Incluziunea colar a copiilor cu autism

Incluziunea colar a copiilor cu autismPsiholog Drd. Cristina Costescu Ce este autismul?Tulburare neurobiologicCaracterizat de o triad de deficite(Wing & Gould, 1979) Deficit de flexibilitate comportamental (comportamente restrictive i stereotipe)

Deficit Deficit de de comunicare interaciune social conform DSM IV-R Psihologul colar ??? Creterea prevalenei tulburrilor de spectru autist

acceentul pe intergrarea n societate

U.S. Department of Education (DOE):

din 19911992 n 20012002 an colar, numrul copiilor cu autism din colile speciale a crescut cu 1300%, de la 5415 la 78,749. Psihologul colarHoagwood and Johnson (2003): psihologul colar are rolul de:

- a facilita incluziunea colar a copilului cu autism n colile i grdiniele de mas (prin intermediul tehnicilor psihologice de intervenie i prin instrustruirea personalului i a celorlai elevi)

inta interveniilor: faciliteze dezvoltarea social i a limbajului s reduc din problemele comportamentale (comportament ritualistic, agresivitate sau hiperactivitate) s determine dezvoltarea unor aptitudini pentru funcionarea independenta s ajute familiile s fac fa problemelor specifice cu care se confrunt

Terapii validate tiinific n autism presupune integrarea celor mai riguroase cercetri precum i a expertizei clinice n contextul caracteristicilor individuale, valorice, culturale dar i prefereniale ale acestuia (Cit. n Mesibov, 2009)

http://www.researchautism.net/autism_treatments_therapies_interventions.ikml

Tipuri de interveniiAbordri comportamentale tradiionale/didacticeApplied Behavior Analysis Discrete Trial Training (Trainingul ncercrii discrete)Abordri comportamentale centrate pe copilnvarea incidentalPivotal Response Training (Trainingul rspunsului fundamental)Abordari din perspectiva dezvoltriiTEACCH (Treatment and Education of Autistic and Related Communication of Handicapped Children)Denver Model (Rogers)SCERTS Model (Prizant and Wetherby)Daily life therapy (Higashi Schools)Tipuri de terapiiTerapii bazate pe relaieFloor-time/DIR (Developmental, relationship-based, individual differences) Model (Greenspan)Relationship Development Intervention (Gutstein)Son-Rise Program (Kaufman)Terapii bazate pe abilitiPicture Exchange Communication Program (PECS)Functional Communication Training (CARR)More then words program (Hanen Centre)Social-stories (Gray)

Incluziune-integrare

LEGEA EDUCAIEI NAIONALE MONITORUL OFICIAL AL ROMNIEI, PARTEA I, Nr. 18/10.I.2011SECIUNEA a 13-anvmntul special i special integratArt. 48. (1) nvmntul special i special integrat, organizat pentru persoanele cu cerine educaionale speciale sau alte tipuri de cerine educaionale, stabilite prin ordin al ministrului educaiei, cercetrii, tineretului i sportului, se realizeaz pentru toate nivelurile de nvmnt, difereniat, n funcie de tipul i gradul de deficien.

(2) nvmntul special i special integrat este gratuit i este organizat, de regul, ca nvmnt cu frecven. n funcie de necesitile locale, acesta se poate organiza i sub alte forme, n conformitate cu legislaia n vigoare.

Art. 49. (1) nvmntul special se organizeaz, dup caz, n uniti de nvmnt special i n uniti de nvmnt de mas.(2) nvmntul special integrat se poate organiza n clase speciale i individual sau n grupe integrate n clase de mas. Efectivele formaiunilor de studiu din nvmntul special i special integrat sunt stabilite de Ministerul Educaiei, Cercetrii,Tineretului i Sportului, n funcie de tipul i gradul deficienei.Incluziune-integrare

Integrarea -> procesul de asimilare a elevului n cadrul nvmntului normal, proces prin care elevul se adapteaz colii n timp ce aceasta rmne, n cea mai mare parte, neschimbat.

