School Garden Education for Diverse Children Experiencing Stress · 2016-02-11 · School Garden...
Transcript of School Garden Education for Diverse Children Experiencing Stress · 2016-02-11 · School Garden...
School Garden Education for Diverse Children Experiencing Stress
Tonya DeCrose Speech-Language Pathologist Multnomah Education Service District
Joni Hamilton Tolon School Psychologist & Principal Burlingame Creek Schools & Multnomah Education Service District’s Arata Creek
Liana Harden Faculty Research Asst., GROW Healthy Kids & Communities Oregon State University Extension, Columbia County
Case Study
Psychology & Stress
Transitions
Dominant Paradigm
Communication
Engagement
Who is Our Audience at The Creeks (Arata and Burlingame Schools)?
• All students are identified as needing specially designed instruction for special education to meet his or her social, emotional, behavioral, and communication needs.
• Students on an IEP have until 21 years of age to graduate with either a standard, modified, or certificate of attendance.
• We service students K – 21 at our schools.
What do engaged students look like?
Write up to THREE descriptive words.
Diversity
noun: multiplicity of human expression and characteristics
Iowa State University http://www.extension.iastate.edu/NR/rdonlyres/710A5A22-AD2E-4710-A769-
9CC1B9332DF5/171477/ISUEODiversityPlan.pdf
Diversity & Stress Teen-aging Lack of
mental & physical safety
Diversity Actual &
perceived differences
Poverty Not a culture, but a chronic
condition affecting the mind, body &
soul
Stress Triggers
Diversity & Stress
Fight • hyper vigilant, angry, fearless
Flight • learned helplessness or “I quit”
Eric Jensen Engaging Students with Poverty in Mind:
Practical Strategies for Raising Achievement
Allostasis
Diversity & Stress
Stress Symptoms
• Poor working memory • Less effort put out in class • Either angry or detached • Greater impulsivity (blurts, talks back)
Eric Jensen Engaging Students with Poverty in Mind:
Practical Strategies for Raising Achievement
Transitions
Team-building Games to practice…
• Paradigm Shift • Building Relationships • Behavior Expectations
Ballantine, J. H., & Spade, J. Z. Getting started: Understanding education through
sociological theory.
Dominant Paradigm Forms of Capital
Economic • Money & material resources
Human • Knowledge • Skills
Social • Networks • Relationships
Cultural • “Embodied” ways of being • Interactive styles
Card-Dominoes
Start clue clue answer answer clue answer Finish
• Lower Stress • Equalize Capital • Build relationships
The Art of Effective Communication
Know Your Audience: How to Improve School Outcomes
with Visual and Sensory Audiences
Psychology
CHARACTERIZING AUDIENCE
FAPE = Free, Appropriate, Public Education in Least Restrictive Setting.
• Oregon’s Department of Education web-site for complete details on special education, IDEA. http://www.ode.state.or.us/home. • Quick summary of who is on the team for the IEP and how does a student qualify. • At MESD: Strengths and Weakness Model is used.
Venn Diagram Common Characteristics for our SPED student at
The Creeks CROPS School to Farm Work Program Visual Learners Sensory Needs, Kinesthetic
Learners Anxiety Concrete, Rigid,
Inflexible Thinkers Social Communication is
hard for them Poor Auditory Processing Poor Auditory Memory,
Stronger Visual Memory Weak Limbic System,
primitive system, which is part of our self-regulation system
Poor Executive Functioning weak pre-frontal, frontal lobe.
Difficulties with Attention, Alertness, Insight into
Weakness Difficulties with Initiation of Tasks
Difficulties with Sequencing and Organizing
Emotionally Immature
Psychology
Psychology
• We teach perspective talking skills • We use developmental milestones that are tied to Common Core
State Standards for content, form, and use to reach our goals.
Venn Diagram Common Characteristics for our SPED student at
The Creeks, CROPS School to Farm to Work Program
The Power of Story Telling
• We all learn language and how to communicate what we want, think, and feel through story telling…through sharing in a conversation…through sharing in a joint experience.
• Visual learners respond well to story telling that is done with symbols, cartooning, and photos.
Communication
Communication
Kansas State University http://www.he.k-state.edu/diversity/
Tools to support retention what worked Total Communication = Body language &
visual/sign language, and print literacy We keep re-enforcing the learning throughout the
learning steps, we use direct video modeling and technology for pre-teach, teach, and review stages.
