Reinforcing Skills from the Developmental Checklist Sonya Kunkel, Ed. S CREC Consultant.

Slides:



Advertisements
Similar presentations
APPROACHES TO T&L Language
Advertisements

Autism Observation Instrument General Education Classrooms
The Para-Educator in the Regular Education Classroom
What is a Structured Learning Environment?. The Typical Cedar Lane Classroom Personal care opportunities limited due to schedule Limited Mobility opportunities.
Inclusion: Standards Based IEP’s, Tools for Inclusive Educators, and Emerging Roles Presented By: The Lawrence School Special Education Team.
Excellent Activity Checklist For The Classroom Participants will learn useful strategies to include students with severe multiple disabilities into their.
Workshop Objectives 1. Components of an FBA specific to ASD Students 2. Using a Team Approach 3. How & Why complete a Motivational Scale 4. Your role in.
Chapter 3: The Direct Method
Best Practices Christine A. Macfarlane, Ph.D. Sped 535 Integrated Curriculum & Methods for Students with Disabilities: Functional.
Chapter 14: Children with Severe and Multiple Disabilities.
Levels of Support/ Levels of Prompting Paraeducator Training Series AIU 3 adapted from Lifelines, LRConsulting, Katy, TX.
Collaboration in the Classroom. Group Work Those with previous experience as Paraprofessional What do you want lead teachers to know? What questions do.
IPads for Autism Kate Mundy Special Education Teacher, Developmental Learning Center.
Dramatic Play A means children can use to understand or interpret a story or book by acting out the action, either with each other or with toys and props.
Communication Strategies for the Nonverbal Students Practical Strategies for Teachers and Speech/Language Pathologists.
Functional curriculum Christine A. Macfarlane, Ph.D. Sped 535 Integrated Curriculum and Methods for Students with Disabilities: Functional.
PHYSICALLY IMPAIRED WITH ORTHOPEDIC IMPAIRMENT (PI with OI)
Module 3, Transparency #1 Assisting Students with Disabilities: A Training Program for Paraeducators Module 3: Providing Instructional Support.
Supporting Children with Challenging Behaviors Refresher Training.
Prompting Promoting Student Independence Kristen Kinsey.
WALKING THROUGH CHILD STUDY. What is the Child Study Committee? A committee that enables school personnel, and non school personnel, as appropriate, to.
Teaching Children with Multiple Disabilities: Teaching and Learning Through Perspective Presented by Melinda Docter, Ed.D.
THE IEP Process & Product Part I: The IEP Team Writes an IEP
Addressing Eligibilities for Special Education. The interventions that will be reviewed today are strategies, tools, accommodations, or modifications.
Encouraging Your Child to Succeed Identifying the signs of learning disabilities and creating a plan for success Kathryn Jens Ph.D. Erica Adamiak M.A.
CLEARING UP THE CONFUSION FOR PROFESSIONALS IN EDUCATION By:Jessica Frisch Laura Cerulli Leigh Hogwood Beth Waltrich SPED 563 ACCOMMODATIONS VERSUS MODIFICATIONS.
Presented by Ms. Crum and Ms. Sousa SPECIAL EDUCATION AT RAFAEL HERNANDEZ SCHOOL OF PERFORMING ARTS.
BUILDING INDEPENDENCE IN STUDENTS WITH EXCEPTIONAL NEEDS By Mindy Barberis & Jeremy Fowler 4/29/2015.
10/23/2014 Dr. Y. Xu 1 ECSE 602 Instructional Programming for Infants and Young Children with Disabilities This week’s topics:  Embedded learning opportunities.
In the State-Required Assessment and Accountability Programs 703 KAR 5:070 1.
Pennsylvania Training and Technical Assistance Network Special Education Paraprofessional After-School Training Series Adaptations to Increase.
Educational Considerations. Supports  The assistance a person may need to function in an academic setting Minimal support Extensive supports Pervasive.
Facilitating Communication Building the communication skills of our students.
Treatment in the School-Age Population Chapter 14.
Modifications for Students with significant disabilities.
Teacher Information Notebook 1: Autism: General Information and In-Service Information includes: General information on autism Samples of in-services that.
Science: Unit 3, Key Topic 4http://facultyinitiative.wested.org/1.
Differentiated Instruction
AUTISM SUPPORT TRAINING
What Can My ELLs Do? Grade Level Cluster K-2 A Quick Reference Guide for Planning Instructional Tasks for English Language Learners.
Students at Educational Risk IEPs, IBPs, Risk Management Plans, Documented Plans, School Plus.
Applying the Skills for Proficient Problem Solving Instructional Intervention Teams Level 3 Training April 7, 2011.
Anchor Presentation: Inclusive Education for ALL Students Hour 5 Project #H325A Access to Core/General Education Curriculum and Settings (Part 2)
Chapter 12: Integration of General and Special Education.
ACCOMMODATIONS Using Accommodations for Instruction and Assessment in the classroom.
Accommodating All Children in the Early Childhood Classroom
Lauriece L. Zittel chapter 22 Early Childhood Adapted Physical Education.
Module 3, Unit 2, Transparency #1 Assisting Students with Disabilities: A Training Program for Paraeducators Module 3, Unit 2: Providing Direct Instruction.
Materials Design Frances Fabiani What is Materials Design?  Any systematic description of the techniques and exercises to be used in classroom.
FACULTY MEETING OCTOBER 14, 2009 Standards-Based IEPs.
Autism Spectrum Disorder Jennifer Hine Erin Pennington Sara Hornback.
©2015 Cengage Learning. All Rights Reserved. Chapter 15 Facilitating Social Development.
What’s wrong with this picture? ActivityOutcomeModification Students participate in literature circle groups on the theme of friendship. Each group is.
Chapter 12: Integration of General and Special Education.
“All kids get to go to school and get a fair chance to learn. That’s the idea behind IDEA. Getting a fair chance to learn, for kids with disabilities,
Adaptations, accommodations, and modifications need to be individualized for students, based upon their needs and their personal learning styles and interests.
Chapter 22 Early Childhood Adapted Physical Education 22 Early Childhood Adapted Physical Education Lauriece L. Zittel C H A P T E R.
Accommodations and Modifications EDU222 Dr. Danan Myers.
Adapted Physical Education (APE)
Maria Montessori.
The Role of the Paraeducator
Bridging the Gap Between General and Special Education
New Teacher or Position Training
استراتيجيات تعديل السلوك بين النظرية والتطبيق
1:1 Aides 1/29/2016.
New Graduation Requirements & A-G
Task 7: Oral discussion(1)
Spiral Learning Child has choice of activities which can be teacher or child led Home learning done in Spiral Learning Book Peer Assessment in class Spiral.
Developing an IEP for my child
Chapter 9 Developing Appropriate Behavior with Fading
Presentation transcript:

Reinforcing Skills from the Developmental Checklist Sonya Kunkel, Ed. S CREC Consultant

Language Arts Reading Writing Responding

Here are some ways we read: Independently As a group Skim With peers Books on tape Braille

Here are some ways we write Independently Fill in the Blank Dictating Pointing Pictures, Drawing, Identifying a Sequence Using Technology Copying/ Trace

Different Ways to Respond Verbally Non Verbal Communication Sign Language Pointing Choosing from choices With Pictures With Behavior “Communicative Intent”

In the classroom The teacher is discussing information from a book… What should a child with a disability do to participate? What is the Para-educators role?

To participate…the child can Work on the same work as everyone else Work on “part of the work” Work on a parallel theme Work on a goal or objective as related to the standard

The Para-educator’s role Facilitate the child working with peers and or in groups Assist other peers in the classroom (Fade, but not disengage) Request clarification from the teacher as to what the child will be working on related to the standard Assist with modifications Assist with the child completing work independently

What is not the para- educators role: To do the work for the child To create and give the child work away from the curriculum To provide too much help To provide too much “proximity”

Exercise and Practice in Language Arts What can the child do? What is the Para-educator’s role? Reading In The Classroom: List 10 ways a child can participate in the classroom using the information in your packets

Language Arts, continued What can a child do? What is the Para-educator’s role? Writing in the classroom: List 10 things a child can do to participate in this task.

Language Arts, continued What can the child do? What is the para-educator’s role? Responding in the classroom, Orally, with sign language, with choices, with technology… List 10 things a child can do to respond to questions and classroom discussion.