Incluziunea -> colile i sistemul educaional, n general, se schimb i se adapteaz nevoilor elevului (M. Ainscow, 1998, Kisaji, 1999)

Diferena esenial integrare - incluziune (Sebba, 1996): integrare :adaptarea copilului la cerinele colilor, curriculei de masincluziune: adaptarea curriculei la nevoile copilului dezvoltarea ntregului sistem de nvmnt n vederea dezvoltrii optime a tuturor copiilor (Ainscow , 1996)

!!!!!cu efect diferentaPai n incluziunea copiilor cu TSAinformai-vcomunicai cu priniipregtii sala de grupinformai, pregtii colegii de grupcolaborai n implementarea programelor educaionale rezolvai problemele comportamentale

!!!!poze pt fiecare pas-eventual pe mai multe sliduri ca sa fie kIntervenii n mediul colar(1) Strategii pentru managementul comportamentelor disruptive(2) Strategii pentru mbuntirea abilitilor academice(3) Strategii pentru facilitarea incluziunii colare1. Strategii pentru comportamentele disruptiveI. Analiz funcional

1. Definete comportamentul n termeni observabili i msurabili;Obs! Definiia trebuie s permit nregistrarea comportamentului de ctre observatori diferiiPentru a defini comportamentul, sunt necesare o serie de observaii iniiale

2. Colecteaz informaiiInterviu cu printele, profesorul, copilulObserv comportamentul folosind o gril comportamental

Strategii pentru comportamentele disruptive3. Analizeaz informaia i examineaz diferite funcii ale comportamentuluiCutai un patern comportamentalDup ce antecedent a aprut comportamentul?Ce consecin a urmat dup comportament?

4. Stabilete ipotezeleCnd X apare, copilul va face Y ceea ce va conduce la Z. prin urmare, funcia comportamentului este_____________

5. Dezvolt un plan de intervenie pentru a modifica comportamentul.Modificarea antecedentelor, a consecinelor,Dezvoltarea unui comportament alternativ: -contingent -pozitiv

Strategii pentru comportamentele disruptiveII. Modificarea antecedentelor (Kluth, 2003)

Modificarea mediului: includerea orarelor vizuale rearanjarea mobilieului i a materialelormodificri ale sunetelor i a luminilornlturarea distractorilor

Organizarea mediuluimprirea slii pe centreOrganizarea materialelor cu care se lucreazDelimitarea spaiului pentru joc i activitate - lucrurile / jucriile cu care are voie copilul s se joace sa fie accesibile i, eventual, etichetate- lucrurile cu care nu au voie s se joace/s le foloseasc s fie puse n dulapuri/s nu fie la vedereOferirea timpului i spaiului pentru a se linitiExemplu 1: modificarea antecedentelor- n grdini1616Organizarea mediului

Aezarea copilului n funcie de specificul activitii i nevoii acestuia:- Cu faa spre educatoare (s o poata vedea foarte bine de la locul ei/lui) n vederea focusrii ateniei copilului- Lng educatoare sau lng modele pozitive (copii linitii i ateni) n vederea modelrii comportamentului copilului cu autism dup copilul-model-Departe de distractori (ua/geam/jucrii/loc de joac)- Lng colegi suportivi 1717Strategii pentru comportamentele disruptiveIII. Training pe comunicare funcional (Johnson, 2002, Hanley, Iwata & Thompson, 2001)

Comportamentele disruptive sunt modaliti disfuncionale de a comunicaStrategii de comunicare verbale sau nonverbale

Strategii pentru comportamentele disruptiveIV. Erorless compliance training and reinforcement 1. comenzi care pot fi ndeplinite 100% + RECOMPENS 2. introducerea treptat a comenzilor mai dificile(Ducharme & Drain, 2004). II. Strategii pentru mbuntirea abilitilor academiceDificulti n planificare, flexibilitate cognitiv i atenie (National Research Council, 2001)Programe de lucru - ncercrii discrete - condiionare - shaping - promting

2. Structurarea sarcinilor i implicarea colegilor (Johnson, McDonnell, Holzwarth,& Hunter, 2004) ExempluAdaptarea curriculei - activiti/cerine/materiale - Structurarea activitilor- folosirea orarului vizualAnunarea trecerii de la o activitate la altamprirea activitilor n sarcini mai mici Folosirea instruciunilor directe, concrete, foarte clare- evitarea metaforelorUtilizarea imaginilor descriptive cnd se spune o poveste/se nva o poezie

