated with personal or school problems. Characteristics may include: • Hyperactivity (short attention span, impulsiveness). • Aggression/self-injurious behavior (acting out, fighting). • Withdrawal (failure to initiate interaction with others; retreat from exchanges of social interaction, excessive fear or anxiety). • Immaturity (inappropriate crying, temper tantrums, poor coping skills). • Learning difficulties (performing below grade level). Related Activity at end of section FETAL ALCOHOL SYNDROME (FAS) Definition: FAS is a pattern of mental and physical defects which develops in some unborn babies when the mother drinks excessive alcohol during pregnancy. The timing and frequency of excessive alcohol during pregnancy are also important with regard to the risk of a child developing FAS. The ingestion of alcohol does not always result in FAS, but no amount of alcohol whatsoever is proven safe for consumption during pregnancy. Alcohol crosses the placental barrier and can stunt fetal growth or weight, create distinctive facial stigmata, damage neurons and brain structures, and cause other physical, mental or behavioral problems. The main effect of FAS is permanent central nervous system damage, especially to the brain. Developing brain cells and structures are underdeveloped or malformed. Functional disabilities may include: • Poor memory. • Attention deficits. • Impulsive behavior. • Poor cause-effect reasoning. Secondary disabilities may include: • Mental health problems. • Drug addiction. The risk of brain damage exists during each trimester, since the fetal brain develops throughout the entire pregnancy. Related Activity at end of section INTELLECTUAL DISABILITIES Definition: An Individual is considered to have Intellectual Disabilities based on the following three criteria: (1) intellectual functioning level is substantially below average; (2) significant limitations exist in one or more adaptive skill areas; and (3) the condition is present from childhood (18 years of age). Characteristics may include: • Learns to sit up, crawl, or walk later than other children. • Learns to talk later, or having trouble speaking. • Finds it hard to remember things. • Has trouble understanding social rules. • Has trouble seeing the consequences of their actions. • Has trouble solving problems. • Has trouble thinking logically. Related Activity at end of section LEARNING DISABILITIES Definition: A learning disability (LD) is a neurological disorder that affects the brain's ability to receive, process, store and respond to information. The term “Specific Learning Disability” (SLD) is used to describe the seemingly unexplained difficulty a person of at least average intelligence has in acquiring certain academic skills. Students with SLD may process information in different ways. Characteristics may include delays in these areas: • Spoken language - Delays, disorders or discrepancies in listening and speaking • Reading – Delays in decoding, fluency or comprehension • Written language - Difficulties with writing and spelling • Arithmetic - Difficulties in performing arithmetic functions or in comprehending basic concepts • Reasoning - Difficulties in organizing and integrating thoughts • Organization Skills - Difficulties in organizing facets of learning Processing difficulties may be present in these areas: • Auditory • Visual • Association, conceptualization, expression or memory • Sensory – Motor • Attention ACTIVITY LEARNING DISABILITIES Using the SLD Eligibility Summary sheets given to you by the teacher for students in your class, fill out the attached worksheet. Use the excerpt from the A+ Brochure for at least one strategy for each student. 1. 2. 3. 4. 5. Student ACTIVITY Learning Disabilities Worksheet Processing Disorder Academic Area of Weakness Strategy Ventura County Special Education Local Plan Area (SELPA) Mary E. Samples, Assistant Superintendent Access Accommodations Acceptance “A Winning Grade” A GUIDE TO MODIFICATIONS AND ACCOMMODATIONS FOR STUDENTS EXPERIENCING DIFFICULTY IN GENERAL EDUCATION CLASSROOMS ♦ WHAT IS THE DIFFERENCE BETWEEN “MODIFICATIONS” AND “ACCOMMODATIONS”? ♦ WHICH STUDENTS REQUIRE MODIFICATIONS AND ACCOMMODATIONS? ♦ AS A GENERAL EDUCATION TEACHER, WHAT ARE MY RESPONSIBILITIES? Background What is the difference between accommodations and modifications? ♦ Accommodations are changes to the course content, teaching strategies, standards, test preparation, location, timing, scheduling, expectations, student responses, environmental structuring and/or attributes which provide access for a student with a disability to participate in a course/standard/test which DO NOT fundamentally alter or lower the standards or expectations of the course/standard/test. ♦ Modifications are changes which DO fundamentally alter or lower the standards or expectations of the course/standard/test. Source: Miriam Kurtzig Freedman, J.D. (1999) as quoted in “Guidelines For the Promotion and Retention of Special Education Students,” California Department of Education, Special Education Division For more information contact Fran Arner-Costello, Director, Programs & Services (805) 437-1560 [email protected] Developed by the Access to the Core Committee Richard Jenkins, Moorpark Unified School District Chairperson . General Strategies for Accommodations/Modifications Step 1 – Break failure pattern; reduce pressure: ♦ Shorten assignments (lengthen gradually as student begins to cope): - Assign every other problem or question - Require fewer words or pages ♦ Allow extra time (particularly on tests) ♦ Provide easier materials ♦ Simplify requirements Step 2 – Build motivation and self-esteem: ♦ Use f r e q u e n t positive reinforcement: - Verbal – “Super!” “I knew you could do it!”, “You got that right!” - Non-verbal – Pat or simply touch on shoulder, big smile - Find something the student does well and acknowledge publicly - Make phone call home during the day with the student listening - Send a quick note home to parent complimenting student ♦ Provide frequent feedback Step 3 – Modify testing procedures: ♦ Provide a written outline or review sheet or study guide ♦ Give exam orally (individually or to entire class) ♦ Type all tests or print clearly ♦ Avoid separate answer sheets ♦ Avoid long essay exams ♦ Include some recognition questions: multiple choice, matching, true-false, etc. ♦ Give shorter, more frequent tests ♦ Provide extra testing time ♦ Allow student to dictate answers ♦ Provide opportunity for projects in lieu of tests or as extra credit ♦ Test major points only ♦ Use study carrels Step 4 – Adjust grading requirements: ♦ Mark items correct, not mistakes ♦ Notice and give credit for oral participation in class ♦ Grade content areas on the basis of ideas/knowledge rather than on spelling, grammar, punctuation, etc. (or give two grades: one content and one mechanics) ♦ Look for and comment on strengths and areas of improvement rather than faults and areas of weakness ♦ Provide an opportunity to correct errors without penalty ♦ Be specific regarding specific requirements for a particular grade Step 5 – Individualize teaching strategies: ♦ Simplify or reduce complexity of directions; be specific ♦ Use student’s name or nonverbal signal to get his/her attention ♦ Provide reason for listening (tell student what to listen for) ♦ Present one concept at a time ♦ Break complex tasks into smaller steps ♦ Enhance verbal instructions by using lots of visual aids: - Direct eye contact - Key words on board - Notes on overhead projector ♦ Repeat directions when necessary; ask students to repeat ♦ Ask frequent questions during oral discussion to check for understanding ♦ Increase waiting time for response to questions ♦ Space repetition over a period of time ♦ Keep classroom quiet . ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ Provide structure; simplify student’s environment Change seat and/or move desk if needed: - In front of room - Near you - Away from students most likely to distract - In a quiet, uncluttered corner - In a location of student’s choice Consistent format for heading, margins, etc. Use of assignment sheet or notebook Post assignments on board Specify plan for communicating with parents: - Homework - Unfinished assignments Collect all work as soon as possible or as it is completed Post class rules/privileges and enforce consistently Reduce/simplify amount of material on a page: - Fold paper - Use index cards to cover part of the page - Larger print; fewer words or problems Alternate types of activities frequently during the day: - Group – individual - Sitting – moving - Verbal – quiet - Short – long Reward system for improved performance: - Notes home, privileges, stickers, graph of progress - Encourage self-competition rather than against others Sample Strategies by Subject Area READING Lower level book Skip non-relevant workbook pages Assign fewer book reports Provide opportunity for sharing books in a variety of ways Paired reading practice Individualized reading Language experience approach Peer or cross-age tutoring Color code important word parts Vocabulary cards and/or checklists Circle words or word parts in newspaper Games and centers for vocabulary/comprehension development SPELLING Reduce number of words from class list Provide easier words, i.e., from reading book Use spelling book from lower grade level Teach regularities before irregularities Highlight spelling demons (unpredictable words) Underline difficult parts of words Easier follow-up work for skills practice Practice words on computer Practice words with a partner Practice words with a tape recorder Weekly spelling contracts Open-ended drill sheets Individual dictionary for difficult words Open-ended game boards for practice Give test individually to allow more time Teach use of reference books for poor spellers . HANDWRITING Use of pencil grip Use of paper with larger lines Write on every other line Accept homework typed by parent if student dictates Allow student to take work home to finish Encourage use of computer/word processor by student Reduce standards for neatness Photocopy some assignments rather than have student copy MATHEMATICS Number line on desk Use of multiplication facts chart Put boxes around problems Use of visual clues to steps in computation Continued use of marks for carrying/borrowing Open-ended drill sheets for number facts Flash cards with another student or parents Use of finger multiplication Problems from book copied for student Photocopy problems from book Shorter assignments, i.e., odd or even only Fold paper to reveal fewer problems at one time Longer time limits on number facts drills Easier materials, i.e., lower grade level book Teach estimation and use of calculator Circle/highlight sign so student knows operation ENGLISH/WRITTEN LANGUAGE Use textbook or workbook at student’s reading level Skip non relevant pages Begin with the sentence as a unit of thought Gradually lengthen writing assignments Vary length of assignment by ability level Allow student to dictate longer stories Allow more time for writing Underline incorrectly spelled words Make individual spelling dictionary of frequently used words Teach use of reference books for poor spellers Peer or cross-age tutors SCIENCE/SOCIAL STUDIES Text or workbook at student’s reading level Provide course overview of what will be covered in what order Teach SQ3R (Survey, Question, Read, Recite, Review) Provide alternative activities to be used for grading (assignments/projects/reports/tests) Vary requirement s for lesson by ability level Have consistent homework policy and time Prepare study guide for each unit Divide total project into series of short assignments Teach pneumonic devices and tricks as aids to memorizing facts/lists Use “hands on” experiences as often as possible Provide photocopy of your notes or those of a good student Emphasize major concepts with a few supporting facts and details in each chapter Use visual aids as often as possible (films, overhead, etc.) Preview or highlight important concepts in advance Tell the student what he needs to know for exams Provide opportunity for student to earn extra credit . “Adapted from: “Handbook for Modifying the Regular Education Program to Meet the Needs of Students Achieving Below Grade Level!” Paula Cornelius-Lopez, Ph.D., 1985-1988 Legal Section 504 of the Rehabilitation Act of 1973 (Code of Federal Regulations (CFR) 104.33(b)(1)(i)) Requires “provision of regular or special education and related aids and services to meet individual needs of handicapped persons as adequately as the needs of non-handicapped persons are met.” The Individuals with Disabilities Education Act (IDEA) (PL 105-17): ♦ Code of Federal Regulations (CFR) 300.347 – (The IEP must contain) “a statement of the program modifications…that will be provided for the child…to be involved and progress in the general education curriculum…and to participate in extra-curricular and other non-academic activities.” ♦ CFR 300.342 - “The child’s (Individualized Education Program) IEP is accessible to each regular education teacher…and each teacher is informed of his or her specific responsibilities related to implementing the child’s IEP and the specific accommodations and supports that must be provided in accordance with the child’s IEP.” Case Law – Doe vs Withers (1993-West Virginia Circuit Court, Taylor County #92-C-92): The parents of a student with learning disabilities brought legal action against a high school teacher for refusing to accommodate their son’s disability in the classroom. The parents alleged that the teacher refused to provide their son with oral testing as required in his IEP. The jury held in favor for the parent and awarded $5,000.00 in punitive damages and $10,000.00 in compensatory damages, for which the teacher was held responsible. To Summarize Accommodations and modifications MUST be provided to students as written in their IEPs or 504 plans. Teachers who do not do so may be personally liable for damages. Classroom teachers are required to attend IEP meetings and participate in developing the accommodations/modifications. In this way, teachers are involved in selecting strategies which work for them and make sense within the context of their classroom. The IDEA requires that “The regular education teacher of the child, as a member of the IEP team, shall, to the extent appropriate, participate in the development of the IEP of the child, including the determination of appropriate positive behavioral interventions and strategies and the determination of supplementary aids and services, program modifications, or supports for school personnel…” (CFR 300.346 (d)) Teachers should also be a part of 504 plan teams. Further, some modifications/accommodations are great for other students who may be struggling also; don’t be afraid to try these for any student who may need them! . Examples of how it looks on an IEP: Explanation of disability and how it affects progress in general curriculum “Jim’s difficulties in attention make it hard for him to concentrate in a large group setting. He often forgets to record assignments in his assignment notebook. He has difficulty memorizing basic information, such as math facts.” “Trevor’s deficits in the area of auditory processing detract from his ability to comprehend orally presented material and impede his participation in class and in small group discussions.” Program modifications/accommodations needed in general education “Jim will be allowed to use a calculator in math problem solving activities in science and social studies. Teachers will check assignment notebook daily for accuracy.” “Trevor may utilize tape recorder and/or get duplicate notes for lectures; have extra time to prepare for oral presentations; and be provided models, demonstrations, and examples.” “I’ve come to the frightening conclusion that I am THE DECISIVE ELEMENT in the classroom. My personal approach creates the climate. My daily mood makes the weather. As a teacher, I POSSESS A TREMENDOUS POWER to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, IT IS MY RESPONSE that decides whether a crisis will be escalated Or deescalated and a child humanized or dehumanized. Haim Ginott SEVERE AND/OR MULTIPLE DISABILITIES Definition of Severe Disabilities: Students with severe disabilities are those who traditionally have been labeled as having severe to profound Intellectual Disabilities. The greater the severity or impact on an individual, the greater the likelihood for an increased need for supports. Often, individuals with severe disabilities require ongoing, extensive support in more than one major life activity in order to enjoy the quality of life available to people with fewer or no disabilities and to participate in integrated community settings. They may also have additional significant disabilities, including: • Sensory losses. • Behavior problems. • Limited speech or communication. • Difficulty in basic physical mobility. • A tendency to forget skills from one situation to another. • A need for support in major life activities. Definition of Multiple Disabilities: Students with Multiple Disabilities have an Intellectual Disability and at least one other disability which may include: • Visual Impairment. • Hearing Impairment. • Orthopedic Impairment. Related Activity at end of section SPINA BIFIDA Definition: Spina Bifida is a developmental birth defect caused by the incomplete closure of the embryonic neural tube. Some vertebrae overlying the spinal cord are not fully formed and remain unfused and open. If the opening is large enough, this allows a portion of the spinal cord to protrude through the opening in the bones. There may or may not be a fluid-filled