New Introsped2

8/10/2019 New Introsped2

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AUTISM


2/81

EDUCATIONAL STRATEGIES ANDAPPROACHES FOR TEACHING

STUDENTS WITH AUTISM Directions should e !i"en one #t # ti$e A"oid !i"in! re%etition o& the directions'

(re#) instruction do*n into s$#llerchun)s'

Con&er *ith other su%%ort te#chers'

Pro"ide %ositi"e eh#"ior $#n#!e$ento%%ortunities'

Pro"ide cle#r e+%ect#tions #nd rules'


3/81

Use concrete, t#n!ile "isu#l #ids'

Encour#!e the use o& t#lent #re#s#nd %ro"ide #ddition#l le#rnin!o%%ortunities in these #re#s'

Pr#ctice &unction#l re#l li&e s)ills

Use re#l %l#ces *hen le#rnin! #out

#cce%t#le %ulic eh#"ior' Use -eld tri%s to %ro"ide concrete

le#rnin! e+%eriences'


4/81

ASPERGER SYNDROME(ASPERGER DISORDER)


5/81

EDUCATIONAL STRATEGIESFOR ASPERGER S.NDROME

Assist the Student in De"elo%in!Co$$unic#tion S)ills

Pro"ide # *ell/structured, consistent

en"iron$ent

Pro$ote sel& con-dent

Other #cco$$od#tions inside the

cl#ssroo$Present #ssi!n$ent "isu#ll0 #nd "er#ll0

Pro"ide co%ies o& te#cher notes


6/81

T#%e record the lecture

Pro"ide he#d%hones or e#r%lu!s in

the cl#ssroo$ to reduce noises'Allo* ho$e*or) to e t0%ed r#ther

th#n h#nd*ritten

Allo* students to t#%e record#ns*ers to *ritten e+#$in#tions


7/81

PERVASIVE DEVELOPMENTDISORDER, NOT OTHERWISESPECIFIED (PDD-NOS)


8/81

EDUCATIONAL STRATEGIESFOR PDD/NOS

Directions should e !i"en one #t # ti$e

A"oid !i"in! re%etition o& the direction'

(re#) instructions do*n into s$#llerchun)s

Con&er *ith other su%%ort te#chers

Pro"ide %ositi"e eh#"ior $#n#!e$ento%%ortunities

Use concrete , t#n!ile "isu#l #ids'


9/81

Encour#!e the use o& t#lent #re#s#nd %ro"ide #ddition#l le#rnin!o%%ortunities in these #re#s'

Pr#ctice &unction#l re#l li&e s)ills'

Use re#l %l#ce *hen le#rnin! #out#cce%t#le %ulic eh#"ior

Use -eldtri% to %ro"ide concretele#rnin! e+%erience'


10/81

RETT S.NDROME


11/81

EDUCATIONAL STRATEGIESFOR RETT

Directions should e !i"en one #t # ti$e

A"oid !i"in! re%etition o& the direction'

(re#) instructions do*n into s$#llerchun)s

Con&er *ith other su%%ort te#chers

Pro"ide %ositi"e eh#"ior $#n#!e$ento%%ortunities

Use concrete , t#n!ile "isu#l #ids'


12/81

DEAFNESS


13/81

Educ#tion#l Consider#tions &orDe#& Child

H#"in! si!n l#n!u#!e inter%reter to#ssist *ith co$$unic#tion #rrier'

It is i$%ort#nt to te#chers #nd#udiolo!ist to *or) to!ether'


14/81

DEAF-BLINDNESS


15/81

Educ#tion#l Consider#tion

T*o i$%#ir$ents $ust c#use se"ereco$$unic#tion di1culties #nd otherde"elo%$ent#l #nd educ#tion

%role$s th#t c#nnot e#cco$$od#ted in s%eci#l educ#tion%ro!r#$s solel0 &or children *ith

e+clusi"e lindness or de#&ness'


16/81

EMOTIONALDISTURBANCE

Ed ti l St t i &


17/81

Educ#tion#l Str#te!ies &orSerious E$otion#l

Distur#nces Structure te c!"##r$$%De-ne cle#r #nd e+%licit li$its #nd

conse2uences &or un#cce%t#le eh#"iors'