2121 Adaptarea curriculei- activiti/cerine/materiale -Oferirea pe rnd a instruciunilor si nu mai multe odatSolicitarea copilului n timpul activitii Promptarea copilului pentru a ndeplini sarcina- modelarea rspunsului corectAcordarea unui timp suplimentar pentru rspunsOferirea de recompense i laude 2222III. Strategii pentru facilitarea incluziunii colare I. Modificarea antecedentelor - activiti de grup (Brown, Odom, Conroy, 2001) II. Intervenia mediat de colegii de grup (Barry et. al., 2003) III. Social skills training Strategii de intevenie la clas/grup DificultateCum intervenim?Lipsa contactului vizualOchii la mine! Uit-te la mine!Nu nelege regulile socialenvai regulile sociale n mod repetatnvai regulile sociale n pai mici Afiai regulile pe perete

IzolareCreai oportuniti distractive pentru grupncurajai joaca cu ceilaliAlegei un copil cu care s se joacenvai-i cum s nceap, s susin, s sfreasc un jocLipsa empatieiExplicai nelesul emoiilor Ajutai-l s ntrebe cum se simt aliiStrategii de intevenie la clas/grup DificultateCum intervenim?Deranjeaz activitatea Aezai-l lng dumneavoastr Folosii un semnal cu care s-i reamintii s stea n linite (de ex degetul pe gur)i ia mult timp s rspund la ntrebri Oferii-i timp suplimentar Reacii negative la schimbrile din mediu ncercai s evitai schimbrile pe ct posibilEvitai surprizeleDificulti n folosirea adecvat a timpului Programai activiti structurate i pentru jocul liber Strategii de intevenie la clas/grup DificultateCum intervenim?Crize de furieOferii loc de linitire, calmare Stereotipii care au ca scop autostimularea sau detensionareaFolosirea lor pt a nva deprinderi noi Limitarea spaiului, timpului, persoanelorImplicarea ntr-o alt activitate Nu nelege metaforeleOferii explicaii, vorbii clar, fr subnelesuriNu folosii umorul, ironia!Probleme cu urmarea instruciunilor Folosii instruciuni simpleVorbii rarRepetai instruciunea de mai multe oriFolosii imagini pentru a prezenta instruciunea

nsoitorul copilului cu autism

nsoitorul = un specialist care: - asist copilul pe parcursul activitilor din cadrul grdiniei (activitate, joac) - ajut copilul n situaiile noi -sprijin copilul n formarea independenei i a adaptabilitii transferului de informaii -faciliteaz interaciunea cu colegii i cu educatoareaRolul nsoitoruluisugereaz soluii i rspunsuri recompenseaz copilul pentru comportamentele pozitive i rspunsurile adecvate nva i ncurajeaz copilul s fie independentncurajeaz comunicarea cu ali copii sau alte persoaneprezint educatorilor un bilanafieaz o atitudine normal fa de copil induce copiilor/altor persoane sigurana c se pot raporta i purta n cel mai firesc mod fa de copilcolaboreaz cu educatorul, terapeutul, ngrijitorul, prinii

Beneficiile procesului de incluziune colar

Beneficii pentru copiii cu autismdezvoltarea comportamentelor sociale adecvate, integrare, adaptare la grup, creterea ncrederii n sinesimt c sunt acceptai ntr-un mediu, grup care i integreaz necondiionatfacilitarea integrrii n societatedezvoltarea relaiilor de prietenie cu ceilali copii fr dizabilitioportuniti de a-i practica abilitile

copiii cu nevoi speciale ajut procesul de nelegere i contientizare al diferenelor i asemnrilor dintre oameninva cum s interacioneze cu copiii cu autism i ce fel de ateptri s aib de la acetiaprevine formarea stereotipiilor negative n legtur cu persoanele cu dizabiliticreterea toleranei la diversitateprevenirea discriminrii

Beneficii pentru colegii de grupFlexibilizarea stilului de predare i adaptarea acestuia la nevoile specifice ale copiilorStrategiile folosite n predarea pentru copiii cu autism pot fi folosite i cu ali copiinelegerea diferenelor dintre elevi ca resurs pentru procesul de nvare, nu ca o problem ce trebuie depit

Beneficii pentru cadrele didactice

Restructurarea culturii, politicilor i practicilor din coli s rspund diversitii elevilorCreterea participrii tuturor elevilor la educaie i reducerea numrului celor exclui din cultura, curricula i valorile comunitii promovate prin coala de masValorizarea egal a tuturor elevilor i a personalului Reducerea barierelor n nvare i participare pentru toi eleviiFacilitarea procesului de incluziune