sac surrounding the spinal cord. Other neural tube defects include anencephaly, a condition in which the portion of the neural tube which will become the cerebrum does not close, and encephalocele, which results when other parts of the brain remain unfused. Spina Bifida can be surgically closed after birth, but this does not restore normal function to the affected part of the spinal cord. The incidence of Spina Bifida can be decreased by up to 75% when daily folic acid supplements are taken prior to conception. Characteristics may include: • Muscle weakness or paralysis below the area of the spine. • Loss of sensation below the cleft. • Loss of bowel and bladder control. • Fluid buildup in the brain (hydrocephalus) which can be controlled by a surgical procedure called “shunting”. Related Activity at end of section TRAUMATIC BRAIN INJURY Definition: Traumatic Brain Injury (TBI), a form of acquired brain injury, occurs when a sudden trauma causes damage to the brain. TBI can result when the head suddenly and violently hits an object, or when an object pierces the skull and enters brain tissue. Symptoms of a TBI can be mild, moderate, or severe, depending on the extent of the damage to the brain. Symptoms of mild TBI may include: Headache, confusion, lightheadedness, dizziness, blurred vision or tired eyes, ringing in the ears, bad taste in the mouth, fatigue or lethargy, a change in sleep patterns, behavioral or mood changes, and trouble with memory, concentration, attention, or thinking. Symptoms of moderate or severe TBI may include: A headache that gets worse or does not go away, repeated vomiting or nausea, convulsions or seizures, an inability to awaken from sleep, dilation of one or both pupils of the eyes, slurred speech, weakness or numbness in the extremities, loss of coordination, and increased confusion, restlessness, or agitation. Related Activity at end of section VISUAL IMPAIRMENT Definition: Eye disorders which can lead to visual impairments include retinal degeneration, albinism, cataracts, glaucoma, muscular problems that result in visual disturbances, corneal disorders, diabetic retinopathy, congenital disorders, and infection. The terms “partially sighted”, “low vision”, “legally blind”, and “totally blind” are used in the educational context to describe students with visual impairments. • "Partially sighted" indicates some type of visual problem has resulted in a need for special education. • "Low vision" generally refers to a severe visual impairment, not necessarily limited to distance vision. Low vision applies to all individuals with sight who are unable to read the newspaper at a normal viewing distance, even with the aid of eyeglasses or contact lenses. They may use a combination of vision and other senses to learn, and they may require adaptations in lighting or the size of print, and, sometimes, Braille. • "Legally blind" indicates that a person has less than 20/200 vision in the better eye or a very limited field of vision (20 degrees at its widest point). • “Totally blind” students learn via Braille or other non-visual media. Related Activity at end of section ACTIVITY (For any disability, except SLD) Choose two disabilities, one familiar and one unfamiliar. List 3 strategies which could be used when working with students with each disability. Name of disability ____________________________________________________ Strategies: 1. ______________________________________________________________ ______________________________________________________________ 2. ______________________________________________________________ ______________________________________________________________ 3. ______________________________________________________________ ______________________________________________________________ Name of unfamiliar disability ____________________________________________ Strategies: 1. ______________________________________________________________ ______________________________________________________________ 2. ______________________________________________________________ ______________________________________________________________ 3. ______________________________________________________________ ______________________________________________________________ ACADEMIC S U P P O RT S ACADEMIC SUPPORTS 1. Inclusion – Students with moderate/severe disabilities in general education 2. Accommodations and Modifications 3. Visual Structure 4. English Language Development 5. Self-regulation 6. Self-monitoring 7. “Learning to Learn” Goals 8. Interpreters INCLUSION – STUDENTS WITH MODERATE/SEVERE DISABILITIES IN GENERAL EDUCATION Sometimes an IEP team will decide to place a student with moderate/severe disabilities for all or part of the school day in a General Education classroom. Although the student with disabilities may not be able to participate fully in the academic curriculum, there are many other potential benefits. The student may make progress in the areas of social behavior, language, and other areas. A paraeducator may be assigned to assist the student full or part-time. Following are some tips: 1. Maintain confidentiality regarding the student with special needs at all times. Who and what you discuss about all children is on a “need to know” basis. If you aren’t sure about the boundaries, ask your supervisor. 2. Encourage the participation of all students in classroom activities. 3. Provide support to all students in the General Education class when appropriate. 4. Facilitate positive peer interaction. 5. Implement instructional strategies developed by the Special Education teacher – ask for help if needed. 6. Support and remind all students about school-wide and classroom discipline policy. 7. Implement behavior plan for student as developed by the IEP team. 8. Gather and record data on student behavior and progress on instructional goals as requested by the teachers. 9. Carry out health, hygiene and safety protocols. 10. Participate in team meetings when asked. 11. Maintain positive relations with all school staff and parents. The General Education teacher or Special Education teacher should authorize any communication with parents. This is not to say that you cannot tell a parent that you like working with their child, or that the child had a good day, or said something clever, but any negative issues should be delivered by the teachers. This rule is for the protection of everyone involved. 12. Do not offer to be available for this child after school or on the weekends. Babysitting is not part of your job. 13. Do not give the parents personal information for yourself such as cell or home phone numbers. 14. Be a support for the General Education teacher. Related Activity ACTIVITY INCLUSION – STUDENTS WITH MODERATE/SEVERE DISABILITIES IN GENERAL EDUCATION Complete the following for a student you support in General Education: Name of student: _______________________________________________________ List the times of day student is most engaged in learning/participating: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ List times of day which student is least engaged: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ Three ideas for helping student to participate more fully: 1.____________________________________________________________________ 2. ____________________________________________________________________ 3. ____________________________________________________________________ ACCOMMODATIONS AND MODIFICATIONS Accommodations and modifications assist the student to access the curriculum and activities of the classroom. Types of changes which can be made: 1. Participation - Adapt the extent to which the student is actively involved. For example: Lying down to listen quietly to a story is as acceptable as sitting upright and responding to questions. 2. Time - Adapt the time allotted and allowed for learning or task completion. For example: More time may be needed by some students to get dressed for outside play, or to complete an assignment. 3. Difficulty - Adapt the skill level or the rules of how the student approaches the activity. For example: A cutting and pasting activity might include tearing paper when cutting is too difficult. 4. Input - Adapt the way materials and information are presented, including the way you use language. For example: Use picture cues, simplify language, or demonstrate instructions. 5. Output - Adapt how the student can respond, including how much you expect to be accomplished. For example: Choices made using eye gaze are as acceptable as spoken answers. Some students may be allowed to make oral, rather than written reports 6. Alternate Goals - Identify different goals and outcomes for students within the same learning activity. For example: Some students may be practicing addition with money, while another student is learning to identify coins. 7. Level of Support - Vary the amount of personal assistance provided. For example: Hand –over-hand assistance may be needed for toothbrushing, but none is needed for outside play. 8. Alternative Teaching Opportunities - Use other opportunities throughout the day to teach the student concepts and/or skills presented in planned learning activities. For example: Placing one plate and one napkin for each chair at the table may meet a goal for 1:1 correspondence better than a counting activity. 9. Environment - Adapt the flow of the room, seating, and positioning options. Adapt materials to meet individual needs. For example: Provide a variety of materials in the sand table to allow for differences in ability to grasp and release. WHEN IS IT AN ACCOMMODATION OR MODIFICATION? An accommodation is a change to the delivery of instruction or way the student responds which does not change or alter the standard of what is being learned. A modification significantly alters the standard of what is being learned. The IEP team decides whether a change constitutes an Accommodation or a Modification! 3 Related Activities ACTIVITY #1 ACCOMMODATIONS AND MODIFICATIONS List some accommodations you could try for: 1. A student whose feet are too short for the chair, which causes her to fidget and squirm. 2. A student who keeps grabbing supplies from others around him. 3. A student who has a hard time copying from the board. 4. A student who is highly distracted by the brightly colored bulletin board. 5. A student who can’t finish several-part assignments. ACTIVITY #2 ACCOMMODATIONS AND MODIFICATIONS Put an “A” or “M” to indicate whether you think an activity is an accommodation or modification. Discuss with the teacher. 1. Fewer spelling words _____ 2. Dictate the answers to the test _____ 3. Type instead of handwrite the report _____ 4. Graded for effort only _____ 5. Allowed to take schoolwork home to complete _____ 6. Test in special education room _____ 7. Longer time to answer _____ ACTIVITY #3 ACCOMMODATIONS AND MODIFICATIONS Put together a kit of supplies that can be used to adapt assignments for students with special needs, by gathering items such as : 2 or 3 highlighters in different colors; liquid “White Out” or “White Out” strips; “Post-it” notes in various sizes, ruler, scissors, stickers, Life-Savers or mints, cardboard windows in various sizes, tissues, pocket files or folders, funky paper clips, Velcro, themed magazines with lots of different pictures, glue sticks, charts for goals, tape, small dry erase board, picture stickers, index cards, markers, clipboard, sentence strips, etc. Place items in a container which you can easily access. VISUAL STRUCTURE Visual structures provide a concrete representation of verbal language. “Auditory information is fleeting. It is there and then it is gone. It is transient. That means it comes and then it disappears.” Linda Hodgdon – (Why Do Visual Strategies Help?) www.usevisualstrategies.com Primarily used with students with autism and other developmental disabilities, visual supports aid the students in understanding what is expected of them through visual representations of their schedules, turn taking, simple directions, amount of work expected, length of activity, etc. Related Activity ACTIVITY VISUAL STRUCTURE Work with the teacher to develop a schedule to help a student navigate the school day or a particular activity or routine. Use words, symbols or pictures. It doesn’t have to be fancy. If at all possible, have the student participate in developing the schedule by choosing pictures, tearing, cutting et. This helps him or her to have “busy in” to their own personalized schedule. ENGLISH LANGUAGE DEVELOPMENT Some children come to school still learning to speak English. They may use their primary language very well, or their skills in the primary language may not be fully developed. Children who are learning to use English are referred to as English Learners (ELs). Some ELs have only Basic Interpersonal Communication Skills in English, meaning that they can communicate basic information to get along in school. This is referred to as BICS. These students may use English with the teacher and other adults, but use their primary language with peers. Other ELs have better developed skills in English, and can use English in more advanced ways for thinking and reasoning in the educational environment. This is known as Cognitive Academic Language Proficiency (CALP) and requires on average 5-7 years of English language development in U.S. schools to acquire. It can be confusing when working with a student who has BICS, because they may appear to have more advanced skills in English, and school staff may expect them to understand much more than they do in the classroom environment. When you are working with a student who is an EL, ask your supervisor to help you understand whether the student is considered to have BICS or CALP. This will help you to understand the student’s ability to perform academic tasks in English. All ELs, even those with disabilities, are required to be given specific instruction in learning to use English on a daily basis. This is called English Language Development (ELD) and may be provided by either a Special Education or General Education teacher. You may be asked to support an ELD class. All Special Education students who are ELs must have at least one ELD goal on their IEP. While the EL student is learning to speak and use English at school, the student continues to need to be exposed to the other academic areas such as Language Arts, Math, Social Studies and Science. This instruction most often will be given in English. There are strategies for working with ELs in academic instruction to help them to learn the subject even though they have not yet mastered English. These strategies are called Specially Designed Academic Instruction in English (SDAIE). Your teacher supervisor should teach and model those strategies for you. If you are bilingual yourself and can use the primary language of the students that you are supporting, it is ok to use that language to help the students in learning the material in class. Although the instruction will be given in English, it is acceptable to use the primary language to restate the directions, or to assist in explaining a concept. 