Managing Low-Incidence Disabilities in the Community Schools Nan
Christian, Hudspeth Regional Center Jerrie T. Barnes, Hudspeth
Regional Center Corrine Fowler, Stovall Special Education Complex
Kris Crouch, Hudspeth Regional Center David Williams, Hudspeth
Regional Center Anna Coley, Hudspeth Regional Center Amber
Kirkendoll, Hudspeth Regional Center Slide 2 Integrating
individuals with low-incidence disabilities into the community
schools requires addressing programming in the areas of
communication, self/help skills and daily living skills,
pre-vocational/work activities, transitioning skills, leisure
activities, and behavior training. Several school officials
representing the IDD programs will address each of these
programming areas for this population and tell about/show materials
that can be used. A Resource Manual will be available for each
participant. Slide 3 I.Introduction A.Define Low-Incidence
Disabilities B.Agreements between IDD Programs and Community
Schools Slide 4 II. Programming Areas to Consider During the
Integration of Low- Incidence Disabilities Slide 5 A. Communication
Skills * A variety of different systems * To present our wants,
needs, opinions, likes, dislikes, etc. to another person(s) *
Pointing, gesturing, actual items, pictures, icons, and
pictures/words * Augmentative Communication systems (see handouts)
Slide 6 B. Self-Help/Daily Living Skills Slide 7 iTalk 2 by AbleNet
Slide 8 BigMack by AbleNet Slide 9 Cheap Talk 4 In-line by Enabling
Devices/Toys for Special Children Slide 10 Go Talk 9+ by Attainment
Company, Inc. Slide 11 Go Talk 20+ by Attainment Company, Inc.
Slide 12 iPad - Sounding Board by AbleNet Slide 13 B.
Self-Help/Daily Living Skills * Skills that make it easier to go
throughout our daily activities without assistance from any other
outside source. Slide 14 Visual Schedules Slide 15 Reducing
Distraction Peer Buddies Slide 16 Time On Task Slide 17
Motivation/Task Completion Slide 18 Slide 19 Daily Living Skills *
Skills related to dressing, grooming, feeding, hygiene, etc. that a
person must master to be independent in a daily routine. Slide 20
Feeding Slide 21 Slide 22 Toileting Slide 23 Slide 24 C. Vocational
* Training begins in the classroom and progresses into the work
setting. * Assess strengths and weaknesses. (see handout) * Teach
simple skills that might be overlooked. * Determine what vocational
areas the student needs to focus on and train specifically. *
Determine what types of supports each individual might need. *
Vocational training and activities. Slide 25 When assessing work
behavior, it is recommended to start from the beginning and try to
be as specific as possible, based on the individual students needs.
This area can include everything from: * do they arrive to work on
time; * do they report to work on time; * are they able to set the
area up for work task, and if so, at what level; * if they make
mistakes, can they recognize their own mistakes and correct them; *
do they cooperate with supervisors and other employees? Slide 26
When in the classroom, you can teach simple skills that might be
overlooked but will help in a work environment and in the community
as well. These skills can include: * helping others; * reporting to
their area or desk; * arriving on time; * sweeping and keeping
their area neat and clean; * helping to take out trash and other
materials. Slide 27 Simple Assembly Slide 28 Slide 29 Adaptive
Equipment Slide 30 Dining Packet Jig Slide 31 Slide 32 Sealer Jig
Slide 33 Some of the skills needed to work in this area include: *
being able to report to work and sign or clock in; * being able to
follow instructions; * having a good attitude; * possibly having to
lift heavy materials; * using basic equipment such as a food
slicer, a food warmer, and possibly be able to use a sink or
dishwasher to wash dishes; * they must be able to wear proper
sanitary items and wear appropriate clothing; * they need
appropriate social skills; * they need to be able to complete the
work task that is assigned to them. Slide 34 In general, we like to
train our students to: * be able to sign in and out of their
workstation on time; * transfer classroom skills to workplace
skills; * complete their work despite possible distractions; * take
appropriate breaks; * must be able to communicate their needs
effectively and socialize with others when appropriate; * complete
their specific work task that is assigned to them. Slide 35 When
considering job training we have to consider: * the students
preference; * the students strengths and weaknesses; * the students
previous work experience; * what specific job they will be
performing. Slide 36 There are a few steps we might consider when
training a student: * determine specific steps to teach the student
what would benefit them; * develop strategies for training and
motivation; * be sure that we are training the student in skills
that will actually benefit them; * break steps into smaller more
manageable steps, if needed; * consider alternate ways to perform
the work task that will benefit a specific student. Slide 37
Earning their own money! Slide 38 MAKE WORK ENJOYABLE! Slide 39 D.
Transitioning *Definition *Transitioning students with
low-incidence disabilities into community school *Available
ID/Waiver services (see handout) Slide 40 Students traveling to and
from community schools Slide 41 Slide 42 Slide 43 Slide 44
E.Leisure Benefits of leisure time: * enjoyment * fun * relaxation
* release of energy * tension reduction * self-expression *
creativity * abstract thinking * imagination * social cognition *
persistence * self-confidence * self-esteem * anxiety reduction *
cooperation * sharing * turn-taking * impulse control * gross &
fine motor experiences * physical challenges * concentration Slide
45 Where words fail, music speaks. -Hans Christian Anderson Music
Slide 46 Music Bingo Slide 47 Rhythm set Slide 48 Instrument
Stations BongosRhythm sticks Wrist bells & tambourine Drums
Slide 49 Balance beam with instruments Slide 50 Musical Circles
Slide 51 Prize Box Slide 52 Dance Party Slide 53 Art The aim of art
is to represent not the outward appearance of things, but their
inward significance. -Aristotle Slide 54 Slide 55 Spin Art Slide 56
Puppets Slide 57 Painting Slide 58 Seasons and Holidays Slide 59
Art Show Slide 60 Calendar of Extracurricular events Slide 61
Sensory Slide 62 Resources * flaghouse.com * iTunes * School Aids *
specialneedstoys.com Slide 63 F.Behavior *Know What Makes Your
Students Tick (I am giving real life examples of students and their
particular behaviors from my classroom days) *Keep the Trust in
Your Classroom (I will go over why this is important and how to
accomplish this point) Slide 64 *Give Them Something to Work For
(All Day!) (I will explain the importance of having something
reinforcing for your students to earn for the whole day)
*Miscellaneous Ideas to Use in Your Classroom (I have a list of
ideas to try in the classroom to assist with positive behavior)
Slide 65 III.Conclusion Nan Christian [email protected]
Jerrie Barnes [email protected] Corrine Fowler
[email protected] Kris Crouch [email protected] David
Williams [email protected] Anna Coley
[email protected] Amber Kirkendoll
[email protected]
