Jeremy Wilson, MA, BCBA, BICMTiffany Wilson, MA, Education Specialist, BICM

Our Goals Your Experiences Inclusion, Integration, and Mainstreaming Brief Overview of IDEA 2004, FAPE, and LRE Understanding the Commitment The Role of Assessments The IEP and Your Team Implementing the IEP Link between home and school Adaptive Skills and Social Skills Final Thoughts: Role of ABA Questions

Is to simply expose you to what inclusive practices are and how they work

Empower

Briefly write down your experiences of times you asked for your child to be included with his/her peers

How did that experience make you feel? Did you attempt to participate more or less

during your child’s IEP meeting? Do you feel like you are a collaborative

member of your child’s educational decision making process?

Mainstreaming

The student is strategically placed in a general education classroom for a specific subject that he/she does not have difficulties with

Integration

The student is in a special day program and may be placed by that special education teacher strategically in general education setting for part of the day

Inclusion

The student is a functioning member of the general education classroom setting and educating that student is a team approach, lessons are modified and or adapted, and support staff (SLP, OT, 1:1 paraprofessional) provide support within the context of the classroom instruction

Equal Membership of all students Shared ownership of all students Necessary Support for all students Positive and riched learning environment for

all students Expectations for all students to learn

A sense of belonging Development of Natural supports Enhanced skill development in academics

and social aspects Develop more appropriate behaviors Development of friendships Educate individuals without DD

IDEA 2004 embodies the requirements regarding FAPE and LRE

FAPE (free appropriate public education) meaning the student’s education is tailored in order to meet their needs

LRE (least restrictive environment) to the maximum extent possible, students w/ DD be educated with there peers w/o DD

1. Understand the commitment2. Know your child’s needs3. Begin develop your team4. Thorough Assessment5. Develop a Strong IEP6. Implementation and Close Monitoring of

IEP

This will require changing the attitudes of the teachers, principles, teacher assistants, supplemental supports, the district, and so forth

It require positive rapport building and building collaborative relationships

This will require explanation of needed supports and each team member’s role

Open communication between school and parent

Attempt to eliminate potential barriers (fear)

Know and be able to articulate your child’s abilities and difficulties effectively

Offer assistance with developing instructional supports◦ Behavior acquisition and behavior reduction

strategies 5+5

◦ Now identify and compose a list of 5 things your child does well and 5 things your child has difficulty with

Next to each item under “5 things they do well” indicate what type of subject your child would do well in

For the other column, indicate possible supports you are using at home, or strategies that are used to improve those skills

Remember that these are significant to you!!!

Consider this a recruitment process ◦ Understanding of commitment + positive rapport

with potential members + willingness to collaborate = favorable recruit

Indirect Assessments◦ Questionnaires, Interviews, and record review

(student work portfolio), Mapping Direct Assessment

◦ Observation of the child engaging in learning opportunities in their natural environment throughout the day

Assessments should be meaningful What should be assessed:

◦ Functional skills (Self help, Communication, and so forth)◦ Academic Skills (Math, Language Arts, Social Studies,

Science)◦ Additional Supplemental Supports◦ Behaviors Targeted for reduction (Behaviors that would

significantly impede upon learning without a plan in place)

◦ Current and Future classroom environments Available staffing, physical organization, available

natural supports

Assessment drives instruction!!!! Essential for the development of a sound IEP Goals should be developed from the assessments

conducted Level of supplemental supports should be specific, provided

within the context of the area of need and outlined in IEP General supportive instructional procedures should be

developed General procedures for after meeting goals should be

developed Staffing plan should be developed and included Monitoring and correspondence Plan Behavior Support Plan (BSP)

Goals and Objectives Does the goal truly relate to an identified

need? Does the goal indicate the context? Activity

based? Are the goals related to the state standards

for student outcomes? Simple and clear quantifiable criteria?

Sample Goal:

When asked which activity comes next during his school day, Steve will identify the number of his next activity on his daily pictorial schedule by pointing to that the number in 8/10 times per day over 2 months.

http://bartholdautism.com/udel/blockc/hdfs435/assignments/instructions/iepmatrix.html

http://bartholdautism.com/udel/blockc/hdfs435/assignments/instructions/iepmatrix.html

Make sure all needed staff are on board and ready to provide support

Try to avoid having two staff working with your child at one time, unless it is for modeling purposes

ID students abilities and adapt activities to allow participation and skill building

Develop skill table for curriculum Ensure that there is active learning

occurring◦ Learner is actively involved in all or part of each

activity

Purpose of activity? Intent of the activity? Meaningfulness of activity? Instruction/materials be adapted? Can all students engage with different

purposes?

Color ID, matching/sorting Sameness Vocab development: Receptive/Expressive Basic Math concepts Reading: Pics, words, 3D items

1-1 correspondence Number writing/ID Number Matching Geometry

◦ Big/little, same/different Ordinal numbers

◦ Recognize sequence Concept of more

◦ Purchasing items

When students are doing math:◦ Uses calculator◦ Uses manipulatives◦ Uses sequenced pictorial steps

Manipulatives Magnetic numbers Sticky labels Number stamps Dice Dominoes Game boards

When students are reading: Peer interactively reads to student - asks

when to turn page Student reads adapted material with

pictures Student listens to story in from CD or tape.

Words/phrases from text Self authored stories Comics Worksheets Daily schedule Pictures

Follow student interest Ensure repeated exposure Good font Use practical meaningful site words

Student sequences pictures/words/numbers to relate the event

Choose appropriate answers Respond to yes/no questions Complete worksheet with partial answers

Student chooses story topic from pictures Student illustrates/writes using pictures Student uses computer

Pics, photos, drawings Written words on magnets, sticker, cards,

and so forth Rubber stamps stickers

Student can: Match word to picture and picture to words Indicate first letter to be spelled Chooses object of interest, write spelling

word to go with it Listening from a tape

Work doesn’t stop when the child leaves school

Additional supports at home to provide further remediation skills, work with behaviors, generalize skills learned in home, and/or prime new skills being taught in school

Use of ABA Services, Social Skills Instruction, and/or Adaptive Skills

Opportunity to address social skill deficits in other environments

An opportunity to build upon peer relationships in a structured environment

Continuing to develop a natural supports in community

Social skills can address conversation skills, play interaction, and so forth

Opportunity to target functional skills in the home and community environments

Build upon skills related to community based instruction◦ Money skills, requesting items from a clerk, and

so forth Skills need to purposeful and age

appropriate

Downing, June E. (2002), Including Students with Severe and Multiple Disabilities in Typical Classrooms: Practical Strategies for Teachers, Brookes Publishing Co.

Jeremy Wilson, MA, BCBA, BICMFamily Centered Practices

Providing ABA Services818.914.4921805.339.0210

Tiffany Wilson, Education Specialist, MA, BICM

Passport to Adaptive LivingSocial Skills Instruction and Adaptive Skills Instruction

818.914.4921805.339.0210