Ensure th#t s0ste$ #lso %ro"ideso%%ortunit0 &or %ositi"e rein&orce$ent &or#cce%t#le eh#"ior'

Post # *ritten co%0 o& Rules 3Conse2uence3Re*#rds in the cl#ssroo$ &or e#s0re&erence'


18/81

The te#cher is #l*#0s in ch#r!e ,ne"er the students'

Ensure consistent &ollo* throu!h o&conse2uences #nd re*#rds *hen#%%ro%ri#te'


19/81

De&e!$' " G$$ R"''$rt *tStue+t#

T"e e&er "&"+t".e '$##*/!e

tr$u.$ut te " t$ re*+0$rce0ee!*+.# $0 #e!0-$rt1

M"e ee c$+t"ct "+ #%*!e "t te

c*!1Pr$&*e 'r"*#e 0$r .$$ $r1

E2*/*t c!$#e 'r$2*%*t1


20/81

F$cu# Atte+t*$+ $+ De#*reBe"&*$r "+ N$t $+ U+"cce't"/!eBe"&*$r

Pro"ide %r#ise ,e"en &or #%%ro+i$#tiono& the desired eh#"ior'

Pro"ide consistent ,%ositi"e

rein&orce$ent &or #cce%t#le eh#"ior'Re*#rd %ositi"e eh#"ior 0 usin! #

to)en s0ste$'


21/81

(e!in *ith t#n!ile ,e+trinsic re*#rds#nd e"entu#ll0 re%l#ce the$ *ithintrinsic re*#rds'

Ensure th#t the students is #*#re ond underst#nds the to)en s0ste$ in%l#ce'


22/81

Pre'"re " Be"&*$r P!"+ t$ "re##P#*c"!! A..re##*&e Be"&*$r1

Wr*te " '!"+ t"t *!! *+c!ue

re%$&"! 0r$% te c!"##r$$% *0#tue+t /e"&*$r /ec$%e#"..re##*&e "+ tre"te+# te

#"0et $0 $ter#1M"e "rr"+.e%e+t *t " #u''$rt

'er#$+ t$ "##*#t $u1


23/81

Utili4e the Non"iolent CrisisInter"ention $o"e$ent #nd restr#inttechni2ues to ensures the c#re

,*elre ,s#&et0, #nd securit0 o&0oursel& ,the student #nd others#round 0ou'


24/81

(e #lert to An0 Indic#tion th#t the student$#0 e e+%eriencin! di1cult0

Pro"ide # %redeter$ined ti$e/out #re# or

%l#ce *here the students c#n !o'Allo* the students to !o to th#t #re# in order

to re!#in co$%osure or side tr#c) #n incident'

The students is not re2uired to #s)

%er$ission to !o to the ti$e/out %l#ce'Di"ert #ttention #*#0 &ro$ the source o&

di1cult0 #s $uch #s %ossile'


25/81

Send the child &or # *#l), to run #nerr#nd ,!et # drin) , or #n0 otherre#son to le#"e the cl#ssroo$ to

%ro"ide ti$e &or the child to re!#inco$%osure'


26/81

HEARING IMAPIRMENTS


27/81

Educ#tion#l A%%ro#ches &orHe#rin! I$%#ir$ents

Re!ul#r s%eech ,l#n!u#!e #nd#uditor0 tr#inin! &ro$ # s%eci#list

A$%li-c#tion s0ste$s

Ser"ices o& #n inter%reter &or thosestudents *ho use si!n l#n!u#!e

Se#tin! *ithin 56 &eet o& the te#cherto cilit#te li% re#din! #nd etterinter%ret "isu#l cues'


28/81

When s%e#)in! to the students , cethe students #nd s%e#) in # nor$#lcon"ers#tion#l "oice/ do not e+#!!er#te

$outh $o"e$ents' Write #ssi!n$ents on the o#rd #nd

then ce the &ull0 #ttend to instruction'

Use c#%tioned -l$s3 "ideos'

Assist#nce o& # note t#)er so thestudents c#n &ull0 #ttend to instruction'