Beneficii pentru sistemul de nvmnt

Incluziunea colarnvmntul de mas vs. nvmntul special

The Center for autism and Related Disorders

Curriculum educaionalJonathan Tarbox & Bill Roth (2010)

LanguagePlayAdaptive SkillsMotor SkillsExecutiveFunctionsCognitionSchool Skills Social Skills36Language Curriculum0-12 mos.Body PartsFollowing InstructionsGesturesSound Discrimination

1 - 2 yrs.ActionsBasic MandsCategoriesChoicesFunctionsNegationObjectsPeople & RelationshipsPrepositionsYes / No2 - 3 yrs.AdverbsAttributesFeaturesGenderManding for InformationOppositesPronounsWh-DiscriminationLocationsPlurals3 - 4 yrs.DescribeSequencesStatement - Statement4 - 5 yrs.Same / Different5 - 6 yrs.Ask & Tell DiscriminationStatement QuestionSyntax6 - 7 yrs.What Goes With

Lessons by Emerging Age and Function:3737Lessons in ORANGE had a change in name. Verbal Imitation was changed to Echoics. Rec commands to FI; Gestures and Facial Expressions split into Gestures (staying in language) but Facial Expressions when into Social Skills in a lesson called Body Language and Facial Expressions. Sound Discrimination and Recall now called Sound Discrimination. People to People and Relationships, Attribute-Object to Attributes, Asking for Information to Manding for Information, Describe by Category, Feature and Function to Describe.

Lessons in BLUE are new: Basic Mands and Adverbs.

Play CurriculumElectronic PlayIndependent PlayInteractive Play

PretendPlay

Constructive PlaySensorimotor PlayTask Completion PlayPlay StationsEarly Social GamesRead-to-Me Books & Nursery RhymesMusic and MovementTreasure HuntCard and Board GamesLocomotor PlayPeer Play Functional Pretend PlaySymbolic PlayImaginary PlaySociodramatic PlayBlock ConstructionsStructure BuildingSand and Water ConstructionsClay ConstructionsArts and Crafts

Audio and Video PlayComputer PlayVideo Games3838Beginning Play was split into three lessons and expanded.

Interactive Play involves four new lessons listed in blue. Early Social Games involve things like peek-a-boo, pat-a-cake, and Im gonna get you. Read-to-me books and nursery rhymes introduces the child to beginning book play: sitting, attending, turning pages, and fill-ins. Music and Movement contains one section of the old Choral Activities lesson which is to learn to sing songs with and without finger and hand motions, it also includes the imitation of sound speed and duration with instruments that used to be the lesson called Sound speed in duration, in addition to many other music concepts such as dance. Treasure Hunt is new. It includes object permanence and gets as advanced as hunting for items using a map or written clues. The lessons in orange are not new, but just have new names. Card and Board Games was previously called Games with Rules. Locomotor Play was previously called Practice and Gross Motor Play. Peer play was previously called Social Play.

Pretend play is still the same.Electronic Play is a new area. It Audio and Video Play, Computer play, and video games.Constructive Play includes Block imitation and the old constructive play lesson was expanded into 4 new lessons in an effort to provide more ideas, but the structure of the SDs are the same.

Adaptive Curriculum3939All of the blue lessons listed here are new. In the personal domain, the old Utensil Use lesson was added to the Feeding lesson. The feeding lesson does not include extensive procedure for treating feeding problems, as SOS putting together their own curriculum on that topic. Grooming lesson was split into Teeth Care and Hair Care which are now extensive and include using mouthwash, flossing, and styling hair. Preventing the Spread of Germs includes things like washing hands, covering mouth when coughing / sneezing, using a kleenix to blow nose, and avoiding sharing germs w/ sick people. Nail care is self-explanatory. Health care includes applying sunscreen, caring for minor cuts, following diets, and taking medications.

The new domestic skills are all pretty self-explanatory.

The Safety equipment lesson teaches the child to wear safety equipment and use equipment to keep personal belongings safe.

In the community domain, shopping and restaurant readiness teaches basic skills for those settings.