2 Related Activities ACTIVITY #1 ENGLISH LANGUAGE DEVELOPMENT Look at the IEPs of the students who are ELs in your class. Find their ELD goals and list. Students ELD Goals ACTIVITY #2 ENGLISH LANGUAGE DEVELOPMENT Working with your supervisor, make a list of the SDAIE strategies that he or she would like you to use in the classroom. Give an example of when you would use each strategy. SDAIE Strategies Examples of when this would be used SELF – REGULATION Some students with disabilities have a difficult time controlling their mood or level of alertness. This can make it difficult for them to pay attention in class, engage in learning, and complete their work. There are tools and strategies that can be used to assist students in learning to understand and adjust their own regulatory state, or alertness level. One tool is called “How Does Your Engine Run?” This is a program that teaches students to recognize their own levels of alertness and strategies to make changes so that they are at the optimal level for learning. Within this program, students are taught that their bodies are like are engines that can run too high or too low. Sometimes their “engine” will be too low, and they may feel drowsy, bored, tired, etc. If students recognize that they are too low, classroom staff can help them to bring their level of alertness up with such ideas as: • Getting a drink of water or splashing their face with water. • Taking a short walk. • Doing stretching exercises. • Taking deep breaths. • Chewing something crunchy, sour, etc. • Doing wall push-ups. • Doing heavy lifting (books, blocks). Sometimes their “engine” will be too high, and they may feel agitated, angry, nervous, etc. If students feel that they are too high strategies may include: • Deep breathing. • Calming visualization. • Putting head on desk to relax. • A brief break from the task. • Sitting in a bean bag chair. • Soothing music with headphones. Talk to the teacher or Occupational Therapist about strategies for your students. A sample “How Does Your Engine Run?” self-analysis tool is included. Another strategy is called “The Five Point Scale.” This technique has students rate the way they feel when in a relaxed and compliant state all the way to an out of control and upset state. Then they list strategies they can use for coping for feelings in each of the levels. A sample “Five Point Scale” is included. Related Activity ACTIVITY SELF – REGULATION Select a student who has either a “How Does Your Engine Run?”, “Five Point Scale” or other self-regulation tool. Pick a day in which you are going to focus on supporting the student in using the tool. At the beginning of each subject or period, remind him or her to reflect on their level. If they decide they are at a state which is not conducive to learning (too high or low), assist them in using the appropriate correlating strategy to get ready for learning. Jot down your thoughts at the end of the day. COMPLETE YOUR OWN STRESS SCALE Level (This could make me lose control) (This could really upset me) (This makes me feel nervous) (This sometimes bothers me) (This never bothers me) Situation Name: ____________ Makes me feel like this: Out of control In crisis Melting down Dangerous Unsafe ________________ Enraged Furious Highly anxious Freaked out Irate ________________ Anxious Angry Upset Disturbed Frustrated ________________ Nervous Irritated Confused Ticked off Out of sync ___________ Relaxed At peace In control Happy In sync ___________ Calming strategies No Choice: Others will step in to get control of the situation Time-Out: _____________ _____________ _____________ _____________ _____________ Regroup: _____________ _____________ _____________ _____________ _____________ Work it out: _____________ _____________ _____________ _____________ _____________ Keep it up: _____________ _____________ _____________ _____________ _____________ SELF – MONITORING Some students with learning and attention problems have a hard time completing their classwork. They may be capable of doing the work, but they are too distracted, or easily frustrated, to carry on to finish the task They may disrupt others around them, or require frequent prompting from adults to get their work completed. Self-monitoring tools are designed to help students learn to keep themselves on task and are tools that will probably be useful to them for their whole lives. We use tools such as “To-Do” lists and Day Planners to do the same for ourselves. Some sample Self-Monitoring Checklists are included, but checklists can be made for any situation. Some teachers like to have the students keep the Self-Monitoring Checklist on the top of the desk, others feel that the checklists should be more private, to be seen only by the student and the adults. Related Activity ACTIVITY SELF – MONITORING Select a student who either already has a Self-Monitoring Checklist, or one who you and the teacher agree needs one. If he or she does not yet have a Checklist, work with the teacher to develop one that is appropriate. Select a day in which you are going to focus on supporting the student in using their Self-Monitoring Checklist. At the beginning of each subject or period, remind him or her to use the checklist. Also remind them of any rewards that they will earn for using the checklist or completing work. Observe the student from a distance at which he or she does not know you are observing. Record how many times they use the checklist independently, and how many times you need to prompt him or her to use it. Discuss with the teacher how helpful the checklist seems to be, and any ideas for making the process more effective. Self-Monitoring Chart Self-Monitoring Chart Talking out loud Talking out loud Goal: Under ___ times Total:___ Goal met? Yes No Goal: Under ___ times Total:___ Goal met? Yes No If you need help, quietly raise your hand . If you need help, quietly raise your hand . Self-Monitoring Chart Self-Monitoring Chart Talking out loud Talking out loud Goal: Under ___ times Total:___ Goal met? Yes No Goal: Under ___ times Total:___ Goal met? Yes No If you need help, quietly raise your hand . DESK SIZE-Student sets their own goal to stay under, then tallies the number of times they call out. If you need help, quietly raise your hand . Self-Monitoring Chart Self-Monitoring Chart Out of My Seat Out of My Seat Goal: Under ___ times Total:___ Goal met? Yes No Goal: Under ___ times Total:___ Goal met? Yes No If you need help, quietly raise your hand . Self-Monitoring Chart If you need help, quietly raise your hand . Self-Monitoring Chart Out of My Seat Out of My Seat Goal: Under ___ times Total:___ Goal met? Yes No Goal: Under ___ times Total:___ Goal met? Yes No If you need help, quietly raise your hand . DESK SIZE-Student sets their own goal to stay under, then tallies the number of times they are out of their seat. If you need help, quietly raise your hand . “LEARNING TO LEARN” GOALS Some children with disabilities come to school without the basic skills needed to participate in the school environment. These skills may include: • Looking at the teacher. • Imitating what others model. • Following directions. • Sitting with hands and feet to self. It is obvious that these skills are very important to help the students to be successful in school. If a student needs to learn these skills, very often they will be the IEP goals. These skills need to be taught, encouraged, reinforced, and repeated regularly by all classroom staff. Research shows that the average person requires at least eleven opportunities to lean a concept. Some of our students will require even more. Related Activity ACTIVITY “LEARNING TO LEARN” GOALS Discuss with the teacher the Learning to Learn Goals that some of the students in your class have. List them, and brainstorm ideas for how to model and encourage those skills. Goals Ideas for Modeling and Encouraging INTERPRETERS Some paraeducators will be hired as an interpreter for a student who uses another language, including American Sign Language, Spanish, or other language. They will be expected to demonstrate qualifications to be able to be an interpreter. As an interpreter, you will be expected to interpret in academic subjects, and may also be expected to interpret for the students in social or extracurricular areas. For academics, work with each teacher to establish their expectations of where you are to position yourself in the classroom for lecture, activities, independent work, etc. For academics, it is a good idea to get any materials or outlines from the teacher beforehand, so that you can review them before interpreting. You and the teacher should establish what and how you will be interpreting. In some situations you will interpret verbatim everything the teacher says, and in others, you may summarize, or clarify as needed. It is also important to know whether or not you are expected to interpret all conversations in the classroom, including other students’ discussions, or just the teacher. For social and extracurricular situations, work with your supervisor to make sure that you understand what is expected of you. Always keep in mind that it may be stigmatizing, or make a student feel uncomfortable, if there is always an adult “hanging around” them. Encourage other students to communicate with the student as much as possible, and encourage the student to communicate with others as much as they are able. When interpreting between two people, encourage them to make eye contact and direct communication to each other as much as possible. The interpreter should be assisting them in communicating, rather than being the one who is communicated with. If someone says “Ask him to….,” encourage the person to communicate directly with the student, and let them know that you will interpret as needed. You also may be asked to interpret at an IEP or other meeting with parents. Again, establish the expectations with all parties present at the beginning of the meeting. Are you expected to give a verbatim repetition of everything said, or just summarize? Are you expected to interpret all conversations in the room, including “sidebar” discussions, or just the main discussion? When interpreting for parents at a meeting, it is very important that you carefully portray everything that is said by both parents and school staff in an honest and straightforward fashion. It would be illegal to change or alter the meaning of what either party said in any way. As an interpreter, you must never state your own opinion. NON-ACADEMIC S U P P O RT S NON-ACADEMIC SUPPORTS 1. Adaptive equipment 2. Lifting/Transferring 3. Toileting 4. Diapering 5. Feeding 6. Wheelchair use 7. Playground and lunch supervision 8. Speech and language development 9. Motor development 10. Sensory issues ADAPTIVE EQUIPMENT The greatest gift we can give a student with a disability is the opportunity to be independent with the ability act for him or herself. We can do this in a variety of ways. One tool for independence is the use of adaptive equipment when appropriate. This equipment can be anything a child needs or uses to ensure success at school, as specified in the child’s Individualized Education Program (IEP). There are no federal guidelines in the Individuals with Disabilities in Education Act (IDEA) for adaptive equipment; instead, each school must assess and evaluate the needs of each individual in order to provide adaptive equipment that bests suits the student’s special needs. Wheelchairs and Positioning Chairs - Some students with disabilities cannot use regular chairs or desks and might require a personalized wheelchair or positioning chair. These are usually custom-made for the individual's needs and can be expensive. A customized wheelchair will have vinyl-covered supports that help make the student comfortable and able to participate in classroom activities. A positioning chair, or modular seating, is designed with side bars, back support and straps to maintain the best sitting position and comfort for the user. Positioning Devices - A student with a broken leg might need an extra chair or a special support pillow may be required. A student with Cerebral Palsy might need a bean bag, bolster or wedges in order to take her place at circle time with classmates. A Physical Therapist may work with the educational team to provide and train on how to use the equipment safely with the student as well as with adults who might help move the student to and from the equipment. Another positioning device is a stimulation pillow which may be useful for students with ADHD or autism. This allows a certain amount of "wiggle room" when the student sits on the air-filled pillow and might help to increase attention span. Some students cannot move by themselves and need equipment designed to help them. The objective when using this equipment and positioning students is to keep the student safe, comfortable and in a natural position. When assisting students in changing positions, always check for reddened areas. These areas may be a warning that pressure sores may be developing and that more padding or more frequent changes of position are needed. Communication Device – If a student has a speech or language impairment, adaptive equipment known as augmentative communication devices may be supplied. These can range from simple devices such as commercially available picture symbol software and communication boards to high-tech choices such as voice output devices or computers. These devices provide a method for the student to communicate an interact with others. A Speech-Language Pathologist may help the student learn to use the device, while a Special Education teacher or paraeducator will assist the student in using the device in the classroom. Personal Needs - Sometimes, adaptive equipment is needed in the restroom. Side rails and extended toilet seats help those who have trouble getting up and down off a standard toilet. Some students might need a changing table or other equipment. It is critical to provide privacy and preserve the individual's dignity when choosing equipment of this type, while still ensuring maximum independence. Adaptive equipment also could be used for grooming, such as brushing hair or teeth. Modified eating utensils or non- skid plates are types of adaptive equipment for use while eating. In some rare circumstances students with physical disabilities may require a left device to transfer out of their wheelchair onto the toilet, changing table or adaptive equipment. When using a life to transfer a student, a sling is placed under the student and then hooked into the lift which bears the student’s weight. Always check to make sure the student’s limbs are placed safely in the sling prior to any movement of the lift. DO NOT ATTEMPT TO DO THIS WITHOUT THE PROPER TRAINING BY A QUALIFIED PROFESSIONAL. Walkers - Some students might be able to walk but have problems with balance. Walkers can be something as simple as a cane or crutches, or a more complex device with seating in the frame for a student who tires easily or cannot support his or her body weight. Book bags can be hung from older students’ walkers but could disrupt the balance of a younger child. Standing Equipment - Therapists might recommend that a student remain standing for a certain portion of the day. This is usually done to strengthen leg muscles and improve balance and circulation. Standers are special adaptive equipment that provide back and leg support. Standers are made for people of all ages and as a student grows, new equipment is obtained as appropriate for their height and weight. Students can be equipped with a work table that allows a student to do classroom activities from a standing position. Just remember that each student has individual needs. You should be specifically trained to use any of the special equipment your students may need. If you have any concerns at all, always communicate this to your supervisor. Safety first! http://www.ehow.com/about_5120924_adaptive-equipment-special-needs-child.html Related Activity ACTIVITY ADAPTIVE EQUIPMENT Adaptive equipment might be a Velcro glove for recess play, a large monitor for the computer, a voice output device so the student can answer questions or, a calculator for math problems. Staff such as an Occupational or Physical Therapist, SpeechLanguage Pathologist, Orientation and Mobility Specialist, or Vision Specialist can help teachers and paraeducators solve disability challenges in creative ways. Fresh eyes make fresh solutions! First, identify adaptive equipment being used by your students, and then add any new ideas you may have. Students Adaptive Equipment LIFTING/TRANSFERRING Transferring a student is frequently a two or three person job even if the student is not very large. Check with your school district for their guidelines about how much weight each person should lift. Many students cannot assist or bear weight. They also may react in ways that make it difficult to move them. When moving a student, always plan the job first, leaving room for good footing. Have the necessary equipment as close as possible, while still leaving room to maneuver. Always, always get help if the student is awkward to lift or weighs more than one fourth of your weight. Use the big muscles in your legs, buttocks and abdomen for lifting. Your back muscles are only used to steady your back and keep it straight during lifting. Use your core muscles by holding in your stomach muscles as much as possible. Step around rather than twisting when you change direction during a lift. Related Activity TRANSFERRING STUDENTS WITH PHYSICAL DISABILITIES TRAINING REFERENCE GUIDE Elementary Level These are general instructions for transferring elementary-aged students in these situations: 1. Transferring from floor to wheelchair. 2. Transferring from a wheelchair to a chair. 3. Transferring to a toilet. 4. Transferring to a changing table. 5. Transferring to a standing table. 6. Transferring to a walker. 7. Transferring to a tumble form. 8. Transferring to a vehicle. Teachers, paraeducators and volunteers may be required to transfer students with disabilities during the normal course of their duties. Your job orientation may include viewing the video “Transferring Students with Physical Disabilities Part I and Part II”. The written summary of the videos is included within this section. California Department of Education, Special Education Division THE PARAPROFESSIONAL'S ROLE IN INCLUSIVE CLASSROOMS (PART 1 & 2) 1107 9th Street, 4th Floor Sacramento, CA 95814 (916) 492-4013 [email protected] www.wested.org/ca/cpei/view/pj/204 Video Communications - Safety Training Transferring Students with Physical Disabilities Part I & Part II Tel 800.288.5343 4120 Cameron Park Dr. #302, B Cameron Park, CA. 95682 Transferring From Floor To Wheelchair Many transfers can be made with the assistance of the student. Make sure you understand the capabilities of each student with a physical disability prior to beginning the transfer. 1. Set the brakes on the wheel chair. 2. Communicate with the student what you are going to do before you do it. 3. The student may be able to assist in the transfer. 4. Once the student is aware of the transfer, he/she can actively assist in the transfer. 5. When lifting the student off the floor, break the lift into small steps. 6. Make sure the straps on the wheelchair are in place. 7. When placing the student into the chair: • bend his/her body so they will be in the right position. • keep your body close to the chair to reduce back strain. • make sure the student is securely positioned into the chair. 8. When transferring a student from the chair to the floor, squat into position to place the load on your legs, not your back. 9. During the transfer always keep your back straight. 10. The body mechanics in this sequence will apply to all the transferring techniques in this training guide. Transferring From A Wheelchair To A Chair 1. Start by putting the brakes on. 2. Remove the foot straps before starting the lift. 3. Communicate with the student so he/she can help. 4. Just before the transfer, take off the seat belt. 5. Keep your knees locked against the student’s shins to prevent a forward fall. 6. Use two people to make the transfer if possible. 