29/81

Consider the li!htnin! in the roo$/ itshould not ll directl0 on the ce o& thestudents,#s it *ill $#)e it di1cult &or the

student to oser"e the te#chers #nd *ill$#)e it h#rder &or the student to li%/re#dor inter%ret the te#cher7s "isu#l clues'

Instruct &or the te#cher #nd %eers in#ltern#te co$$unic#tion $ethods such#s si!n l#n!u#!e'


30/81

INTELLECTUAL DISABILITY


31/81

Educ#tion#l A%%ro#ches &orMild to Moder#te ID

Educ#ted in re!ul#r cl#ssroo$ *ithe+tr# su%%ort %ro"ided #s needed'

The0 !ener#l #le to $#ster st#nd#rd

#c#de$ic s)ills #nd o&ten %l#te#u #t#%%ro+i$#tel0 # si+th/!r#de le"el'

Moder#te ID &re2uentl0 t#u!ht

co$$unic#tion, sel&/hel% , d#il0 li"in!s)ills #nd "oc#tion#l s)ills in #dditionto li$ited #c#de$ics'


32/81

Educ#tion#l A%%ro#ches &orSe"ere to Pro&ound ID

Sel& cont#ined s%eci#l educ#tioncl#ssroo$ is the $ost co$$oneduc#tion#l %l#ce$ent'

De"elo%in! &unction#l curriculu$!o#ls'

T#s) #n#l0sis


33/81

MULTIPLE DISABILITY


34/81

It in"ol"es se"ere le#rnin! #ndde"elo%$ent#l %role$ resultin! &ro$ t*oor $ore dis#ilit0 conditions deter$ined 0

#ssess$ent' A student is eli!ile to recei"eser"ices &or the se"erel0 $ulti%le i$%#iredi& the students $eets the entr#nce criteri#&or t*o or $ore o& the &ollo*in! dis#ilities8

5'Autis$9'E$otion#l Distur#nces


35/81


36/81

ORTHOPEDICIMPAIRMENTS


37/81

Educ#tion#l Consider#tions &orLi$ De-cienc0

the0 c#n use %rosthesis

The0 c#n &unction#l inside thecl#ssroo$ *ith onl0 $inor$odi-c#tion'


38/81

Educ#tion#l Consider#tion &orArthro!r0%osis

No cure

Ph0sic#l ther#%0

S%lints

Ortho%edic sur!er0 Gross #nd -ne $otor s)ills ther#%0 #t the

students7 %#ce #nd #ilit0'

A%%ro%ri#te se#tin! in the cl#ssroo$ to

cilit#te -ne $otor s)ills

Assists *ith sel&/hel% t#s)s such #s &eedin! #ndtoiletin! needed


39/81


40/81

Educ#tion#l Consider#tions &orS%in# (i-d#

Ph0sic#l ther#%ist

Occu%#tion#l Ther#%ist

Neurolo!ist

Neurosur!eons

Ortho%edics

Pedi#trici#ns

Nutritionist

Ps0cholo!ist

Mech#nic#l #ids

Assisti"e Technolo!0


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Educ#tion#l Consider#tions &orCerer#l P#ls0

Ph0sic#l Ther#%0

S%eech Ther#%0

Ps0chother#%0 P#r# educ#tors

Medic#tions

Mech#nic#l #ids Assisti"e technolo!0


42/81

OTHER HEALTHIMPAIRMENTS


43/81

Educ#tion#l Consider#tions &orADD3ADHD

Se#tin!