Task Analyses have been added to all the lessons in this curriculum for skills that require multiple steps.Motor CurriculumOral MotorOcular MotilityBinocular Vision SkillsVisual PerceptionHand SkillsColoringFinger SkillsDrawingPre-HandwritingCutting with Scissors

SittingCrawling / CreepingRiding Foot-Propelled VehiclesStandingRolling OverRolling / Throwing / DribblingWalkingStairs and ClimbingRiding a Tricycle / BicycleRunningBalance BeamSwinging a Bat / Racquet / PaddleJumpingKickingPhysical Education ReadinessHoppingCatchingGrossFineOralVisual4040First, please do not think this pyramid means that we teach in this order. The sections can all be worked on simultaneously and in fact some of the visual motor lessons may improve the childs ability for visual motor integration into fine and gross motor skills. Given that, Im going to start at the top of the pyramid and work my way down. By the way, all the blue lesson names are new lessons in this curriculum.

Oral motor is basically a new lesson, as oral motor was originally part of the Verbal Imitation (now called Echoics) lesson. The oral motor lesson was written by one of our future SLPs and is intended to be used as a supplement to the echoics lesson so that when the child has problems with articulation, the mouth movements associated with producing the phoneme can be practiced in conjunction with the phoneme that is being taught in echoics. This strategy is based on an approach which emphasizes that oral motor exercises should not be practiced in isolation but should be practiced in conjunction with echoics and be functional for producing speech sounds.

All the visual motor lessons are new. Ocular Motility refers to eye movements such as fixation, pursuits (which is a fancy way of saying tracking), and saccades (which is fancy way of saying scanning). Binocular vision skills refers to using both eyes simultaneously to view objects and scenes. In this lesson, we work on convergence which is when the eyes turn inward as objects come closer and closer to the face in order to maintain a single 3d image (as opposed to a double image) and stereopsis which involves teaming both eyes so that images seen by each eye result in seeing one image. This is done by having the child follow close behind you and stopping suddenly to teach him /her when to stop to avoid bumping into you or swinging a ball hanging from a string and ceiling towards child until they can catch it.

Visual Perception works on fine visual discriminations such as sorting puzzle pieces by those w/ flat edges or those with a bit of blue in them to be used for the sky. Also works on visual spatial and orientation relations such as if I put four blocks in a tube in this order and then turn the tube 180 degrees, which order will they come out from the left side?Social Skills CurriculumAbsurditiesGroupRelated SkillsSocial RulesSocial ContextSelf EsteemSocial InteractionSocialLanguageNon-VocalSocial SkillsGroup Related SkillsResponding in UnisonGroup DiscussionNon-Vocal Eye ContactNon-Vocal ImitationBody Language & Facial ExpressionsGestures to Regulate Social InteractionSocial LanguageGreetings and SalutationsSocial ID QuestionsProsodyRegulating OthersConversational AudiencePhysical Context of ConversationListening to ConversationInitiating ConversationJoining ConversationMaintaining ConversationRepairing ConversationTransitioning Topics of ConversationEnding Conversation

