Who’s Driving? Inclusion of students w ith high needs

Who’s Driving?Inclusion of students

with high needs

Students with multiple needs often have large support teams

• Parents/Caregivers• Classroom Teacher/Support Teacher/Assistant• MCFD Social Workers• Community support & health care people• Itinerant Teachers & Specialists

Role of Classroom Teacher

• Inservice classmates• Provide opportunities for

active participation • Model interactions with

student for peers• Meet with assistant to

plan modifications• Report observations for

assessments

• Meaningful inclusion is most successful when we combine …

• creativity

• flexibility

� Do classmates know how to interact meaningfully with the student?

� What skills are important for the student to learn?

Formal Lessons Informal Explanations� How can classmates assist the

student to be an ACTIVE participant?

Teach them their role.

Functional Activities & Routines In The Classroom • sharpening pencils ….. • buddy reading • announcements • math brainteaser or games• spelling drill • calendar • counting exercises • music, art, gym • lunchtime activities • centre time (science, socials, etc.) • handing out or collecting worksheets or materials • stamping classmates work

What kinds of routines and jobs exist in your student’s classroom and school? Routines are a great way to include your student as they occur frequently and the student can often provide a service to others while practicing his/her own skills

Students can practice skills by doing many functional jobs around the school. Replenishing vending machines can help students practice… • matching object to object or object to picture • sorting which objects are the same • using arms and hands to reach • mobility in moving to the location

Functional Activities & Routines Around The School

Greeting secretary, principal, custodian, LA teacher, peers, librarian, etc. helps a student practice using her voice output device (i.e., Step-by-Step Communicator) to tell the school secretary… • that she has the attendance • ask her how her day is going • tell her a joke This daily communication is enjoyed by both parties!

• hang out at recess • deliver messages for secretary to teachers • fill vending machine & collect cans • sharpen pencils for secretary • collect and deliver attendance • help with weekly staff “snack days” • custodial activities • load or unload dishwashers

MORE…… Functional Activities & Routines Around The School

• make popcorn for movies or recess • sell muffins or cookies (fund raiser) • stamp books in library • hand out materials in gym or in class • water plants throughout school • clean utensils or sort tools for teachers • collect papers for the teacher • purchase groceries for cooking class

.

Provide CHOICE MAKING for the student in front of peers

Interpret the Student’s vocalizing & gestures from the PERSONAL DICTIONARY in front of the class.

Facilitate SWITCH USE with the student

Facilitate HAND USE with the student

Role of the Support Teacher

• Teacher time to work one-on-one with student• Help plan modifications• Arrange inservice for classmates and new teachers• Create & review data collection sheets• Help assess and report on the student’s progress • Write & update IEP• Help prepare for large transitions and community

inclusion

Teacher time to work closely with the student

• try to regularly spend time working with the student on a specific skill related task.

• try to provide relief for the classroom teacher so that he/she can work one-on-one with the student once a week.

Plan Modifications with Team

• Help plan modifications for activities with the T.A. and classroom teacher, particularly with theme related stations/centres.

• The resource teacher is the special education specialist and the constant teacher over the years for the student.

• Also consult with itinerant teachers, parents, specialists & last year’s teachers as to what worked well and what strengths/interests the student has to share.

• Keep some bin activities or alternate activities on hand for times when participation in class activity is not possible.

Arrange for in-service

• Coordinate or arrange for in-service for classmates and new teachers.

• Invite specialists & therapists to teach peers how to interact meaningfully with the student on his/her skills and personal dictionary.

• Help assistant create a personal dictionary.

Make personal dictionaries visible…• In day planners• On classroom bulletin

boards• On the back of a wheelchair

PERSONAL DICTIONARYStudent: Date:

Behaviours observed: “This is what I do”

Intent - What it means:“This is what I am trying

to tell you”

How to respond:“What you can say and/or

do”

I come right up to your face and I say “uh uh uh” and I pat my mouth with my hand.

“I want to talk with you. Acknowledge what I am doing.”

“You are going to go for a walk now _____” “Have fun” You might want to calmly angle your body away a bit and gently hold out your hand to demonstrate the personal space you are comfortable with.

Create and Review Data Collection Sheets

• Create and review data collection sheets designed for the student (based on their IEP goals)

• Data collection is maintained by the assistants & teachers

• Data collection could be around key areas such as choice making, yes/no questions, sign language or PECS use, comprehension questions asked and answered correctly, calming strategies being employed, mobility, etc.

  Rarely Happens

<2x a day

Sometimes Happens

2-5 x a day

Frequently Happens

>5 x a day

Priority Area for Programming?

Joins in activities with peers

Answers yes/no accurately to simply worded questions

Takes turns during games and activities

Maintains personal hygiene (hair & face)

Chooses between 2 objects by pointing to preferred one

Uses calming strategies, see plan, to de-escalate anger and anxiety

Build an IEPMeet with the parents/caregivers and the rest of

the student’s team.Use the IEP support planning tools.

• purchase stamps for secretary or stamp letters • mail letters for secretary • purchase items for cooking class or staff room • swimming • horseback riding --- ---- • bowling• request and pick up staff lunch order from local deli • leisure activities appropriate to your area (rock climbing, skiing, etc.)• riding bus or taxi• walking to locations in

community • participating in recreation classes• doing work experience/volunteer

work

Transitions & Community Inclusion

Work Experience OpportunitiesDelivering

newspapers

Learning to navigate

the --- community

Shopping at the Mall

MADE MY DAY!

RESOURCES TO AID INCLUSIONWelcome to the Provincial Integration Support Program Website, funded by the B.C. Ministry of Education and hosted by B.C. School District #61 (Victoria). This website is designed to assist school teams and families in developing meaningful and functional programs for B.C. students with severe/profound cognitive and multiple physical disabilities within inclusive schools k-12. The strategies, learning modules and other resources in this website, are provided to maximize student learning.

www.pisp.ca

• PISP Contacts• Program info• Videos & tutorials• Strategies & FAQS• Learning Modules• Inservice & Training

• Participation Kits• Equipment• Disabilities Awareness• Resources• Networking

www.autismoutreach.ca

Functional Curriculum CD

POPARD's Handout Series

Success Stories eLearning Lessons

eLearning Lessons are available on a large variety of topics, ie: - Strategies for a successful kindergarten year- How to create a self-modeling video- Behavioural emergency plans and reactive strategies- Emotional regulation- Relaxation strategies- PECS- Self-regulation and self-reinforcement- Why combine work experience with career training programs- Discrete Trial Teaching- ABA- Visual schedules: Set up and use

www.fasdoutreach.ca

eLearning modules provide a new way to learn about FASD. We combine powerpoint, narration and video clips and/or photo’s to help you understand a particular topic.As of April, 2010, we have created 29 eLearning modules.

Provincial Outreach Programfor Fetal Alcohol Spectrum

Disorder (POPFASD)

As well as the eLearning Modules mentioned above there are also excellent teacher resources available on this site such as: • Some downloadable and other reviewed print resources• Training/courses available• VHS/DVD & Websites• Calendar on upcoming Conferences & Events• Acronyms, Glossary & Downloadable documents

We have modules under "Learning About FASD", "Planning Instruction", "Creating a Positive Behaviour Climate", "Teaching to Strengths and Needs", "Developing the IEP", "Transitioning", and "Assessment Networks".

THANK YOU

Please check out the resources on the back

tables.