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

Slides:

Advertisements

Similar presentations

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

Advertisements

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?

HANDS The individual childs 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?

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

Special Educational Needs (SEN) Information Report

An overview and demonstration Manchester multi-agency working party High School Transition Standards, guidance and resources.

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

New Swannington Primary School EYFS Open Evening 2014.

Through the eyes of a child

National Curriculum September 2014 Key Stage 1 and 2.

Overview of Digital Content Evaluation. Domains of Content Evaluation Quality and comprehensiveness of content Ease of use, functionality, navigation.

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?

Developmentally Appropriate Practices (DAP)

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?

TRANSITION Correct as at March 2015

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

Teaching Adults to Teach Children about Food Safety Food Safety Professional Development for Early Childhood Educators.

Special Educational Needs and Disability: A time for change

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

Understanding Families

Getting in on the Act : The 2014 SEND Reforms Explained Jane Friswell Chief Executive.

SEN 0 – 25 Years Pat Foster.

The benefits of instrumental music tuition for attainment and cognitive development.

School’s Cool in Kindergarten for the Kindergarten Teacher School’s Cool Makes a Difference!

Clicker 6 is a talking word processor specifically designed for children Teachers can create personalized reading, writing, speaking, and listening.

Special Educational Needs and Disability in our school

Transition Planning Parent Information Meeting Brooke Gassman, Keystone AEA Parent - Educator Coordinator Lori Anderson, DCSD Transition Facilitator Stephanie.

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

1 PUBLIC SCHOOLS NSW HOMEWORK POLICY NEALS MAY Developing our Homework Policy Trinity CE Primary School.

Basic Training, Part 2 Building the Foundation: Peace and Conflict Education in Early Childhood Development Programs Project Implemented in Partnership.

A Focus on Health and Wellbeing Wendy Halliday Learning and Teaching Scotland.

Outcomes. What is an outcome? An outcome can be defined as the benefit or difference made to an individual as a result of an intervention

CyberSafety - the basics. The 21 st century parenting skill In the technological age we now live in it’s as important to teach children and young people.

SENJIT Code of Practice update and SEND Support Plans.

Transitions Information Getting Started. Introduction This will give parents / carers / young people Information to help with getting started looking.

Attending Meetings at School Louise Mottershead Aspire North West 2015.

Harold Wood Primary School

Child Guidance in Early Childhood Classrooms

In the process of his or her personal development, a human being meets a lot of educators. The first educators are the parents. The family has the greatest.

Developmentally Appropriate Practices. Five Guidelines For Developmentally Appropriate Practices.

1. 2 Learning Environments and Working Walls 3 Objectives of this powerpoint presentation To provide a resource for schools to gain a clear understanding.

Positive Discipline SGQ IV Objective 2. What is a DAP behavior management techniques to handle a problem in the preschool? Make sure that you have guides.

Stockport Information, Advice & Support Service (IASS)

People lives communities Preparing for Adulthood Getting a good life Contribution through volunteering Julie Pointer Preparing for Adulthood March 2016.

Safeguarding and confidentiality within health and social care volunteering.

Transition Guidance Update. The most current Transition Guidelines “Improving Life Through Positive Transitions” has been developed. Guidance takes into.

Ac We acknowledge the traditional owners of the land on which we live and work as the first people of this country and pay our respects to all Aboriginal.

School’s Cool Makes a Difference!

A non-profit organization providing support to North Carolina parents and professionals for more than 25 years.

Building Self Management skills as a Young Professional

I can work and play well in a small group

I can work and play well in a small group

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(6) » 4. TipsScenarioSolutionStepsTips Content description: Duration: Ongoing Goal: Greater Independence Length (step/minutes): 6 Level (1-3): 1 Number of slides: 6 Institution: LSBU Author: Name: Corinne Branch Contact: Note: Independence is an ongoing process and you will need to think about the issues raised continuously throughout use of the phone. 1 Scenario Scenario 1: Independence Training Stefan would like to become more independent in being able to socialise with others outside of his immediate family and school. He has spoken to his grandparents and would like to arrange to go and visit them every Saturday for lunch. It is a 15 minute bike ride away which he has done with his parents in the past but would now like to do on his own. His parents are worried about him getting lost. This is one example of the way that the phone could be used to support children in becoming more independent individuals.