Social InteractionApologizingAssertivenessComplimentsCooperation & NegotiationGaining AttentionIntroductionsLevels of FriendshipSharing & Turn-Taking Lending & BorrowingSelf EsteemDealing with ConflictPositive Self-StatementsWinning & Losing Constructive CriticismSocial ContextResponding to Social CuesLearning Through Observation Social RulesCompliance Following RulesCommunity RulesPoliteness & MannersAbsurditiesFigures of SpeechHumor and JokesWhats Wrong?4141In the non-vocal social behavior domain, concepts such as Eye Contact and Non-Vocal Imitation (previously called Non-verbal imitation) were moved from here from the Language curriculum. The Body Language and Facial Expressions lesson listed here includes sections of the old Gestures and Facial Expressions lesson that was also in the language curriculum. Additionally, we are planning to write a new lesson called Gestures to Regulate Social Interaction.In the social language domain of social skills, Greetings and Introductions was split into a lesson called Greetings and Salutations and a lesson called Introductions (which is in the next domain of social skills that I will cover). Social ID Qs and Prosody remain basically unchanged. There is a new lesson called Regulating Others which includes concepts such as giving reminders, delineating personal claims (e.g., shotgun or I got dibs on that one), and delaying or hurrying others. The conversation training lesson was broken up and expanded into all of the lessons you see here in blue. In the Social Interaction domain of social skills, the Assertiveness lesson now includes the concepts that were previous in a lesson called Requesting Cessation and Lending and Borrowing is a new lesson.In the self-esteem domain of the social curriculum, the only new lesson is Constructive Criticism which teaches the child how to respond to and give constructive criticism.In the social context domain lies the Responding to Social Cues lesson which now also includes environmental social cues such as knowing that when you enter a room that is freezing cold, you should turn down he A/C or if the cat has thrown tipped the trash can and gotten trash all over the room, you should pick it up as well as the original behavioral cues such as opening the door for someone approaching a closed door w/ a stack of books in their arms. Learning through Observation is the old Observational Learning lesson that was in the Language curriculum with changes. The I dont know portion is now in Negation, but the more advanced concepts of observing the behavior of others to find out the unknown information is still here There are also a couple of more SDs including observing someone respond incorrectly followed by continuous trying until a correct R occurs. The child is to learn the correct response from this observation which is a form of observational learning. We only changed the name of this lesson because it included other topics such as eavesdropping (which is not observational learning) to obtain information.In the social rules domain, Compliance was moved here from the Language curriculum. Community Rules is a new lesson which teaches the child to follow community rules and signs. Politeness and Manners is a combination of some of the stuff from the old Relationships and Politeness lesson and the Community and Social Behavior lesson includes basic rules related to politeness and manners.In the group related skills domain, the lesson Choral Activities was split into Music and Movement (which is covered in the play curriculum) and Responding in Unison which teaches the child to answer call out questions in unison with peers in class and to sing in unison (after having learned to sing the song in music and movement).In the absurdities domain, figures of speech remained the same, humor and jokes is a new lesson. It does not focus on the concept of deception through jokes though, which is covered in the Deception lesson in the Cognition curriculum. Whats Wrong was pulled over from the Whats Missing / Whats Wrong lesson in the Language curriculum and placed here. As you may recall the Whats missing component went into the EF curriculum.

Academic Skills CurriculumMathShapesMoneyPatterningCalendarAdditionSubtractionStatistics and Data AnalysisNumber Concepts:NumbersCounting & QuantitiesQuantitative ConceptsOrdering Numbers & GroupsComparisonsNumber Patterns Time:Time of Day & Daily ActivitiesTelling TimeLanguage ArtsColorsCommunity HelpersHandwriting and PenmanshipWritingLettersSpellingPrint ConceptsLiterary GenresDecoding & Word Recognition:PhonicsSight ReadingComprehension:Oral Story ComprehensionReading ComprehensionPhonological Awareness: Phoneme IsolationPhoneme Blending & SegmentationPhoneme MatchingPhoneme ManipulationWord Discrimination & SegmentationRhymingSyllables

4242Although the school district is responsible for a childs education once they turn 3 and have an IEP, the required age for attending school is not until 5-6 yrs. old for all of our CARD offices except Chicago which is 7. Thus, Carolynn has focused her energy on developing the school skills curriculum up through kindergarten, since it is likely that CARD will be actively involved and sometimes completely relied on for teaching academic skills up to this point. That said, some of our school skills lessons do go even further up to age 8 (or to the end of 2nd grade). Before I delve into the specific lessons within math and LA, it should be noted that Carolynn has included sections within each lesson that give you ideas for naturally occurring classroom applications of the skills. So, please look out for those.For Math, all of the blue lessons are new additions. The Shapes lesson was moved over from the language curriculum and expanded. Most are self-explanatory however, Statistics & Data Analysis includes posing questions, collecting data, and recording the results using concrete objects, pictures and picture graphs. Number Patterns includes Ordinal Numbers, Skip Counting, and Problem Solving.

For LA, the lessons in black were in other areas of the curricula at some capacity and have been expanded upon. The blue lessons are all new. Those that are not self-explanatory by their titles include Print Concepts: Teaches skills related to books: Discriminating letters, words, sentences; Identifying parts of a book (front / back cover, author, title etc.); directionality & reading print (e.g. begin at top and move left to right etc.). Literary genres includes identifying and distinguishing different types of text such as fantasy from realistic text as well as everyday types of print materials such as poems, newspapers & signs. Phonological Awareness: HUGE includes lessons targeting phonemic awareness. all lessons related to listening and discrimination at the word, syllable (word part) and phonemic (individual sound) level.

Also, non-academic skills such as remaining organized, on-task, raising hand, and following school rules are all taught in other areas of the curricula such as in the EF and Social curricula where it is always expected that we practice these skills in the childs classroom after they have been taught in a 1:1 setting.

V mulumesc !