7. TWO PERSON LIFT • Plan the move ahead of time. • Lock your knees against student’s shins. • One method –Each person hook their hands underneath the student’s arms and then lift. • Alternate method –Lock the hands behind the back of the student for more security and support. • During lift keep knees bent and your back straight. Transferring To A Toilet 1. While transferring the student from the wheelchair to the toilet: a. Do not TWIST AND TURN simultaneously. b. Turn yourself and student by taking a series of small steps. c. Let the student help by grasping the bars and bearing some of the weight. d. When assisting in taking off the pants, let the student rest against your leg. e. Keep your body next to the student’s body and take small pivoting steps. f. When lowering to the toilet, bend your knees and keep your back straight. 2. Transferring to a toilet is one of the most frequently used techniques. Learn to use it successfully, as it is essential to your safety. Transferring To A Changing Table 1. This requires lifting the student to an elevated surface: a. Hold the student close to your body. b. Place hand on the back of the child’s neck for support. c. Keep your hand on the student’s body so he/she cannot roll off the table. 2. When changing REMEMBER health and sanitation issues must be addressed: a. Wipe down the changing table using a disinfectant approved by your district. b. Be sure to use the disinfectant between children being changed. c. ALWAYS WEAR PROTECTIVE GLOVES to protect against blood borne pathogens. d. Properly dispose of gloves in an approved container. Transferring To A Standing Table 1. The standing table is important for bone development and weight bearing activities. By using the standing table students are not likely to develop contractures. 2. Key points to remember: a. The student’s legs must not be kicked out from the wheelchair. b. Fold the student’s feet back onto the struts. c. Put your knees against the student’s shins using your quads rather than lower back. d. Let the student help or assist you during the lift if they are able. 3. Transfers to equipment like the standing table are critical to the development of those with physical disabilities. Transferring To A Walker 1. Important issues to consider when transferring to a walker: a. Lock the brakes on the walker, stand behind it and brace it during the transfer. b. Always check with the Physical Therapist prior to the first transfer to follow safe procedure. c. During the lift you must keep your back straight. d. This lift illustrates the importance of physical conditioning. e. Keep your hand firmly on the student while you are in the process of buckling him/her into the walker. Transferring To A Tumble Form 1. The tumble form allows students to participate in activities at the same level as their peers. a. When lifting a student OUT of the tumble form remember to bend at the knees and let your legs bear the weight. b. When placing the student IN the tumble form, squat into position. c. Once the student is in the tumble form, remember to buckle him/her securely. Transferring To A Vehicle 1. Use two people to transfer a student to a van when one person cannot handle the transfer safely. Two examples are: a. When the student is more than 50 pounds use two people. b. One person should sit inside the vehicle and receive the student. c. The second person will follow these steps: • Brace yourself against the student and lift. • Pivot your legs, not your back. • Take small steps keeping your body close to the student. d. The person in the car reaches out to receive the student while still seated. They grasp the student under his/her arms and his/her legs. e. The other person bends at the knees, using her legs as much as possible and imitates the lifting procedure. f. The student is placed into position in the vehicle and then belted into place. 2. When making a transfer to a vehicle there is a point during the move where part of the weight is on your back. The second person reduces the stress. Remember to keep this in mind. You will be effective in helping these students only as long as you stay healthy. By following the lifting and carrying techniques described in the training document you will lessen your chance of back injury. Secondary Level These are general instructions for transferring secondary level students in these situations: 1. Transferring using a lift. 2. Transferring from a wheelchair to chair. 3. Transferring a student with Athetoid Cerebral Palsy. 4. Transferring from a wheelchair to a car. 5. Transferring from a wheelchair to toilet. 6. Transferring a student who can assist. 7. Communicating with the student. Using a Lift Lifts are designed for students with low muscle tone, severe body tremors or those too heavy for one person to lift. This is to be done with a minimum of two people for the safety of the student and assistants. 1. Prior to the transfer: a. Set the brakes on the wheelchair. b. Remove the seat belt. c. Remove the abductor. d. Bring over the sling and place the long part along the torso and the shorter part under the legs. e. Bring over the lift. 2. To prepare the lift: a. Set the brakes on the lift. b. Attach the hooks to the sling. c. Make sure the hooks face outward so they don’t get snagged on the wheelchair. d. Designate one person to crank up the lift and designate the other person to support the student’s head and neck during the transfer. 3. To make the transfer: a. Crank up the lift, making sure to support the student’s head and neck. b. Check the pathway for obstructions before releasing the brake and moving the lift. c. Release the brakes from the lift. d. Wheel lift to the platform supporting the student’s head and neck during the move. e. Set the brakes before lowering the student into position. f. Slowly lower the student into position on the platform. g. Remove the hooks and the sling from the student’s torso. TIP: Try communicating with the student before starting the transfer. The student may be able to assist in positioning. Transferring From a Wheelchair to a Chair 1. Prior to the transfer: a. Set the brakes on the wheelchair. b. Release the seat belt. c. Remove student’s feet from foot rest. d. Swing the footrest back & out of the way. e. Have the student move forward toward the edge if able. 2. During the transfer a. Have student’s feet together and ready to bear weight. b. Chair must be in close proximity to wheelchair. c. Grasp student in firm grip underneath his/her arms. d. Have the student hold onto your waist if able. e. When standing student up make sure your feet are far apart. f. Have student bear some of the weight if possible. g. Pivot to the chair making sure to turn. DO NOT TWIST OR YOU COULD STRAIN YOUR BACK! h. Keep your back straight, knees bent and take small steps. i. Lower student into chair while keeping back straight and knees bent. TIP – Always maintain proper body mechanics during a transfer. Keep your back straight, knees bent, feet far apart and remember to pivot, not twist. These are the most important points of avoiding back injuries during a transfer. Athetoid Cerebral Palsy A student who has Athetoid Cerebral Palsy may make sudden movements. You must always maintain good balance so as not to lose your balance. Try to anticipate some of the movements. 1. When making the transfer: a. Student should move forward to the edge of chair if possible. b. Slide him/her off chair and then stand him/her up. c. Make sure you have a stable base when standing. d. Keep your back straight. e. Keep your feet far apart. f. Be prepared for sudden movements that can knock you off balance. g. Slowly lower him/her into place, maintaining proper body mechanics. Understand the differing characteristics of students to create a far safer environment for yourself and the student. If student is unable to assist with lifting, have another adult assist. Transferring To A Car 1. Make sure you maintain proper balance throughout the transfer and be careful of any sudden movements: a. Make sure the brakes are on. b. Remove the seat belt. c. Get the student to place his/her feet on the ground if able. d. Maintain good body mechanics: • Back straight • Knees bent • Feet far apart 2. Lock your hands behind the student’s back during the transfer. 3. Buckle student into the car with the seat belt. Transferring To A Toilet 1. Two person transfers are done when a person can’t bear his/her own weight, when he/she cannot assist or when they are too heavy for one person to lift. 2. When making the transfer: a. Check to make sure the brakes are set. b. Remove seat belt. c. Place wheelchair close to toilet. d. Lift student out of wheelchair by placing your hands under the student’s arms and under his legs. e. Use proper body mechanics: • Keep your back straight. • Keep your feet far apart. • Lift with legs, not with your back. 3. Maintain a secure grip on the student while assisting with garments. 4. Maintain a secure grip on the student while he/she is on the toilet. Transferring a Student Who Can Assist in the Transfer 1. Brakes must be set, seatbelt removed and student’s feet out of footrests. 2. Get student to slide forward on seat of wheelchair. 3. Grasp student’s forearms and using proper body mechanics slowly stand him upright. 4. Maintain a straight back as you stand upright. 5. Maintain a strong grip on student’s forearms to allow him/her to balance themselves. 6. Pivot the student from wheelchair to platform: a. Take small steps. b. Maintain a secure grip on forearms. c. Keep back straight. d. Lower student into place using proper body mechanics.. 7. BE SURE YOU UNDERSTAND STUDENT’S CAPABILITIES BEFORE YOU BEGIN THE TRANSFER. Remember that the health and safety of student depends on you staying healthy and safe. Related Activity ACTIVITY LIFTING/TRANSFERRING Observe the transfer of an individual student and then list the steps that were followed. 1. Name of Student:_________________________________ 2. Disability: ______________________________________ 3. Transfer from: ______________________ to ____________________________ 4. List the steps that were followed: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ TOILETING Students with special needs who need assistance using the toilet must be observed at all times while in the bathroom. It is better if the student can use the same seat or pottychair. Excreta must be emptied and the potty rinsed after each use. A male student who uses a urinal must have his own marked with his name and kept off the floor. • You and the student should wash hands before and after toileting. • Check for supplies before starting: toilet tissue, wipes, gloves, and a diaper as needed. • The student should sit on the toilet no more than 10 minutes. DIAPERING Many of our students wear diapers. There are two dangers involved when changing diapers: 1. Germs can be spread by feces or urine on hands to mouths. 2. Students must be handled carefully because they may have thin bones that break very easily and/or have joints that bend differently. Good tips to follow: • Always wear gloves. • Be sure everything you need is on hand: clean diapers, wipes, gloves, change of clothes (if needed), and plastic bags for placing dirty and soiled items. • Never leave a student unattended on the changing table, and use the safety belts if provided. Keep one hand on the student at all times. • Place student on disposable pad. • Roll the student side to side if needed to make the diaper changing easier. • Use a cleansing wipe and wipe the genital area from the front to back side. • Remove the dirty diaper as soon as you can. Put it in a plastic bag along with the soiled wipes and dirty gloves. • Reposition the child to a safe position, then knot the waste bag and place it in a lined garbage container. • Wipe the changing area with a cleaning solution. • Thoroughly wash your hands. • Be sure to record the estimated amount and consistency of excrement or urine on the individual student’s toileting chart. FEEDING Positioning a student before feeding is important. A normal sitting position with the head slightly forward is ideal. Students should be as independent as possible while learning to feed themselves. It can be very messy when they are working on feeding themselves but it should be greatly encouraged. Some students have difficulty chewing and some can easily choke. The texture of the food is important as well as the amount of food. Some questions to ask are: • Is optimal postural alignment achievable? • Are feet and arms supported by a flat surface (not dangling)? • Is there adequate flexion at the knees? • Are hips resting symmetrically against a supportive surface? • Is trunk upright and symmetrical? • Is a neutral head position assured for most effective swallow and eye contact? • Has the family, all feeders and needed specialist participated in the development of a feeding plan? • Has needed medical information (including physician orders and nutrition requirements) been received and factored into this feeding plan? • Have nutritional needs been addressed? • Has needed feeding equipment been identified and obtained? • Has the most effective sequence been determined? Related Activity ACTIVITY FEEDING Choose a student from your class who needs help with feeding and list 3 strategies you will use: 1. __________________________________________________ 2. __________________________________________________ 3. __________________________________________________ WHEELCHAIR USE Wheelchairs are modified for the individual’s needs. Before moving a student to or from a wheelchair, be sure to put on the brakes. There are different types of brakes located on different parts of the wheelchairs. Some wheelchairs have hand brakes located at the front of each wheel. Others may have a foot brake located at the back of the wheelchair. Make sure that all the straps are secured after placing the student into the chair, and unfastened before moving the student out of the chair. (Always secure the brakes before leaving a student in a chair.) Some wheelchair safety guidelines are: • Avoid treating wheelchair users as if they are sick or paralyzed. • Ask permission. Ask the wheelchair user if he/she would like assistance before you help. It may be necessary for the person to give you some instructions. An unexpected push could throw the wheelchair user off balance. If the student is nonverbal, always talk to the person and let them know that you will be moving them and where they will be going. • Be respectful. A person’s wheelchair is part of their own personal body space and should be treated with respect. Don’t hang or lean on the chair unless you have the person’s permission. • Speak directly to a person in a wheelchair. If the conversation is lengthy, sit down or kneel to get on the same level as the person in the wheelchair. Never exclude the person from conversations. They may not have the mobility you do but their hearing is probably excellent. Also, avoid patting them on the head. This could be degrading for the person in the wheelchair. • Be aware that some wheelchair users can walk. Some students may also be able to use a walker, cane, braces, or crutches to walk. Some students in a wheelchair may use a wheelchair to conserve energy or to move about more quickly. • Always use two hands to push a wheelchair and keep all four wheels on the ground. • When moving around a corner, go slowly and check for a clear path. • When moving on an uneven surface, go slowly down an incline and be aware that the wheelchair may lean on a steep driveway. • When going up or down a curb, pull the chair backwards using the larger wheels first. • When maneuvering on grass, remember that the front wheels are smaller and may dig into the grass. Go slowly and smoothly. If stuck, carefully lift the front wheels to start going forward again or turn around and pull the student backwards using the rear big wheels. • Notify the teacher if the wheelchair appears to be too small for the student or is in need of repair or adjustment, especially the brakes, seat belts, or other safety equipment. Related Activity ACTIVITY WHEELCHAIR USE Please read the following statements and mark them with either a “T” for “True” or an “F” for “False”: 1._____Speak directly to the person in the chair, and if the conversation is lengthy, sit down or kneel to get on the same level as the person in the wheelchair. 2._____It is safer to push a wheelchair with two hands and use the handles. 3._____Wheelchairs are “one size fits all” and they do not need to be customized for the user. 4._____All brakes on wheelchairs are the same. 5._____If brakes LOOK like they are touching the wheel of the wheelchair, you can assume that they are in the “on” position. 6._____Avoid sudden, jerky turns and areas where doors are open. 7._____It is easy to push a wheelchair on a grassy or uneven surface. 8._____The brakes on a wheelchair should be set whenever a wheelchair is stopped or at rest. 9._____The student’s seat belt should always be worn while he/she is seated in the chair. 10.____The wheelchair will lean on a steep driveway. 11.____If you are in a wheelchair, then you can not walk. 12.____You cannot ride a public bus if you are in a wheelchair. 13.____There are special places for people in wheelchairs to sit at the movie theater. 14.____All public bathrooms have to be wheelchair accessible. 15.