Ε.Ε.Ε.Ε.Κ School of Special Education & Training Chios - Greece 3th Project Meeting at Rybnik, Poland

methods and teaching approaches Part A Step by step Cognitive Tutoring TEACCH Social stories methods and teaching approaches Communicate – motivate – connect - teach - reward Role Playing

Our students conditions Autism intellectual disability. Down syndrome. Attention deficit hyperactivity disorder (ADHD). Cerebral Palsy – multiple disabilities

TEACCH Treatment and Εducation of Autistic and Communication Handicapped Children Fully structured teaching and schedule. What I am going to learn, where, how long, with whom, with what means What is the student going to do What is the teacher going to do clinical, training, and research program based at the University of North Carolina. Clinical services diagnostic evaluations; parent training and and individual counseling. TEACCH developed the intervention approach called “Structured TEACCHing”, an array of teaching or treatment principles and strategies based on the learning characteristics of individuals with ASD, including strengths in visual information processing, and difficulties with social communication, attention, and executive function

Using TEACCH to inform students about sequence of events and reduce anxiety

Teacher Images Student images Class Timetable

Student Timetable

communication method Applied to cases with autism, intellectual disability, with limited to non existent verbal skills Uses images and aims to teach students to: comment ask answer take initiative

Social Stories ● More appropriate for high-functioning students with Autism, intellectual disability, ADHD, aiming to teach and improve behavior ● aims : a) to describe the situation and prompt the student to behave appropriately b) to personalize teaching of social skills. c) to teach students adaptive routines d) to demonstrate and teach behavior in real life environments

Swimming pool social story

Applied to individuals with speech impairment

Role Playing More appropriate for high-functioning students with Autism, intellectual disability, ADHD, aiming to teach and improve behavior Has the same aims as the “Social Stories” method, but the students participate actively, playing roles

Free play Aims to develop and strengthen the interaction as well as the comprehension and usage of speech. Also aims to arm students with strategies for verbal communication in a variety of environments.

Step by step Gradual transition of steps from teacher to student starting from the end 3 1 2

Software (available in Greek) The grid (for individuals with speech impairment) http://sensorysoftware.com/grid-software-for-aac/grid2_aac_software/ The symwritter (translates typimg to images) https://download.widgit.com/symwriter/?lang=en_au

Multi-sensory approach Use of: images words narration touch computer

Cognitive Tutoring Watch Do with me Do yourself

Motivation through constant rewarding Helps behavioral change, self - regulation

Teaching strategies for students with Cerebral Palsy, multiple disabilities Adapt class spatial layout according to student’s functional needs. Enrich teaching with material to facilitate learning Provide psychological support for students and parents Promote a friendly atmosphere in the class Use an interdisciplinary approach to cover a wide range of students learning needs

Strategies for effective teaching applied to a variety of cases with special needs Continuous repetition of the learning target Customization of teaching according to the student’s specific needs Teaching in real life environments, (canteen, super market, traffic education, olive gathering, etc) Rewards in school and at home in cooperation with the family.

Strategies for effective teaching …continued Custom – tailored program providing the student with more time Long, loosely structured brakes between teaching sessions Teaching and cooperating with parents . Home is a continuation for school

best practice examples PART B best practice examples

Best Practices – Language teaching example Cooperation between teachers Student with difficulty in reading, spelling and writing. Expresses denial to participate in class. Likes looking up information using the internet.(language teacher provides keywords) Motive for learning Presents images and information in class

Case Study Using a combination of: to teach a student to switch on, TEACCH PECS step by step to teach a student to switch on, work on and shut down the computer

Task – cards library. Task is built as a sequence of cards

Instructions for switching on the computer and application launch

Instructions for switching off the computer

Student Task folder Student verifies completion of each step