Essential Components of a Program of Instruction for Every Student with ASDVI

NT ASD VI ASD VI

Expanded Core Curriculum for Blind/VI □ Compensatory or functional academic skills, including communication modes □ Orientation and mobility □ Social interaction skills □ Independent living skills □ Recreation and leisure skills □ Career education □ Use of assistive technology □ Visual efficiency skills □ Self determination

ASD Expanded Core Curriculum □ Engagement □ Communication – expressive, receptive, nonverbal □ Play, Social Skills □ Sensory and Motor Skills □ Adaptive Behavior □ Challenging Behaviors □ Organization Skills “Educating Children with Autism”

EXPANDED CORE ASDVI  Engagement  Communication – expressive, receptive, nonverbal  Play, Social Skills (including Recreation and Leisure)  Adaptive Skills  Organization Skills  Orientation and Mobility (include sensory and motor skills)  Career and Life Education  Self Advocacy **Use of Assistive Technology and Visual Efficiency Skills to be considered for all above areas…

Critical Lifelong Goals  To tolerate people and value interactions (interdependence/cooperation)  To communicate intentionally and effectively  To organize information and learn meanings/purposes (words, events, routines)  To tolerate change and accept new experiences  To be independent of constant verbal direction  To self-monitor and manage stress

Assessment: To Build a Picture of the Child So that Everyone Understands…

Be ready to answer the following as a result of your assessment: How does the individual interact/interface with the environment? Are interactions (skills) generalized?

Building the Individual Student Profile: 1)How does the individual respond to sensory information? 2)How does the individual communicate? (receptive, expressive, nonverbal) 3)How does the individual play? 4)How does the individual interact with others? 5)How does the individual respond to change under a variety of conditions? 6)How does the individual learn new information? 7)How does the individual perform skills expected for his/her age? 8)Develop plan for completing a task? 9)What are the individual interests and strengths? 10)What is the individual’s primary learning medium?

Critical Skills “Learning to Learn” Skills Attending Waiting Response to instructions Learning from prompts Persistence Staying on task Observational learning Asking questions Asking for assistance Assessment □ Where? □ When? □ Under what conditions? □ Generalized? “

Essential Components of Effective Program Development for Learners with an ASDVI

Assessment: Understand and Use “Picture of the Child” as the Foundation Generalization: Activities and Opportunities 1)Address sensory and biological needs 2)Provide appropriate reinforcement 3)Opportunities to communicate and functional communication systems 4)Concrete supports to assist with participation and understanding 5)Address task demands 6)Systematic, planful instruction 7)Data driven decision making 8)Appropriate level of instruction Comprehensive Program of Instruction:

Evidence-Based Interventions National Standards Report □ tismcenter.org/pdf/NA C%20Standards%20R eport.pdf tismcenter.org/pdf/NA C%20Standards%20R eport.pdf National Professional Development Center □ unc.edu/ unc.edu/

CAPS Purposeful Movement/O&M