THE STUDENT’S EDUCATIONAL SKILLS =========================================================== 1. THE STUDENT WILL USE HER HANDS TO REACH, GRASP, HOLD AND

RELEASE OBJECTS IN FUNCTIONAL ACTIVITIES. … I can ________________________________________________________________ 2. THE STUDENT WILL USE HER GAZE TO MAKE CHOICES BETWEEN TWO OBJECTS. (Refer to scripted routine for choice making) … I can _________________________________________________________________ 3. THE STUDENT WILL PARTICIPATE BY USING A SWITCH WITH HER RIGHT HAND TO: • engage in leisure activities • help others • have a voice • control her environment … I can __________________________________________________________________ 4. THE STUDENT WILL INDICATE THAT SHE WANTS “MORE” OF AN ACTIVITY WHEN IT IS STOPPED, THROUGH HER FACIAL EXPRESSIONS AND/OR VOCALIZATIONS. … I can ___________________________________________________________________ 5. THE STUDENT WILL RELAX TO ACTIVELY PARTICIPATE IN ALL CHANGES OF POSITION. (e.g., standing transfers & two-person lifts) … I can provide opportunities for ______________________________________________ 6. THE STUDENT WILL GREET OTHERS BY SMILING AND LOOKING TOWARDS THEM. … I can verbally acknowledge ________________________________________________

Skill - use gaze to make choices.

_________________

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

� Formal Lessons

� Informal Explanations

� What skills is the student working on?

� How can classmates assist the student to be an ACTIVE participant?

� Teach them their role.

• What kinds of inservice are occurring for Michael in his classroom?

STUDENT’S MOTIVATORS

We need to incorporate some of the following personal motivators into each activity that the student is participating in. This will help to “motivate” the student to work on his/ her skills. Those who know the student best (TAs, family and other team members) have generated this list. It should be updated once a year. • animals (especially cats) • using hands in any way, touching objects • helping others • working with peers • animated voices (particularly when listening to a story) • brightly coloured, simple, contrasting objects (not pictures) • water (swimming, bath, washing hands, water play, watering plants) • mobility (moving in wheelchair; moving fast) • going for walks outside if the weather is nice • rough housing (getting out of the wheelchair and moving around) • one to one contact with people • unusual sound effects (activities, objects, stories, videos, etc.) • music (western and rock and roll especially) • food (especially bananas and puddings)

Dislikes or Least Preferred Activities • working in isolation • sudden noises or high pitched noises • sitting and listening without being actively involved • vibrations • toys that don’t make sounds (e.g., stuffed animals) • drawing or fine motor activities that involve pencils with hand over hand • standing in the standing frame

.

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

Clip

How does the TA & teacher model interactions with Justin?

Personal Dictionary

Student: ____________________ Date: _____________

BEHAVIOURS OBSERVED“This is what I do”

INTENT/WHAT IS MEANS“This is what I am trying to tell you.”

HOW TO RESPOND“What you can say and/o r do”

1. Looking away, turns head away

2. Head down, hands sometimes in mouth, eyesclosed

3. Finger or thumb in mouth, low pitched hum

4. Loud, low pitched vocalization (whining),rocking in chair, agitated facial expression

5. Stick out tongue while drinking

1. Not interested in activity

2. a) Tired, sleepy b) Bored, not interested in activity

3. Unhappy, wants out of wheelchair and to beleft alone

4. I’m hungry and I want to eat now

5. I don’t want any more to drink.

1. “J”, you’re looking away. You’re telling meyou don’t like ________ . Let’s see if there issomething else you like better.” Offer “j” thechoice of a different activity.

2. a) “J”, you’re closing your eyes and puttingyour head down. You must be tired.” give “J” 15- 20 minutes to rest before starting anotheractivity.

3. a) “J” your finger is in your mouth & you arehumming. You want out of your chair and sometime on your own.” Take “J” out of thewheelchair and put “J” on floor. Try not todisturb him for 15 - 20 minutes. b) “J”, your finger is in your mouth & you arehumming. “J”, you’re telling me you want out ofyour chair but we need to finish this activity andthen we’ll get out onto the floor. c) “J”, your finger is in your mouth & you arehumming. You want out of your chair & sometime on your own. We were just on the floor, nowit is time to work in your chair. When we finish,then we’ll take another break.”

4. “J”, I can tell by your face and voice that you’renot happy.” Get “J” something to eat ASAP.

5. “J”, you’re sticking your tongue out. I thinkyou’re saying you don’t want any more to drink.”Stop giving “J” a drink. If he hasn’t had much todrink, offer more in about 30 - 45 minutes or atend of meal.

Personal Dictionaries

• Make them visible…

• In day planners• On classroom bulletin

boards• On the back of a

wheelchair

Classroom & resource teachers meet regularly with Assistant to plan & modify upcoming classroom activities.

Create parallel learning centres for student & peers to work on their own skills.

Identify a modified activity that has been created for Joy within the classroom, within the school at large, within a community outing and within the home environment.