____It is ok to use a student’s wheelchair when they are not seated in it. PLAYGROUND AND LUNCH SUPERVISION What rules are already in place for students attending your school? These are the rules that our children must also abide by. We might have to make accommodations for them, but they should never be allowed to break the rules. Consistency is the key to success. Practicing social skills that will enable students to have a positive experience in the cafeteria, lunch area and playground are essential. These areas are breeding grounds for any and all inappropriate behaviors for our students. They may see this time of day as a “free-for-all.” The following strategies can be used for proper behavior in the cafeteria, lunch area and/or playground. Strategies: The teaching of simple manners, saying “please,” “thank you,” “you’re welcome” and “excuse me,” need to be included in all areas of a child’s day. The more they practice, the more natural it will become for them. The cafeteria is a perfect place for practice. • Role playing – practice having the children line up before lunchtime so that students can experience who is in front of them and who is behind them. • Social Narratives – A social narrative is an intervention strategy that teaches children self-awareness as well as self-calming and self-management skills through the use of a positive short story written by the teacher or paraeducator. • Modeling – this is a technique where the teacher or paraeducator demonstrates appropriate response to social situations. • When needed, review all cafeteria, lunch area and playground rules before each recess. Cafeteria Lining up is a big deal for some students. Initial communication with the teacher and/or special ed teacher is important. Many of our children get anxious, angry and/or upset if they aren’t in the front of the line. This needs to be handled before lunchtime. If there are individual students who may trigger inappropriate behaviors in each other, one strategy may be to separate them. Consult with the teacher about how to best handle the situation. Remember when entering the cafeteria, students are entering an atmosphere filled with sensory overload, not to mention that they are hungry. Some students may also be stubborn about their eating habits. What they are getting for lunch (if they are buying lunch) should be discussed before they enter the building. Others have issues with certain foods, textures, smells, tastes, etc. It is a good idea to take a “field trip” to the cafeteria on the first day of school and meet the cafeteria staff. Explain and practice the process of giving a ticket, name, or money. Repeat daily for at least a week to help teach and desensitize. Eating Area The student will need to find a place to sit. Again, please be aware of things that may trigger individual students. They need to clean up after themselves as much as possible. Remember, the goal is for them to become as independent as possible. Of course, there are times when a student just physically can’t do something. For example, a student with Cerebral Palsy may need help opening the milk carton, or a student with visual impairment may need you to walk him/her safely to a place at the table or help them to count the paces to where they sit. Playground One would think that this would be the joy in any child’s day, however, some students may show anxiety on the playground. The playground may pose safety concerns or they may not understand how to interact socially or follow the rules of games. This is an area where rehearsal is essential and can alleviate anxiety. Strategies: • Social Narratives – Some key stories for the playground should include winning and losing, and taking turns. • During a pre-planned time of the week, with permission from the teacher, take the student on the playground and teach them the rules of one game. In many cases they will not want to play, but it’s important to encourage them to learn at least one game. Consult with other students in the class as to the rules of the game. They change from school to school and from grade to grade. If you can arrange to have a few typical peers teach them the game, that would be optimal. • Remind students about the rules of winning and losing and taking turns. For example, say “Yesterday, you won! Today, James won. Tomorrow, we will see who wins.” Related Activity ACTIVITY PLAYGROUND AND LUNCH SUPERVISION List three strategies you will use to help students be more successful at lunch, during break times, or on the playground: 1. __________________________________________________ 2. __________________________________________________ 3. __________________________________________________ SPEECH AND LANGUAGE DEVELOPMENT TERMS YOU MAY HEAR Speech-Language Therapy is also referred to as: - Speech Therapy - Language Therapy - Communication Therapy - Pragmatic Therapy Speech-Language Pathologist is also referred to as: - Speech/Language Therapist - Speech Therapist - Speech Specialist - Speech Teacher TYPES OF THERAPY Pragmatics Therapy: Student is working to use their language skills appropriately in social and educational settings. They may have difficulty following the topic of a conversation, or wanting to only talk about subjects of interest to them. In the classroom they may call out answers without raising their hands or make inappropriate comments. These students also may have difficulty reading the body language of others to determine their conversational partners’ level of interest in the conversation, or they may give off negative signals by using inappropriate body language, such as turning away, poor eye contact, etc. Therapy may focus on helping the student stay focused on the topic of conversation, turn taking skills, reading body language, practicing appropriate body language, and determining comments that are appropriate to say out loud vs. those you should keep to yourself. Language Therapy: Student is learning to use age appropriate language skills. These may include appropriate pronoun usage, plurals, word order for sentences, vocabulary development, and understanding skills. Therapy may focus on working on flash cards to teach these skills, comprehension questions regarding reading passages or conversations, or practice describing pictures or giving directions. Speech Therapy: Student is learning to produce sounds appropriately. The student will frequently substitute a sound that is easier for them to say for the more difficult sound. For Example th for s or w for r. Therapy may focus on correct placement of the tongue in the mouth, saying the sound by itself or saying the sound in a sentence. Communication Therapy – Augmentative/Alternative Communication (AAC): The focus of this therapy is to provide a student whose speech is not intelligible, or who is not able to speak, a method to communicate. Students will be taught to use a variety of different methods to communicate their needs and wants. These methods may include: picture symbols/photographs/sign language, communication boards, communication books, and speech generating devices. Students may learn to access these methods by directly touching a picture, using eye gaze to look at a picture or using a switch to make a speech generating device scan. Work with the special education teacher or Speech-Language Pathologist for ideas on how to assist your student(s) in speech or language development. They will be able to explain the cues/prompts that help the student understand appropriate language to use to get your message across to the student and wait time necessary to allow the student to process what you have said. Remember, our goal is to assist students to be as independent as possible. This means encouraging and supporting students in communication as best they can! 4 Related Activities ACTIVITY #1 SPEECH AND LANGUAGE DEVELOPMENT Pragmatics Therapy Observe a conversation between a staff member and student. Note whether the student maintains the topic of conversation, takes turns appropriately and uses appropriate body language. Jot down your observations. ACTIVITY #2 SPEECH AND LANGUAGE DEVELOPMENT Language Therapy Observe a student who receives language therapy. Note whether their language usage appears to be at the same level as their peers. Note their word choices and sentence length. Do they provide a lot of detail or only give you the basic information? Is the word order correct? Jot down your observations. ACTIVITY #3 SPEECH AND LANGUAGE DEVELOPMENT Speech Therapy Make an “s” sound and then a “th” sound. Jot down what you do with your mouth/tongue to make these two different sounds. ACTIVITY #4 SPEECH AND LANGUAGE DEVELOPMENT Communication Therapy Take 10 minutes during the day and do not speak. Try to communicate your needs by gesturing, signing, writing or, drawing pictures. Jot down your feelings. MOTOR DEVELOPMENT Students in Special Education may have goals for motor skills, which may include FINE or GROSS motor. Examples of Fine Motor Skills: - Writing - Dressing - Buttoning - Cutting with scissors - Playing with Legos Examples of Gross Motor Skills: - Walking - Running - Climbing stairs or ladder on play equipment - Sitting up independently - Throwing a ball In working with Special Education students, our goal is always to assist them to be as independent as possible. This means that we want to encourage them to practice and use their motor skills as much as they safely can. Some students have extra support from professionals such as an Occupational Therapist (OT) or a Physical Therapist (PT). In schools, the OTs address the activities of the classroom and playground, and the PTs focus on safety and access to the educational environment. If you are working with a Special Education student who has motor goals, you should be aware of what they are and how you are to work on those goals. Some students may be required to practice skills such as walking, climbing, or strengthening one or more times every day. If you are asked to do this, please make sure to assist the student in practicing the skill, and make a record that it was done. Ask the Special Education teacher, OT or PT for a data log on which to record that the skill was worked on with the student. Some students with physical challenges will become dependent on the adults around them to do physical tasks for them. Our goal in Special Education is to encourage them to do as much as possible for themselves, and to only provide help or support if they absolutely need it. Related Activity ACTIVITY MOTOR DEVELOPMENT Work with the Special Education teacher to develop a Task Analysis involving physical steps to be performed by one of your students. (Ideas may include putting on a sweater, pulling up pants or washing hands after using the toilet, cutting out a circle, opening a container, placing items in backpack, climbing the monkey bars, etc.) Work with the student to perform the task, noting the level of independence for each step. A sample Task Analysis Form is provided. Work Competencies & Basic Skills Task Analysis 1 STEPS Description of Steps: (below) Trial 1 Trial 2 Trial 3 Trial 4 Trial 5 Date: Date: Date: Date: Date: Observer: Observer: Observer: Observer Observer 1 2 3 4 5 6 7 8 Prompt Key: Independently Gestural Verbal Light physical prompt Full Physical prompt Unable to complete task I=5 G=4 V=3 LP =2 FP =1 U= 0 Observation Notes Date: __________ Date: __________ Date: __________ SCORE Name: _______________________ Behavior or Task: __________________________________________________ Review Dates Obs. Task Overview: SENSORY ISSUES “Some challenging behaviors in the classroom may be due to a child either seeking or avoiding certain sensory input.” (Spitzer, 2004) What does “sensory mean? “Sensory” information is any information the brain receives about touch, smell, sound, sight, proprioception (activities that jar the joints and make the brain aware of the body in space), and vestibular (movement). What is a sensory diet? A sensory diet is an intervention strategy used to help people with sensory processing disorders understand and make sense of sensory information. A person with a sensory processing disorder has a hard time correctly processing sensory information. Motion sickness is a type of sensory processing disorder because the brain is not appropriately registering vestibular information. Decreased attention to a task, insisting on large personal spaces, difficulty with transitions, self-stimulatory behaviors, poor motor planning skills, and/or avoiding movement activities can be indicators of a sensory processing disorder. What does a sensory diet do? A sensory diet “re-wires” the person’s brain to help it correctly interpret sensory information. When a person is correctly interpreting sensory information, then the person is going to be able to function more successfully in their work (i.e. school) and home environments. Each person has an individual set of sensory needs. An Occupational Therapist determines what the individual sensory needs are of students. Then sensory strategies can be implemented in order for students to achieve optimal alertness levels and attention to tasks. Related Activity ACTIVITY SENSORY ISSUES Rate on a scale of 1-5 how much the following bother you. Discuss with the teacher how sensory issues impact the students you work with. Bother me: Not at all Some A lot 1. Tight pants, waist……………………………………….. 1 2 3 4 5 2. Scratchy sweater………………………………………… 1 2 3 4 5 3. Long sleeves…………………………………………….. 1 2 3 4 5 4. People in close proximity (ie, elevator, bus)………….. 1 2 3 4 5 5. Loud talking on cell phone at next table in restaurant.. 1 2 3 4 5 6. Bright florescent lights…………………………………… 1 2 3 4 5 7. Loud radio in car…………………………………………. 1 2 3 4 5 8. Movies shot with hand-held camera…………………… 1 2 3 4 5 9. Roller coaster……………………………………………. 1 2 3 4 5 10. Dimly lit rooms……………………………………………. 1 2 3 4 5 11. Strong perfume…………………………………………… 1 2 3 4 5 B E H AV I O R A N D S O C I A L S K I L LS BEHAVIOR AND SOCIAL SKILLS 1. Positive Behavior Support Plans 2. Observation for determining reason for behavior 3. Charting behavior 4. ABA strategies 5. Social skills 6. Social narratives 7. Reinforcement 8. Prompting 9. Fading 10. Transitioning between activities POSITIVE BEHAVIOR SUPPORT PLANS The Ventura County SELPA promotes Positive Behavior Support (PBS) which is a philosophical viewpoint for addressing problematic behaviors in students. The basic ideas of a PBS are: • All behavior communicates something for the student (a want or need). • If we only punish a student after the misbehavior occurs, we will not make a lasting change in the behavior, as it may only be temporarily suppressed. • We must teach students new, appropriate ways to communicate their wants and needs. • There are many accommodations to the school environment that can be made to reduce the incidence of (and need for) non-desired behaviors. • Teaching new, more appropriate behaviors requires a continuous process of modeling, prompting, shaping and reinforcing – just like teaching any new skill. Many children with IEPs have what is called a Positive Behavior Support Plan. The plan is written by either the special education teacher and/or the school psychologist with input from parents, teachers, instructional aides and other IEP team members when appropriate. A sample of this document will be given to you by the special education teacher. You are not responsible for writing it, but will be responsible for the implementation of the plan with the guidance of the case manager. Many things written down on paper look good, until you have to implement them. It is often so with behavior plans. Implementing a behavior plan is a team effort. The support of the people on the IEP team is mandatory, especially those working on campus. Children need consistency and a behavior plan needs to be consistent. Here are some tips: 1. Read the plan. 2. If there are things that you don’t understand, ask the case manager or the classroom teacher. 3. Make sure you have the charts, stickers, rewards, special materials*, etc. that you will need. If the plan doesn’t seem to be working tell the case manager, make suggestions. 4. Don’t be afraid to ask questions. Please! * See attached “Teacher’s Toolbox” with lots of tools. 