Communication
A "5" Could Make Me Lose Control! An activity-based method for evaluating and supporting highly anxious students
1st Edition
1. I like to follow the school rules in public and at home, too. 2. I like to use my “listening” position. 3. I like to keep my hands to self. 4. I like to respect the bubble.
Positive Transitions School Rules & Community Rules
We Train Safety, Respect, and Responsibility Thinking & Doing Inside & Outside
Strategies for Communicating in a Crisis Assumptions: • They are visual learners • They often have sensory needs • Auditory channels are the weakest links for our students
on the spectrum • NEED MORE VISUAL TO SUPPORT the weaker auditory
weakness.
Psychology
Temple Grandin One of Our Heroes!
• “When I was a child and a teenager, I thought everybody thought in pictures.”
• “I had no idea that my thought processes were different.”
• “I credit my visualization abilities with helping me to understand the animals I work with.”
Psychology
Heroes with autism spectrum disorder that defy the paradigm…
Bill Gates Albert Einstein Temple Grandin James Earl Jones
Dominant Paradigm
“Auditory is Fleeting, but Visuals are Forever!” – Judy McClain, ASD Specialist in Private Practice
Communication
What Works in Our Gardens and Farm to Work Programs
Make a Plan Before You Go Into the Garden!
STICK TO THE SCHEDULE AND THE PLAN! Honor the start time and end time . Honor the mentor and volunteers and their time and schedules.
File a school plan with your administrators and RN.
Many of our students manage medications daily and you must coordinate the plan with the RN.
Determine adult to student ratio for safety and line of sight needs in the garden and farm programs.
Positive Transitions
What Works in Our Gardens and Farm to Work Programs • Pre-teach, teach, and review 5-scale safety rules • Right Now Safety Signs and walkie-talkie works. • Written checklists and i-Pad / video technology. • Review right now – safety commands: Stop Wait Sit Break Help Safe Work • Don’t get in a power struggle with the student who is in crisis. • Develop an effective communication system for crisis times, which includes a team decision that we do not try to ‘fix’ the problem in a crisis moment.
Positive Transitions
What Works in Our Gardens and Farm to Work Programs
• Students have scattered strengths and need project based learning.
• Use direct video modeling, especially in the CROPS program
• Use technology more in the classroom to support poor initiation of task, and to support improved attention, alertness, and task completion.
• Computers don’t ‘criticize.’ Technology is ‘hip, cool’ and fun!
• Technology builds the student’s self-esteem.
Positive Transitions
What Works to Connect Learning – STEAM
• Build in “Thinking ABOUT THINKING = Executive Function Steps” at all steps of learning
• Tie in Development AND Common Core State Standards’ LANGUAGE Structure
• Extension lessons: VISUAL, SENSORY, LANGUAGE extensions exercises.
• Targeted vocabulary forms. Put the picture first. Build on phonemic awareness through connecting music, arts, and language lessons.
• Use visuals like graphic organizers – VENN Diagram, spider webs.
Positive Transitions
What Works to Connect Learning – STEAM
• Always end a garden lesson with a review of WHAT YOU KNOW, WHAT YOU LEARNED, and WHAT YOU WANT TO LEARN.
• End a garden lesson with the next lesson in mind.
• Use calendars to commit to next date and lesson plan.
• Visual, sensory, and cognitive-language extension exercises includes access to academic environment training with speech-to-text and text to-speech-technology. Gage loves to fix technology and loves all things related to technology!
• Use direct video modeling before and after structured learning activities to support retention and on-task behaviors.
Positive Transitions
The next step is?? What Comes After Arata Creek? Regular setting
More restrictive or ??
Most restrictive or ??
What if ???…
How we communicate as a system can help us break the returning cycle to more restrictive settings?
Positive Transitions Where Do I Go Now? What Do I Hope For My Future?
Let the next step be the least restrictive!
Wrap-up Case Study foundation of experts
Diversity & Stress brain responses
Transitions build trust & less restriction
Dominant Paradigm equalize capital
Communication support coping skills
Engagement
impact our expectation?
Partnerships for Expertise Ask yourself the
tough questions Educate yourself &
Ask for training
Continue this work!