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(6) » 4. TipsScenarioSolutionStepsTips Content description: Duration: Ongoing Goal: Greater Independence Length (step/minutes): 6 Level (1-3): 1 Number of slides: 6 Institution: LSBU Author: Name: Corinne Branch Contact: Note: Independence is an ongoing process and you will need to think about the issues raised continuously throughout use of the phone. 2 Solution Solution: Independence Training Why is independence training important? 1.Independence training could be anything from enabling a child to make a cup of tea to going out on their own. It will gradually enable the child to make choices about their life for themselves and take charge of their actions without the constant prompting or reminding of adults around them. 2.In terms of the child’s transition into adulthood it is paramount that they are prepared as coherently and competently as possible and in a way that is most relevant cognitively and developmentally. For children who feel too old for social stories, the phone may provide something which is more age appropriate. 3.It is important for all of those involved in the child’s life; parents, relatives, and HANDS can be an important tool in its development as the child’s over-reliance on adults can be managed by providing them with a personal tool that can support them. 4.A sense of growing independence is important in terms of self-esteem and confidence.

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(6) » 4. TipsScenarioSolutionStepsTips Content description: Duration: Ongoing Goal: Greater Independence Length (step/minutes): 6 Level (1-3): 1 Number of slides: 6 Institution: LSBU Author: Name: Corinne Branch Contact: Note: Independence is an ongoing process and you will need to think about the issues raised continuously throughout use of the phone. 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 the child wants to do? 2.You will need to think about why using HANDS is appropriate in developing their independence. Are they particularly motivated by using technology? What skills can they potentially work on with some success? Is technological persuasion more appropriate than human persuasion in this instance? 3.Next you will need to think about which situations the phone is going to be useful. This is likely to be when the child is out and about on their own. It will not always be appropriate when you already have a good strategy that is working. On the other hand could the phone be used to replace strategies that no longer suit the developing child? 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(6) » 4. TipsScenarioSolutionStepsTips Content description: Duration: Ongoing Goal: Greater Independence Length (step/minutes): 6 Level (1-3): 1 Number of slides: 6 Institution: LSBU Author: Name: Corinne Branch Contact: Note: Independence is an ongoing process and you will need to think about the issues raised continuously throughout use of the phone. 4 4.Work with the child in thinking about what they want put on the phone and set clear expectations with them. Is it something you both agree on? Have you involved them in creating the scenario on the phone? 5.Practice the independence scenario first with the child and then gradually let them do it independently. This will help build the skills / confidence. 6.Work collaboratively with parents/ guardians as some of the scenarios may be things they want to work on outside of school. 7.Use the report system – Gauge whether the child is having any success with the scenario. Keep track of their progress and acknowledge this with them. 8.Your scenario on the phone needs to be specific to the child’s need. In the presented example Stefan could have a number of different needs. Does he need help with the route? Or being safe crossing the road? Or if he needs to know who to contact if he gets into difficulty?

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(6) » 4. TipsScenarioSolutionStepsTips Content description: Duration: Ongoing Goal: Greater Independence Length (step/minutes): 6 Level (1-3): 1 Number of slides: 6 Institution: LSBU Author: Name: Corinne Branch Contact: Note: Independence is an ongoing process and you will need to think about the issues raised continuously throughout use of the phone. 1.Go to the following tunnels for additional help or linked ideas: Social skills are used everywhere – so is HANDS! Managing money Managing time Being lost – finding the way Organisation within school Health and hygiene Food preparation Organisation beyond school Travel Shopping Self-management continue » 5 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(6) » 4. TipsScenarioSolutionStepsTips Content description: Duration: Ongoing Goal: Greater Independence Length (step/minutes): 6 Level (1-3): 1 Number of slides: 6 Institution: LSBU Author: Name: Corinne Branch Contact: Note: Independence is an ongoing process and you will need to think about the issues raised continuously throughout use of the phone. 6 Tips Tips: What is an appropriate support on the phone for one child may not be appropriate for another child. Differentiate your approach. Think carefully about the language you use on the phone in authoring your scenarios to the child. The wrong kind of language could turn a child off using the phone. Be creative and flexible. Tell other teachers what does and doesn’t work on one of the networks: school meetings, moodle or facebook group. See overview of tunnels ”Why HANDS?”Why HANDS? See overview of tunnels ”Which pedagogical challenges can HANDS work with?”Which pedagogical challenges can HANDS work with?