2 Related Activities ACTIVITY #1 IMPLEMENTING BEHAVIOR PLANS Answer the following statements: ___ 1. I understand district policy and procedures regarding the discipline of all our students. ___ 2. I understand the student behavior plan(s) that have been developed for our students. ___ 3. I understand effective strategies for dealing with verbal aggression and other forms of resistance. ___ 4. My role is as follows in: • Observing and charting student behavior ______________________________________________________________ ______________________________________________________________ (see section on Observation and Charting) • Correcting student behavior ______________________________________________________________ ______________________________________________________________ • Enforcing school and class rules ______________________________________________________________ ______________________________________________________________ • Assisting students with social skills and conflict resolution ______________________________________________________________ ______________________________________________________________ • Assisting in crisis intervention ______________________________________________________________ ______________________________________________________________ • Maintaining school and classroom safety ______________________________________________________________ ______________________________________________________________ ACTIVITY #2 IMPLEMENTING BEHAVIOR PLANS Using the Positive Behavior Support Plan given to you for a student, please address the following: 1. What is the problem behavior? ________________________________________________________________ ________________________________________________________________ 2. What is the replacement behavior? ________________________________________________________________ ________________________________________________________________ 3. What are the two things which should be done to teach the replacement behavior? • __________________________________________________ • __________________________________________________ 4. What should staff do if the problem behavior occurs? • __________________________________________________ • __________________________________________________ A S S EMBLED BY : CHRIS TA JOHNS ON BEHAVIOR S PECIALIS T V ENTURA COUNTY S ELPA For: All the busy teachers and professionals in special education who work with difficult student behaviors every day and need additional, concrete resources. Inspired by: All the busy teachers and professionals in special education who use creative behavior strategies and techniques every day and who are simply too busy to pass on the knowledge. Thank you! Contents: • • • • • • • • • • Visual Reinforcement Board Turn Cards Work-Then-Choice Board First…Then… Board Choice Board Stop and Think Method Stop and Think Method – simplified version Wait Card Volume Control Card How Much Longer? • Social Narrative Section: o A Word (or Two) about Social Narratives o Social Narrative Templates for: 1. Behavioral outbursts/temper tantrums: Story: “Staying Calm at School” 2. Aggressive behaviors: Story: “What to Do when Someone Bothers Us” 3. Inappropriate social interactions: Story: “Saying Hi to Friends at School” Visual Reinforcement Board For students who are visual learners and who need visual prompts, reminders, and reinforcement to engage in positive behaviors. Instructions: 1. Pick four behaviors that you would like to reinforce and specify (e.g., hands and feet to self, raising hand to speak, saying what I want with nice words, doing my work, following directions, etc.) 2. Find pictures that represent the four behaviors (e.g., photographs, drawings, Boardmaker pictures). 3. Find three items or activities the student finds reinforcing and motivating and that are feasible given the school environment (e.g., working on the computer, going for a walk, playing on the playground, helping tasks, etc.) 4. Find three pictures that represent the reinforcers (e.g., photographs, drawings, Boardmaker pictures) 5. Specify tokens that are meaningful for the student (e.g., smiley face stickers, stickers depicting favorite cartoon characters, pennies, buttons, etc.) 6. Copy Reinforcement Board and laminate, along with any pictures and tokens. 7. Attach velcro to Reinforcement Board and tokens 8. Determine the reinforcement schedule: how often will the student receive a token, how many tokens are needed for the reward (4 out of 5, 3 out of 5), and the reward schedule (e.g., if token is awarded every 30 minutes, the student would potentially earn the reward after 2 ½ hours.) 9. Discuss the reinforcement system with the student ahead of time and check for understanding. 10. Have the student pre-select the reward and attach it to the “I’m working for…” rectangle. At the end of each reinforcement interval, review with the student how he/she did in the four areas. Be honest and straightforward. If they did not earn a token, remind them that they can earn their token again after … minutes and review the behaviors they need to engage in to earn their tokens. Check for understanding. Have the student attach the tokens him/herself if possible. Reinforcement Board for __________________ Behaviors to reinforce: _______________________ ______________________ Picture Reinforcement Menu Picture Picture ________________________ Picture Picture ________________________ Picture Picture I’m working for… Tokens Turn Cards For students who have difficulties waiting for a turn, letting others have a turn, and finishing a turn when it’s over. Turn cards help to clarify how many times a student will be able to do a particular thing, such as go down a slide or ride a bike around the playground. The procedure for using turn cards is usually as follows: A student is told that he/she can have so many turns and is given that number of turn cards. An “All Done” pocket or container is placed near the activity (held by an adult or attached to the activity). Each time a turn is completed, the student places one Turn Card in the “All Done” pocket. When the last Turn Card has been placed in the “All Done” pocket, the activity is finished. Instructions: 1. Copy the turn cards and the “All Finished” card 2. Laminate all cards and cut them 3. Glue the “All Finished Card” to an envelope Work-then-Choice Board Recommended for students who have difficulties engaging in nonpreferred tasks and who need to know how much work they are required to complete before they get to engage in a preferred activity. It is usually helpful for students who have work systems already in place, clearly marked with color-coded numbers. Instructions: 1. Copy and laminate the board below 2. Place velcro attachments on the circles and the square 3. Copy and laminate Boardmaker symbols representing four non-preferred activities and one choice activity 4. Place velcro attachments on the Boardmaker symbol cards to attach to the board. First…Then…Board Recommended for visual learners who have difficulties understanding when a desired activity or item will be available and who need special assistance with understanding schedules. Can also assist in helping a student with sequencing. Example: A student hands an adult a picture card that represents “I want a walk.” The adult takes the card and attaches it to the “Then” area. The adult then attaches a card representing what is required at that moment (e.g., math work) to the “First” area. The adult says, “First we do our math, then we go for a walk.” This can help to increase a student’s understanding and acceptance of schedules. Instructions: 1. Copy and laminate the board below. 2. Place velcro attachments on the squares 3. Collect Boardmaker pictures that represent activities on the classroom schedule as well as pictures of preferred or choice activities and/or items for a student, with velcro attached. Choice Board Recommended for visual learners who are easily overwhelmed by choices or who need help in understanding what their choices are at certain times. When a student shows difficulties with making a choice or is noncompliant, the teacher can place to choices on the choice board, thereby helping the student make a choice. The adult may say, “You have two choices. Do you want_________ or ______________?” Instructions: 1. Copy and laminate the board below. 2. Place velcro attachments on the squares. 3. Collect Boardmaker pictures that represent pictures of preferred or choice activities and/or items, with velcro attached. Stop and Think Recommended for students who have difficulties with unstructured situations and need visual cues to engage in the appropriate behaviors. With this method, the adult usually catches the student’s attention and, through hand signs or holding up visual signs, reminds the student to use “good choices.” The sequence in which this is done is usually as follows: • Stop • Think • Choices • What are you going to do? • The student responds (usually with the correct behavior) • The adult responds (e.g., hi-5, pat on shoulder) The student or students will need training sessions in which each sign is discussed, modeled, and role-played. Make sure that each student understands what each sign stands for. Practice in a structured setting and provide reinforcement for correct responses before practicing in the real-life setting. Instructions: 1. Copy and laminate the boards. The boards can be used for structured teaching sessions, visual reminders, or actual visual cues to use in the real-life setting. 2. Depending on the unstructured situation, cut the cards or carry the board to hold up to show to the student as needed. For students who have learned the signs and understand them, hand signs can be used in place of the actual picture. Stop and Think What are you going to do? Good choice Hi 5! Stop and Think (Simplified Version) Wait Card Designed for students who have difficulties with waiting, a Wait Card can be placed in an area where waiting is required, thereby giving an impatient student a visual cue to “wait.” Instructions: 1. Copy and laminate the card below. 2. Fold in the middle, creating a sign that can be placed on a hard surface. Volume Control Card Appropriate for students who are disruptive to others by being too noisy. The student first needs to be taught what each number on the volume scale corresponds to, through direct teaching sessions, role playing, and/or modeling. The volume control card can be posted in an area where the student tends to disruptive. When the student becomes too noisy, the teacher or other adult can point to the scale, showing the student where he or she is on the volume scale, then asking or prompting the student to “go down” the scale, until the volume is at an appropriate level. Instructions: 1. Copy and laminate the card below. 2. Post in an area where noise is an issue. 3. Point and refer to the card as needed. How Much Longer? Appropriate for visual learners who have a difficult time finishing a preferred activity or who have difficulties continuing a non-preferred activity. The How Much Longer Card can be used to show the student how much longer he or she has until the activity is finished. Instructions: 1. Cut out the “How much longer” rectangles. Glue one to the other, blank sides together. 2. Cut out the numbers. 3. Place the rectangles and numbers inside a laminating film. 4. Laminate. 5. Place five velcro pieces on each side of the laminated strip, and velcro on the back of each number. 6. Keep in an easily accessible place to pull out quickly when the student is having a difficult time. How much longer? All Done How much longer? All Done A Word (or Two) About Social Narratives Social narratives are teaching stories, written in a special way to teach students about a specific situation or a skill they need to know. What do we know about social narratives? • They are usually short, straightforward, and written in a positive, reassuring way. • Most social narratives are illustrated, due to many children with autism or similar disabilities learning best in a visual way. • Many social narratives contain “social scripts,” which are sequences of actions or communication the student can use in a specific situation. • The skill or skills that are taught in the social narrative should be cued and reinforced frequently in the real-life situation. • To learn more about social narratives, the following may be helpful: o Take a SELPA workshop on Social narratives o Take a self-study course, e.g., “Writing Social narratives with Carol Gray”, available for purchase at Carol Gray’s website (www.thegraycenter.org). o Look at completed social narratives in “My Social narratives Book” and “The New Illustrated Social narratives Book,” available for purchase on Carol Gray’s website. The website also provides helpful information for free. Social narratives can enhance some children’s understanding of a social situation and teach them important coping strategies, especially when used in combination with other methods. The following social narrative templates are “generic” and can be adapted and modified to suit a particular student’s needs. Instructions: 1. Fill in the blanks, based on the student’s particular situation and the skill or skills he or she needs to learn. 2. Modify the story as needed. 3. Make sure you don’t list too many ideas or concepts on one page. Keep it as simple and short as possible. 4. Add pictures (photographs, drawings, Boardmaker Pictures) in the blank spaces. 5. Laminate the story if needed. 6. Place the social narrative in a folder or booklet. 7. Read the story with the student at least once per day, prior to the difficult situation, until the skill has been learned and the student is using it spontaneously in real life. STAYING CALM AT SCHOOL Picture My name is ____________. I go to _____________School. I am in Teacher__________’s room. __________________________________________________________________ Picture At school we do many things. Sometimes we work, and sometimes we play. I like to _______________________. Picture Sometimes at school, I get mad. One thing that makes me really mad is: ____________________________ ____________________________ ____________________________. ______________________________________________ Picture This is ok. Everyone gets mad sometimes, even adults. The important thing is what we do with mad feelings. Picture For example, it’s not a good choice to___________________________ ____________________________ because______________________ ____________________________. ______________________________________________ There are some good choices for when I’m feeling mad: Picture 1. I can let an adult know how I feel. If I need help, I can use ___________________ to tell how I feel. Adults can help me with mad feelings. Picture Picture 2. I can take a break in the break area to calm down. In the break area, I can take deep breaths, in through my nose and out through my mouth. I can also count to 10 to help me calm down. 3. I can let an adult know what I want. If I need help, I can use ____________________________ to help me tell what I want. Adults can help me better when they know what I want. Picture If I make good choices at school, my teachers and friends are happy. ______________________________________________ Picture I can feel proud of myself for making good choices. WHAT TO DO WHEN SOMEONE BOTHERS US Picture Sometimes at school people do something that bothers us. For example, they might ___________________________ __________________________. It is important to know what to do when this happens. _____________________________________________________________ Picture When others bother us, it might make us feel _______________. We might feel like doing something to them, such as __________________________. This is not a good choice because __________________________. When someone does something that bothers us, we can: Picture 1. Say, “Stop! I don’t like that.” _______________________________________ Picture 2.Walk away. Picture 3. Tell an adult. ______________________________________ Picture When we use our words to tell others what’s bothering us, we are making good choices. SAYING HI TO FRIENDS AT SCHOOL Picture My name is ____________. I go to ___________ School. I’m in teacher __________’s class. ______________________________________________ Picture Sometimes at school I see friends. I want to say hi or hello to them. This is how my friends want me to say hi to them: Picture 1. Keep my hands down. ______________________________________________ Picture 2. Walk up to the friend slowly. Friends might get scared if I run up to them. Picture 3. Keep one arm’s length between me and the friend. ______________________________________________ Picture 4. Say hi and the friend’s name. Picture 5. Wait for the friend to say hi back to me. ______________________________________________ Picture When I say hi to a friend, it is important to be gentle. Usually friends like me to have nice hands. Picture Sometimes shaking hands is ok, if the friend wants to. ______________________________________________ Picture When I say hi nicely, my friends at school are happy. OBSERVATION FOR DETERMINING REASON FOR BEHAVIOR “Oh no, I’m not an accountant! I’m a paraeducator.” Times have changed. We have moved into a more scientific model when it comes to behavior issues for students with special needs. Where keeping data used to be a “good idea,” it has now become a mandatory part of the job. While it may seem overwhelming, it gives the IEP team essential information in supporting our students and, in many cases, changing non-desired behaviors. So while you may not see yourself as an accountant, you may start to see yourself as a competent Sherlock Holmes. All behavior is communication. Both appropriate behavior and inappropriate behaviors are forms of communication. One reason we must observe is to find out what the behavior is communicating. Students don’t usually act out just to annoy the adults, there usually is another reason. When an infant cries, that behavior is communicating any one of a few things. You put on your detective hat and investigate. You discover by process of elimination whether it’s hunger, diaper changes, teething, etc. We need to use those “parental” detective skills at our job as well. The first step is to determine what brought the behavior to surface. We call this process the A B C s of behavior: A – ANTECEDENT: What was happening before the behavior occurred? B – BEHAVIOR: What did the child do? C –CONSEQUENCE: What did they get because of what they did? Jack’s Story Jack was a third grade boy with autism. He was having trouble behaving and focusing in the general education class. When questioning the teacher about Jack’s behaviors, the Case Manager asked the teacher, “When does this usually happen?” The teacher answered, “There’s just no rhyme or reason. It happens all the time. It can be in the morning or afternoon or during any number of subjects.” The Case Manager carefully observed Jack in the classroom. It was discovered that Jack sat near a fish tank during most of the day. The noise from the motor in the tank was a sensory distraction for Jack. As subtle as the sound was, it was a distraction for Jack. Jack was moved and the behavior diminished. Not all situations are this simple. All behavior provides one or more of the following for the student: (S.E.A.T.) Sensory – seeking or avoiding