HANDS The individual child’s needs Support systems everywhere Cognitive support at home and school HANDS Beginners – start here Self insight – but how?

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HANDS The individual child’s needs Support systems everywhere Cognitive support at home and school HANDS Beginners – start here Self insight – but how?

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HANDS The individual child’s needs Support systems everywhere Cognitive support at home and school HANDS Beginners – start here Self insight – but how?

HANDS The individual childs needs Support systems everywhere Cognitive support at home and school HANDS Beginners – start here Self insight – but how?

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HANDS The individual child’s needs Support systems everywhere Cognitive support at home and school HANDS Beginners – start here Self insight – but how?

HANDS The individual child’s needs Support systems everywhere Cognitive support at home and school HANDS Beginners – start here Self insight – but how?

HANDS The individual child’s needs Support systems everywhere Cognitive support at home and school HANDS Beginners – start here Self insight – but how?

HANDS The individual child’s needs Support systems everywhere Cognitive support at home and school HANDS Beginners – start here Self insight – but how?

HANDS The individual child’s needs Support systems everywhere Cognitive support at home and school HANDS Beginners – start here Self insight – but how?

HANDS The individual child’s needs Support systems everywhere Cognitive support at home and school HANDS Beginners – start here Self insight – but how?

HANDS The individual child’s needs Support systems everywhere Cognitive support at home and school HANDS Beginners – start here Self insight – but how?

HANDS The individual child’s needs Support systems everywhere Cognitive support at home and school HANDS Beginners – start here Self insight – but how?

HANDS The individual child’s needs Support systems everywhere Cognitive support at home and school HANDS Beginners – start here Self insight – but how?

HANDS The individual child’s needs Support systems everywhere Cognitive support at home and school HANDS Beginners – start here Self insight – but how?

HANDS The individual child’s needs Support systems everywhere Cognitive support at home and school HANDS Beginners – start here Self insight – but how?

HANDS The individual child’s needs Support systems everywhere Cognitive support at home and school HANDS Beginners – start here Self insight – but how?

HANDS The individual child’s needs Support systems everywhere Cognitive support at home and school HANDS Beginners – start here Self insight – but how?

HANDS The individual child’s needs Support systems everywhere Cognitive support at home and school HANDS Beginners – start here Self insight – but how?

HANDS The individual child’s needs Support systems everywhere Cognitive support at home and school HANDS Beginners – start here Self insight – but how?

HANDS The individual child’s needs Support systems everywhere Cognitive support at home and school HANDS Beginners – start here Self insight – but how?

HANDS The individual child’s needs Support systems everywhere Cognitive support at home and school HANDS Beginners – start here Self insight – but how?

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Presentation transcript:

HANDS The individual child’s needs Support systems everywhere Cognitive support at home and school HANDS Beginners – start here Self insight – but how? What works best? Collaboration among teachers and parents Tunnel overview: 1. Scenario » 2. Solution » 3. Steps(8) » 4. TipsScenarioSolutionStepsTips Content description: Duration: Ongoing Goal: Consider new ways of collaboration Length (step/minutes): 6 Level (1-3): 1 Number of slides: 6 Institution: AAU Author: Name: Morten Aagaard Contact: Note: Suggested ways of collaboration requires trust, appointments and plans. Be a good projectmanager. 1 Scenario Scenario 1: Home and School – two different worlds Gertrud is a nice girl that is a very positive girl that enjoys life. At the school! When she returns home Gertrud isolates herself in front of the PC and have in particurlar problems in the dinning situations Scenario 2: School and resident – more interesting and efficient teaching Ole is learning math but finds it difficult. Ole are able to do shopping when being at the resident but need help to find out about money. Scenario 3: Alexander a responsible boy Alexander is like to do things himself. When it comes to HANDS he asks ”Why can’t I manage my calendar myself?”

HANDS The individual child’s needs Support systems everywhere Cognitive support at home and school HANDS Beginners – start here Self insight – but how? What works best? Collaboration among teachers and parents Tunnel overview: 1. Scenario » 2. Solution » 3. Steps(8) » 4. TipsScenarioSolutionStepsTips Content description: Duration: Ongoing Goal: Consider new ways of collaboration Length (step/minutes): 6 Level (1-3): 1 Number of slides: 6 Institution: AAU Author: Name: Morten Aagaard Contact: Note: Suggested ways of collaboration requires trust, appointments and plans. Be a good projectmanager. 2 Solution Improving Collaboration Home and School – two different worlds: Solution 1 HANDS CoMe can be used by parents and by teachers that are involved in care taking the same pupil. Parents can have the same rights in managing the content of the mobile phone of Gertrud. To steps have to be archieved: 1. Make parents become CoMe users of only their pupil(2 minutes). 2. Learn how to use the relevant functionalities(1hrs-3 hrs). School and resident – more interesting and efficient teaching: Solution 2 Alexander a responsible boy: Solution 3 Alexander can be a user of CoMe with only access to his personal data.

HANDS The individual child’s needs Support systems everywhere Cognitive support at home and school HANDS Beginners – start here Self insight – but how? What works best? Collaboration among teachers and parents Tunnel overview: 1. Scenario » 2. Solution » 3. Steps(8) » 4. TipsScenarioSolutionStepsTips Content description: Duration: Ongoing Goal: Consider new ways of collaboration Length (step/minutes): 6 Level (1-3): 1 Number of slides: 6 Institution: AAU Author: Name: Morten Aagaard Contact: Note: Suggested ways of collaboration requires trust, appointments and plans. Be a good projectmanager. Steps: What should you do when using HANDS? 1.Evaluate your child’s motivation in regards to the task you are hoping to achieve with them. Is this something 2.dsfa 3 Steps

HANDS The individual child’s needs Support systems everywhere Cognitive support at home and school HANDS Beginners – start here Self insight – but how? What works best? Collaboration among teachers and parents Tunnel overview: 1. Scenario » 2. Solution » 3. Steps(8) » 4. TipsScenarioSolutionStepsTips Content description: Duration: Ongoing Goal: Consider new ways of collaboration Length (step/minutes): 6 Level (1-3): 1 Number of slides: 6 Institution: AAU Author: Name: Morten Aagaard Contact: Note: Suggested ways of collaboration requires trust, appointments and plans. Be a good projectmanager. 4 Tips Tips: Litterature Theo Peeters: Autism – from theoretical understanding to pedagogical praxis, 1996(book) Sven Bölte: Computer-based intervention in autism spectrum disorder, in Focus on autism research(article)