ENVIRONMENTAL SCAN Functional Activities & Routines In The Classroom • sharpening pencils • buddy reading • announcements • math brain teaser • spelling drill • calendar • counting exercises • music • lunch time • centre time (science, socials, etc.) • art • music • gym • stamping classmates work • handing out or collecting worksheets or materials Functional Activities & Routines Around The School • hang out at recess • delivering messages for secretary • filling vending machine • sharpening pencils for secretary • collect and deliver attendance • greeting to secretary, principal, custodian, LA teacher, peers, librarian, etc. • bathroom activities • weekly staff snack days • making popcorn for movies or recess • selling muffins (fund raiser) • stamping books in library • watering plants in library, office, LA room, classroom, teachers’ lounge Functional Activities & Routines In The Community • purchase stamps for secretary • mail letters for secretary • purchase items for cooking class or staff room • swimming • horseback riding (for disabled) • bowling (modified for disabled) • request and pick up staff lunch order from local deli • leisure activities appropriate to your area (rock climbing, skiing, etc.)

Job - Helping to sharpen pencils

Assess & Report Progress

Input from….

Therapists Resource Teacher Classroom Teacher Teaching Assistant

Guidelines for Reporting Progress Progress can be noted even when the student’s skills may remain somewhat similar from year to year. The following are some areas where we can measure progress. • Degree Of Active Participation From The Student. How much assistance or prompting (physical and/ or verbal) does the student require overall? Has the prompt level changed? (e.g., physical cue paired with verbal cue, to just the visual cue) • Frequency Of The Behaviour How often does the student perform the activity as desired? (e.g., How many times does the student request “more” for an interrupted favorite activity?) • Accuracy Of The Behaviour How precisely does the student perform the behaviour? (e.g., during switch work, how many “false hits” (hitting the switch involuntarily) occurred? Did the student point/ gaze accurately at the picture choice?) • Appropriateness Of The Behaviour Does the student demonstrate the desired behaviour in appropriate situations? (e.g., the student vocalizes when requesting attention, but is quiet during designated times within the classroom.) • Duration Of The Behaviour How long does the student engage appropriately in the desired behaviour? (e.g., Does the student hold onto the spoon during mealtime for the desired length of time?) In short, the following are some areas where the student may experience growth and change: • through increasing levels of partial participation in activities

Taking Data - Student Answering Questions Using Picture Board

Sample Long Term Goals & IEP Objectives

IEP Goals & Objectives

The student willreach to make

choices between2 objects.

The student willsmile and turn

his head towardsthose who greet hiim.

The student willuse a switch

for voice output(BIGmack).

The student will communicate effectively withpeople at home, school and in the community.

What Is The Classroom Teacher’s Role? Sometimes classroom teachers are not clear about how they can help students with severe multiple disabilities be learners and participants in their classes. The following are some guidelines for the student’s teachers. • Model interactions with the student for peers (e.g., providing the student with choice making; facilitating switch use and hand use with the student; interpreting the student’s vocalizing, gestures, etc.; using scripted routines from the student’s Personal Dictionary in front of the class.) • Provide opportunities for the student to work on her skills with peers in either small group work stations or in the class at large. • Help plan modifications for activities with the T.A. and resource teacher, particularly with theme related stations/ centres. Have peers brainstorm ways to involve the student in class webbing activities for upcoming themes. • Inservice classmates through formal lessons. Teach peers how to interact meaningfully with the student on her skills and personal dictionary. • With the resource teacher and therapists, help assess and report on the student’s progress within the class at large.

Class Math Bingo Game

• Teacher is running the math bingo game with class• Assistant is prompting the student to use her

switch to give the class the next numbers

What Is The Resource Teacher’s Role?

Sometimes resource teachers are not clear about how they can best help students with severe multiple disabilities and their teams. The following are some guidelinesfor the student’s teachers.

• Teacher time to work one-on-one with student. Some resource teachers build in time to work with the student on aspecific skill related task at least once a week. This provides valuable in-site into the student’s IEP objectives. Someresource teachers provide relief for the classroom teacher so that he/ she can work one-on-one with the student once aweek.

• Create data collection sheets and review data collection for the student maintained by the assistants around keyareas such as choice making, yes/ no questions, sign language used, comprehension questions asked and answeredcorrectly, etc.

• Help plan modifications for activities with the T.A. and classroom teacher, particularly with theme relatedstations/ centres. The resource teacher is the special education specialist and the constant teacher over the years for thestudent. Most resource teachers meet with the classroom teacher and assistants bi-weekly or at the very least monthly.Some of the areas that the resource teacher

• Coordinate or arrange for inservice to classmates and new teachers through formal lessons. Invite therapists toteach peers how to interact meaningfully with the student on her skills and personal dictionary.

• With the assistants, classroom teacher and therapists, help assess and report on the student’s progress on specificskills or IEP objectives. The resource teacher periodically checks with therapists to see that assistants are followingthrough on the prescribed activities as outlined.

• Write & update IEP with input from the entire team. Organize and coordinate IEP review including assessment ofprogress at least twice a year or according to guidelines from the local school district.

• Act as communication link between all team members in relaying key information as needed in a timely manner.Resource teacher helps to resolve any team communication challenges that arise with assistance from the principal ifneeded.

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

• Inclusion is most successful when we combine …

• creativity &

• flexibility