some sensory input Escape – getting out of something, sometimes an over stimulating situation or non preferred task Attention – getting someone’s attention whether it’s positive or negative Tactile – getting something tangible Related Activity ACTIVITY OBSERVATION FOR DETERMINING REASON FOR BEHAVIOR Discuss with the teacher a specific behavior you want to observe. Using the attached “ABC” chart, note what happens directly BEFORE and AFTER the behavior occurs. Discuss your hypothesis with the teacher of why the student performs the behavior, and ideas for changing it. Behavior Student Name:_____________ Date: ______________ Antecedent What Happens DURING (Describe the behavior in specific terms including how often, how long, how severe) What Happens AFTER (What do adults and peers do and say? What is the consequence, outcome, payoff or result of the behavior?) Consequences (What the student is trying to communicate) Analysis of Behavior Worksheet What Happens BEFORE (Consider the time of day, environment, people, activities going on, etc.) 39 Reference to Analysis of Behavior Worksheet Things to find out: Consequences What Happens DURING Things to find out: What is the pay-off for the problem behavior? What Happens AFTER What does the student actually do? Behavior What Happens BEFORE Things to find out: What does the behavior look like? Antecedent Identify behavior triggers: What sets the behavior off? How often does it happen? How long does it last? How severe is it? Does the student perform the behavior even if no one is around or no attention is received? Does the student appear to be seeking or avoiding sensory stimulation, e.g., sound levels, increased activity levels, touch, pressure, changing activities, etc. Is the behavior part of a chain of behaviors (a Does the student escape from or avoid a task or sequence of serveral behaviors repeated as a assignment? Is a demand or request removed? chain from start to finish)? Does the student avoid an unpleasant situation Is the behavior part of a behavior cluster (one of with an adult or peers? Do peers or adults several interchageable behaviors that serve the become annoyed or angry? same purpose)? Does the student get something? Is he given something? What is the reaction of others? Is positive or negative attention given? From the student's perspective, what is gained or avoided? Does he give up? Do others give in? When is it more and less likely to occur? Is it time specific? What activities or subjects are most and least likely to trigger the behavior? Is it task or location specific? Is it due to student's perceptions of high demands? Transitions, endings or delays? Inability to deal with free time? What do people do or say that leads to a behavior? With whom are the behaviors most and least likely to occur? Is it person specific? Is it related to peer teasing or rejection? Is the behavior due to inability to communicate wants or needs? Is it due to interruption of compulsive or self-stimulation behaviors? Is the student seeking sensory input, or avoiding it? Does teh behavior occur when given a task, told to do something, when interrupted, during a transition, when ignored, when delayed, when corrected/criticized or told no? Is it due to inability to deal with talk of future activities or rewards? Or due to boredom or need for excitement? 40 CHARTING BEHAVIOR The special education teacher should let you know what you will be charting and provide the tools. You may be gathering data for the baseline of the behavior, including how often the child is displaying the behavior, the intensity of the behavior, and/or the duration of the behavior. After a behavior plan is written, you may also assist with collecting data on the ongoing occurrence of the behavior. Key behavior observation terms: Frequency – How often? Interval – Did behavior occur during interval? Duration – How long? Intensity – How serious/deep/hard/loud? Related Activity ACTIVITY CHARTING BEHAVIOR Observe a child with special needs (“child 1”) and another child (“child 2”) in the general education classroom, for a 5 min period. Place a “+” or “-“ for each 15 second interval that each student is on task. Figure percent of time for task for each. Student Name (or initials)___________________________________ Date ___________________ Time: From _____ to _____ Subject ________________________________________ Time Interval _____________15 seconds + = on task/- = off task Child 1 Child 2 Child 1: (count the “+”s) 15 ____ 15 ____ 15 ____ 15 ____ 15 ____ 15 ____ 15 ____ 15 ____ 15 ____ 15 ____ 15 ____ 15 ____ 15 ____ 15 ____ 15 ____ 15 ____ 15 ____ 15 ____ 15 ____ 15 ____ 15 ____ 15 ____ 15 ____ 15 ____ 15 ____ 15 ____ 15 ____ 15 ____ 15 ____ 15 ____ 15 ____ 15 ____ 15 ____ 15 ____ 15 ____ 15 ____ 15 ____ 15 ____ 15 ____ 15 ____ ____÷20= % time on task (count the “-“s) ____÷20= % time off task Child 2: (count the “+”s) ____÷20= % time on task (count the “-”s) ____÷20= % time off task ABA – APPLIED BEHAVIOR ANALYSIS ABA is a "learning theory." It teaches what leads to (or doesn't lead to) new skills in specific, short, repetitive lessons. This is a method of teaching children with autism and other developmental disabilities. It is based on the idea that appropriate behavior can be taught using scientific principles. Communication, academics and life skills are more likely to be repeated if they are rewarded or reinforced and less likely to continue if they are not rewarded. Eventually, the reinforcement is reduced so that the student can learn without constant rewards. ABA uses careful behavioral observation with positive reinforcement or prompting to teach a behavior, step-by-step. In the ABA setting, a child’s behavior is reinforced with a reward when he or she correctly does what is expected. Another goal of ABA is to determine what things, situations, people, etc, trigger an unwanted behavior and what happens after that behavior that reinforces the child to do it again. In an ABA model, we strive to remove negative triggers and unwanted reinforcers from the child’s environment, replacing them with positive reinforcers and desired behavior. You are not expected to engage in this type of teaching unless trained by the behaviorist, psychologist, or special education teacher. Some districts refer to ABA training by different names, such as IBI (Intensive Behavior Intervention). ABA Strategies Specific targets for intervention are chosen based on the child's individual needs. Children may exhibit behaviors such as unwillingness to comply with requests and a reduction in these behaviors is often the first intervention target. After this is accomplished, the intervention aim can shift to dealing with other learning needs, such as improving communication and social interaction. Goals in an intensive ABA program will change as the student improves or when there is a change in the environment. Treatment is based heavily on functional assessment, information, and family input. Students may work on different skill areas including receptive language, expressive communication, visual performance, mathematics, and other academic and life learning skills. Positive Behavior Support and socialization skills are incorporated into a child's program if and when necessary. Therapists use reinforcement and other behavioral techniques during the sessions to slowly shape a child's behavior. The same principles are also used to reduce non-desired behavior. For Example: During instrumental music and singing group, Kendall uses her percussion instrument (no matter what she is given or chooses) to hit another student. She does not apologize and shows no remorse. You remember that during recess or lunch, she swats whoever is within arm’s reach. Using a data collection chart and ABA strategies, you note date, time, frequency, place and the student she hits. You share data with teacher. Together, you plan behavioral changes and decide on positive reinforcers to which you both know Kendall responds. This can be stickers, extra free time with a favorite activity, holding the ball bag to go to recess, etc. You might try marking her spot on the carpet or placing chairs further apart during the group. Explain that she will choose a reward for keeping her instrument in her lap and not swatting anyone. IMMEDIATELY say, “Good listening! You are ready to play in the band. You are keeping your tambourine in your lap.” You data might indicate that swatting is Kendall’s way of trying to invite a specific student to sit next to her! Oh my goodness! Who knew? Here is an opportunity to teach her to use her words to invite that person to sit next to her. Practice with her saying, “Sophia, sit next to me, please.” Remind her that she will get to choose another reward for using her words and another reward for not hitting. WHENEVER POSSIBLE…REWARD GOOD BEHAVIOR!! http://www.brighttots.com/aba_therapy 3 Related Activities ACTIVITY #1 APPLIED BEHAVIOR ANALYSIS Watch this video: http://www.youtube.com/watch?v=iyCx-OLzgJw and answer these questions: 1. Why is reinforcement so important? _______________________________________________________ _______________________________________________________ 2. Why do we keep data on skills? _______________________________________________________ _______________________________________________________ 3. How do we select the skills to be taught? _______________________________________________________ _______________________________________________________ ACTIVITY #2 APPLIED BEHAVIOR ANALYSIS Do you have a habit you are trying to break? Biting your nails? Chewing with your mouth open? Forgetting to put a new roll of toilet paper in the bathroom? 1. Ask someone in your family to help you, charting day, times, frequency, triggers, etc. (a weekend?) 2. Look at the results and decide the small segment of time you can refrain from biting your nails. Maybe it is in the evening after dinner, while you are watching tv. What could you do while watching tv that you enjoy? Resuming your knitting? Baking? Making a flavorful soup for tomorrow’s dinner? Maybe playing backgammon with your older son or learning chess from your daughter? 3. Check your progress. Typical people need 30 days to change behavior. Our kiddos need at least thirty times a week (day?) to be rewarded for positive behavior. ACTIVITY #3 APPLIED BEHAVIOR ANALYSIS Your assignment is to teach a child with autism or another developmental disability to point to colors. Work with your teacher to select a child who needs to learn colors, and who might benefit from the Applied Behavior Analysis approach. Have the child sit down next to you or across a small table at an appropriate height. Place three colored objects, such as cars or bears, in front of the child, red, blue and yellow. Prompt the child to show you the color of item you are requesting. After each correct response, give the child a high five. After each incorrect response, prompt the child to give a correct response by either verbal, gestural, or physical prompting, until child correctly responds. - Verbal: Say, “This is the blue car, show me the blue car.” - Gestural: Point to the correct item after giving the prompt. - Physical: Use a light physical prompt to help the child show you the correct color. Fill out the child’s response on the attached chart. There is space for 10 trials for each of the colors. Present them in random order. It may take more than one time working with the student to get in all the trials, depending on his or her ability to attend. In the top portion of each box, indicate: + = the child was successful in responding to your prompt - = the child was unsuccessful In the bottom of each box with an unsuccessful response, note the type of prompt you gave the child to get a correct response. V = Verbal G = Gestural P = Physical If the child responded correctly with no prompts, indicate I = Independently identified color. Add up the total correct responses in all the boxes for each color and divide by 10 to determine the percent correct for each. Child __________________________ Date(s) _____________________________ Identifying colors Trial Percent 1 Totals Blue Yellow Red 2 3 4 5 6 7 8 9 10 Correct Sample: Trials 1 + 2 - 3 + 4 + 5 - 6 + 7 - 8 - 9 + 10 Percent Correct + 60% Blue I + G + I I + + P + I + V + G + I I + - Yellow 90% I - I - I - I I I I I + + + + + I + V + Red 70% P G I I I I I I I V SOCIAL SKILLS It is important to have social skills because we are all social beings. Almost everyone wants a friend. Whether you are a scientist looking into a microscope all day or work in construction, we all need to interact with each other. Making friends is about the most random act that we do in our lives, but for children with disabilities, this is something they need to learn one step at a time, as some typical children need to learn math. Many of our children, especially children with autism or on the autism spectrum, don’t understand abstract language or ideas. This leads to many social misunderstandings. Our children need to be taught appropriate and inappropriate language and behaviors. Use these words whenever possible. For example: (true story) Jamal is playing softball with his 4th grade peers. Joey yells, “Jamal, steal home base.” Jamal gets to home base and picks up the plastic base and starts to bring it to the teacher. It’s raining outside. The teacher says, “Children, it’s raining cats and dogs outside,” and L’Keisha, a student with Asperger’s Syndrome runs to the window looking for cats and dogs. While it might seem humorous, imagine what it’s like for these children who don’t have a clue about the double meanings of language in life. Relationships will help students to get ahead in life. With good social skills one can get a better job and having someone to talk to can decrease stress. It allows you to share your interests with kindred spirits and provides a better outlook on life. 3 Related Activities ACTIVITY #1 SOCIAL SKILLS Read the book, The King Who Rained. Jot down your ideas and discuss with your teacher how words can be confusing. ACTIVITY #2 SOCIAL SKILLS Read some joke books and notice how difficult the concepts might be to children with disabilities. Jot down your thoughts and discuss with the teacher. ACTIVITY #3 SOCIAL SKILLS Appoint one of your students to be in charge of a “Mad Libs page.” Talk about appropriate and inappropriate words to fill in the blanks. SOCIAL NARRATIVES Social narratives and story-based interventions have been found to be effective tools for teaching social and communication skills to children with Autism Spectrum Disorders and other children as well. A social narrative or story-based intervention describes a situation in terms of relevant social cues and common responses, providing a student with accurate and specific information regarding what occurs in a situation and why. Most Social Narratives are written in response to individual student needs and situations, in an effort to provide a student with social skills through improved social understanding and the extensive use of visual materials. They help parents and professionals understand the perspective of the student, while at the same time providing the student with a social learning opportunity. They are always written from a positive perspective. See examples in this section. A special education teacher, speech-language pathologist, or psychologist most often will write these narratives. If you are asked to develop social narratives, you will be asked to show your supervisor your work until she/he feels you are ready to write these on your own. There are specifics to writing effective social narratives. These methods have been determined to be Evidence Based Practices according to the National Professional Development Center on Autism Spectrum Disorders and the National Autism Center. Steps: • Keep it simple, just a few sentences per page (3-8 simple sentences). • Stick to ONE situation (e.g. showering, bed time routine). • For complex challenges create a separate story on a separate page for each step of the problem. • Observe the person involved over a period of time to better understand the challenge. • Person involved should help word the story to help them understand the situation and own the solutions. Avoid: • Using too many words. • Dealing with complex and multiple problems all at once. • Expressing opinions or laying blame for behaviors, expressing negative opinions or attempting to use shame or degradation to motivate change. Reasons to develop a social narrative are to: a. Recognize achievements and celebrate successes. b. Explain, reassure, and prepare for events. c. Improve a student’s response to a difficult situation. d. Provide parents with opportunities to use social narratives at home. This contributes to positive collaboration between home and school. 2 Related Activities ACTIVITY #1 SOCIAL NARRATIVES My name is John Doe. I go to White Oak Elementary School. I’m a smart boy and I want to listen to what my teachers tell me to do. Sometimes I get angry when my school schedule changes and I yell and cry for about five minutes. Usually, my teachers tell me when a change is going to happen. I know they can’t always tell me. If I’m not sure what to do, I’ll ask a teacher instead of crying. Schedules change and that’s okay. Pick out the answers to the questions asked in the template below. 1. What do I (child) do? ________________________________________ 2. Where do I do it? __________________________________________ 3. How do I do it? ____________________________________________ 4. When do I do it? ___________________________________________ 5. How long do I do it?_________________________________________ ACTIVITY #2 SOCIAL NARRATIVES Develop a social narrative. 1. Determine the situation of focus and the reading level of the individual. 2. Make a title page with a simple title (e.g., I Can Stand in a Line). 3. Using first-person tense, describe the context of the situation in a few sentences, (e.g., “Sometimes people have to wait in lines. People wait in lines at stores, in restaurants, and even at school”). 4. Describe the emotions/common responses of the individual during the situation in 2-3 sentences, (e.g., “Waiting in lines can be hard. Sometimes I want to skip to the front of the line or I want to yell and cry about having to stand in a line”). 5. Describe the appropriate response to the situation and various options the individual has, (e.g., “I will try my best to wait my turn and stand in the line. I will try to remember not to yell and cry about the line. If it is really hard for me to wait in line, I can tell my parents or my teachers and they will try to help me”). 6. Give 1-2 finishing sentences (e.g., “Waiting in lines is something I will have to do sometimes. It can be hard to wait in line, but I will try my best to wait”). 7. Re-read it to ensure it makes sense. Having a Good Day at School My name is ____________. I go to _____________ Elementary School At school we do many things. Sometimes we work, and sometimes we play. I like to play on the computers. At school we sit on the carpet to listen to stories and for group lessons. My friends are trying to listen so they can enjoy the story. It may be hard for them to listen if someone is not sitting still. I will try to sit still during our time on the carpet. At school we also sit at our desks and do lots of different activities. When I am doing work at my desk I need to: 1) Stay seated 2) Pay attention and complete my work 3) Keep my hands to myself If I am having lots of trouble sitting still I can: 1) Raise my hand and ask my teacher for a quick “move break”, so I can get out my extra energy. Or 2) Raise my hand and ask my teacher for help If I follow these steps, I will have a good day at school! When I have a good day at school my teachers, family and friends are very happy and I can feel proud of myself! Staying Calm at School My name is __________. I go to ________________ School. At school we do many things. Sometimes we work, and sometimes we play. I love to play with my friends and go on the computer. Sometimes at school I get really worried or mad. This is ok. Everyone gets worried or mad sometimes, even adults. The important thing is what we do with these feelings. For example, it is not a good choice to: 1) Throw things, 2) Hit someone else, or 3) Yell at someone else because this can be very dangerous for me. It can also make other people very sad. There are some good choices I can make when I am feeling mad. I can use my words to let an adult know that I feel mad. Adults can help me with my mad feelings. I can take deep breaths to calm myself down. I can also count to 10 If I am mad in my classroom, I can ask for a break. This can help me to relax. This chart will help me remember how to calm down If I make good choices at school, my teachers, family and friends are very happy. I can feel proud of myself for making good choices. POSITIVE REINFORCEMENT A reinforcement plan is part of a Positive Behavior Support Plan (PBSP). A child who doesn’t have a PBSP may also need a reinforcement plan. Positive Reinforcement is not a new concept. We do it with each other all the time. “I love that color on you.” “I heard you nabbed a big account for the company. Good job.” “No, you don’t look fat in that dress at all.” In school it’s about catching a child doing something good that you want them to do and rewarding them for it. Sometimes the reward can be as simple as a “high-five.” The child gets positive attention and a reward for doing the right thing and hopefully will focus on repeating that behavior. A child needs to know exactly what they did right. Just saying, “Good job,” might be nice, but not always enough. Say, “Good job, Jane. I like how you sat in your seat the first time you were asked,” then give the reward immediately. It might be a “high-five,” a point, a sticker, or a tap on the shoulder. Developing a positive reinforcement plan will be the job of the IEP team and your input will be vital to that decision. The hardest part of implementing a behavior plan is to be consistent and look for those “Gotcha” moments. It’s easy to catch children doing negative things. We need to change our thinking. Common Mistakes in Reinforcement • Allowing excessive use of the same reinforce: o Use different items. o Save your learner’s favorite items for work time. • Assessing preferences only once: o Preferences change, so assess often. o Use the most highly-preferred items. • Not delivering reinforcement. Reinforce every appropriate behavior you can. • “Bribing” learners with reinforcement after problem behavior. Bribing is a short term solution with long-term problems – don’t do it. • Not using differential reinforcement. • Remember great work deserves even better rewards. 2 Related Activities ACTIVITY #1 POSITIVE REINFORCEMENT When children are playing board games, reinforce for turn taking, quiet hands, taking directions, adhering to the rules of play, and being appropriate about winning-losing. ACTIVITY #2 POSITIVE REINFORCEMENT In the course of a week, notice how many times you can reinforce something about a person in your family, where you might not have thought to do so. What was the result? Jot down your observations. PROMPTING From Santa Barbara Selpa Presentation 2010 SANTA BARBARA COUNTY SELPA KIMBERLY WEINER, Ph.D., BCBA & JESTIN ST. PETER, M.A. Prompts are known as a temporary crutch that should be systematically withdrawn as soon as the student begins to perform the skill independently. What does a prompt do? It Increases the likelihood that the student will engage in the correct behavior at the correct time. What is prompt dependence? When a student will not function well without prompting, even when not needed: During teacher-led instruction, prompts should focus the student’s attention on the teacher’s instruction/direction or the natural cue. • Prompts should be as weak as possible. • Prompts should be faded quickly. • Unplanned prompts should be avoided. • Prompt, reinforce and fade. Start with prompting the student to attend to the teacher OR the other students (ie, “What do you need to be doing now?). Prompt to natural cue- Instead of saying “Line up”, or saying “Get out your pencil and paper” say “time for lunch, what are the other kids doing?”, or “what did the teacher say to do?” If the student needs additional prompts, you can give prompts to the task/assignment (direct prompts). Give prompts to assist the student in engaging in the task. Visual Prompts Example of visual prompt: 1st: Name 2nd: Read directions 3rd: Start on #1 4th: Complete assignment 5th: Raise hand to have checked by teacher Physical Prompts Physical prompts should only be provided if needed to assist the student to stay on task. The paraeducator should fade physical prompts as soon as possible. Graduated Guidance Scenario: Sarah puts her pencil on the paper and begins to trace over the lines on the paper. Sarah traces the first part of the line by herself but then goes off of the line and off of the paper. Pat (the paraeducator) positions Sarah’s pencil back on the line where she started drawing off the paper, and puts her hand over Sarah’s. With Pat’s hand on Sarah’s, Sarah begins tracing again and seems to stay on the line. Pat moves her hand slightly off of Sarah’s but keeps it hovering above Sarah’s while Sarah continues to draw on the line. Then Pat moves her hand even farther away from Sarah’s while Sarah continues to write. Sarah is almost to the end of the line and Pat removes her hand and puts it in her lap and watches Sarah as she finishes. After Sarah finishes the writing task, Sarah puts her pencil down. Pat tells Sarah, “I like how you traced that line.” When the teacher comes over, Sarah gives her paper to the teacher. Verbal Prompts Verbal prompts are the easiest to get dependent on, and the hardest to fade. There are a couple of good reasons for this. First, they are the easiest to give. For teachers, providing verbal directions when learners are struggling is really easy to do. It's hard for us to sit back and watch learners struggle to put it together. So guard yourself. Another issue for our learners is that sometimes our teaching lulls them into being passive responders. They are encouraged to wait to answer questions, and haven't always been encouraged to trust their own responses through thoughtful reinforcing. Too often, by prompting or reinforcing just one appropriate answer, we encourage them to think that the only correct answer is the one that we are prompting them. So watch yourself and your tendencies to jump in, and prompt very carefully. Gestural/visual prompts are easier to fade, so if you can get an appropriate response with using a gesture, picture, or sign, use it in preference to verbal prompting. We like the idea of teaching labeling, for example, with a total communication approach. Say it and sign it. You can then fade the verbal prompt, and keep the sign, until your learner is ready to produce the response on their own. Wait Time Scenario Jack begins his worksheet by reading a paragraph. After he reads the paragraph, Sarah (the paraeducator), says to him, “What is the answer to #1?” Jack looks down at this paper for a second while Sarah says, “Do you remember the part about the boy running away? I think it is in the story, go back and look. Look at the 3rd sentence.” Jack looks towards the 3rd sentence while Sarah says, “It says he ran away because he was scared of the babysitter. Do you see that?” Jack nods. Sarah says, “Ok, write that answer for question #1” as she points to #1 on Jack’s paper. Sarah then says, “Write that Sam ran away because he was scared.” Prompting Chart Least Intrusive Natural Cue Gesture Verbal Visual/Picture Model Physical Most Intrusive FADING “Fading Yourself Out of the Picture” Fading refers to decreasing the level of assistance needed to complete a task/activity. Start by determining the student’s ability to perform the skill/task. Does the student need a lot of help or a little help? Determine at what point the student needs help, whether in the beginning of the task, in the middle, at the end. Move within close proximity during times when the student requires your help. Facilitate with appropriate prompts & then move away. Begin to slowly increase your distance. Next, take a step back and monitor, then another two steps back and monitor. Consider whether you need to be so close, and if yes, why. Does the student lack a specific skill that needs to be taught in isolation? Does he/she have behavior problems? What strategies can be used to reduce them? Is the lesson going too fast or does it need to be modified? Do you need to prompt more effectively in order for the student to be more independent? Consider whether or not you can use verbal praise or other reinforcement systems to help the student stay on task instead of continually re-directing him/her. An example of fading for an adult might be in the area of exercise. Let’s say you want to walk 3 miles every day, but you can’t get yourself to commit to it. So you ask your neighbor, who is a runner, if she will walk with you 3 days a week until you can do it yourself. She agrees and walks with you 3 days a week for the first month. You are loving the exercise and after two weeks you find yourself walking 4 days a week, one day without her. And eventually, she is not walking with you at all and you are coaching your neighbor across the street who has noticed you’ve lost weight and she needs to lose 30 pounds! Our goal is to have our students be as independent as possible. We use reinforcement schedules to increase desired behavior that often needs a great deal of prompting. As students learn the desired behaviors, we want to decrease the dependence they have on adults to attain that goal. Related Activity ACTIVITY FADING Think of something in your life or someone you know where they were dependent on a type of prompting and eventually faded the dependence on that prompt. What happened? Jot down your thoughts. TRANSITIONING BETWEEN ACTIVITIES Many students with developmental and other disabilities may have difficulty transitioning from one activity to another. It may because they do not want to leave a desired activity, because they want to avoid the next one. They may have a fear of the unknown, or not understand what is next. Working with the special education teacher will help you to understand the causes if the student does not transition well. Setting up a system for cuing a student is important. Using visual, verbal, and/or physical cues will be helpful. Verbal cues are an absolute necessity when encouraging a student to transition from one activity to the next. Cueing should take place before, during, and after the transition. Before: After we read this book I want you to put it back on the shelf and then we will get ready for lunch. During: We are finished with the book and now are going to put it on the shelf. Show me where it goes. After: You put your book on the shelf right away! Now it’s time for lunch. Tip: Young children do not have a conception of 5 or 10 minutes. Be specific about what you want them to do. A social narrative is a good tool for transitioning for some students: • “You can go down the slide 3 more times, then we need to get ready for________.” • “After this video is over, we will go to circle time.” Visual cues, like picture schedules and word cards are important for many students who may have trouble following verbal cues. Pointing to the picture of the next activity, or handing the student the picture and letting them carry it to the next activity can be a good support in transitioning. Many students with autism, learning disabilities, and other disabilities have auditory processing difficulties and need visual cues to be successful in transitioning. Physical cues can be a tap on the shoulder or a tap on the student’s desk to let them know that a transition will be taking place. This might be hard for some students but some might like it as they don’t like being singled out or having any attention drawn to them. Be consistent. This is the most important thing you can do. When students know what to expect, transitioning can be a much smoother process. Allow for adequate time for students to engage in their preferred activities without interruption. Which cues you initiate depends on each individual student. It’s a trial and error system. What works for one student might not work for another. What works in January might not work in February. Here are some support ideas: If not wanting to leave a desired activity: • Follow the unpreferred with the preferred. • Offer reward for compliance. If not wanting to go to a new event: • Offer pictures showing what comes after. (Can be a “First…Then” card.). • Offer choices of how he/she will participate. • Offer rewards for compliance. If fearful or not understanding: • Use picture schedules. • Use transitional object or cards. http://www.earlyinterventionsupport.com/parentingtips/habits/transitions.aspx Related Activity ACTIVITY TRANSITIONING BETWEEN ACTIVITIES Pick a student in your class who has difficulty ending an activity her or she likes and moving to another one. Try some strategies from this section such as changing the order, verbal, picture prompts, etc., and discuss with the teacher what worked best. F U RT H E R T R A I N I N G FURTHER TRAINING 1. NCPI 2. First Aid/CPR 3. Workshops and classes at SELPA 4. Autism Certification from the SELPA NCPI (Non Violent Crisis Prevention Intervention Training) NCPI is a 1 ½ - day initial training with annual half day recertification. The objective is to avoid the escalation of possible violent interactions between students or students and staff. This is a hands-on workshop given by the Ventura County S.E.L.P.A. It will probably be paid for by your district. For more information, please see the website below: http://www.venturacountyselpa.com/SELPAWorkshops.aspx WORKSHOPS AND CLASSES AT SELPA What is this thing called S.E.L.P.A.? The acronym SELPA refers to “Special Education Local Plan Area.” In SELPAs, member school districts collaborate together to create a plan to equalize education opportunities for all children in need of special education services. All children with disabilities within the SELPA have access to a free, appropriate public education. In addition, the SELPA provides leadership in legal compliance and best practices through forms, resources, booklets, workshops and conferences. In order to participate in workshops and conferences at the SELPA, permission from a district program specialist or administrator is necessary. Please contact your supervisor if you wish to expand your knowledge in the field of special education. Go to the SELPA website, www.venturacountyselpa.com, and click on “SELPA Workshops” to see activities currently being offered. Talk to your supervisor if you are interested in attending a SELPA event. AUTISM CERTIFICATION The increased diagnosis of autism has created a need for special education teachers, paraeducators, staff and parents to learn more about autism and how we can support our students on the spectrum. To learn more about how to earn a certificate in Autism for the Paraprofessional, please check the S.E.L.P.A. website http://www.venturacountyselpa.com/ or call 805-437-1560.
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