In&or$#tion Deli"er0

Student *or)Or!#ni4#tion

St#rtin! # lesson

Conductin! the lessonEndin! the lesson


44/81

Educ#tion#l Consider#tion &orChildren *ith Asth$#

H#ndlin! ?#re/u%s #t school

Tri!!ers in the school en"iron$ent

Su!!estions th#t $#0 #ssists indecre#sin! %ossile ?#re/u%s

d i l id i &


45/81

Educ#tion#l Consider#tion &orchildren *ith CFS

Rel#ted Ser"ices

Ph0sic#l 3 occu%#tion#l ther#%ist

Counselin! ser"ices

S%eech or #udiolo!0

Tr#ns%ort#tion

Door to door tr#ns%ort#tion

Indi"idu#l #ssist#nce on or o@ the "ehicle Wheelch#ir or other #d#%ti"e de"ice

Use o& ele"#tor


46/81

Ph0sic#l educ#tion

Testin! Modi-c#tion

Fle+ile schedulin! e+tend ti$e, no ti$e

li$itB Fle+ile settin! *ith $ini$#l distr#ctionB

Re"ised test &or$#t 3directions re#d

direction or 2uestions, l#r!e %rint, %l#ce&e*er ite$ on e#ch %#!eB

Use su%%ort #ids

Ed i l C id i &


47/81

Educ#tion#l Consider#tions &orChildren *ith Di#etes

For$ # stron! #nd e@ecti"e te#$,includin! the child7s %#rents, school,nurse, cl#ssroo$ te#cher, s%eci#list

te#chers, counselors ,#d$inistr#tors,$edic#l %ro&ession#ls ,&ood ser"icest#@ #nd #n0 other *ho #re in"ol"ed*ith the child to &or$ #n IEP'

Pro$ote # su%%orti"e en"iron$ent &orthe student *ith di#etes'


48/81


49/81

Tre#t$ent &or E%ile%s0

Medic#tion

Sur!er0

Diet#r0 Tre#t$ent


50/81


51/81

Thin!s Not to Do durin!


52/81

Thin!s Not to Do durin!Sei4ure

Do not %ut #n0thin! in the $outh

Do not tr0 to hold the child do*n

Don7t !i"e $outh to $outhresuscit#tion until the sei4ure is o"er

Don7t c#ll #n #$ul#nce durin! #t0%ic#l sei4ure'

C ll A l I& th


53/81

C#ll #n A$ul#nce I& theseT#)e Pl#ce

The child *#s inured durin! thesie4ure

The $#0 h#"e inh#led *#ter

The sei4ure l#sted lon!er th#n -"e$inutes

There is no )no*n histor0 i& s*i4ure


54/81

Ed ti l C id ti &


55/81

Educ#tion#l Consider#tions &orHe$o%hili#

For$ # stron! IEP

ee% the line o& co$$unic#tion o%enet*een school #nd #t ho$e

Chec) the %#rents to deter$ine*hich #cti"ities should e restricted

Acce%t #nd #llo* the child to ee+e$%ted &ro$ the s%ort !#$es


56/81

SPECIFIC LEARNINGDISABILITY

Educ#tion#l Consider#tions &or


57/81

Educ#tion#l Consider#tions &orChildren *ith Le#rnin!

Dis#ilities Pre#e+t"t*$+ Pro"ide on #udio t#%e

Pro"ide in l#r!e %rint Reduce nu$er o& ite$s %er %#!e or

line

Pro"ide # desi!n#ted re#der Present instructions or#ll0


58/81

Re#'$+#e

A!!$ 0$r &er/"! re#'$+#e#

A!!$ 0$r "+#er# t$ /e *ct"te t$ "

#cr*/e A!!$ te u#e $0 " t"'e rec$rer t$

c"'ture re#'$+#e#

Per%*t re#'$+#e# t$ /e .*&e+ &*"

c$%'uter

Per%*t "+#er# t$ /e rec$re *rect!*+t$ te te#t /$$!et1


59/81

T*%*+.

A!!$ 0re3ue+t /re"#

E2te+ "!!$tte t*%e 0r$ " te#t

Sett*+.

Pr$&*e 're0ere+t*"! #e"t*+.

Pr$&*e #'ec*"! !*.t+*+. $r "c$u#t*c

Pr$&*e " #'"ce *t %*+*%"! *#tr"ct*$+#

A%*+*#ter " te#t *+ " #%"!! .r$u'# #ett*+.

A%*+*#ter " te#t *+ 'r*&"te $r "!ter+"t*&ete#t #*te


60/81

Te#t Sceu!*+.

A%*+*#ter " te#t *+ #e&er"!t*%e #e##*$+# $r $&er #e&er"!

"#

A!!$# #u/te#t t$ /e t"e+ *+ "*4ere+t $rer

A%*+*#ter " te#t "t " #'ec*5ct*%e $0 " "


61/81

Oter

Pro"ide s%eci#l test %re%#r#tion de#n outline o& the d#07s #ct

Pro"ide on/t#s)3&ocusin! %ro$%ts

Pro"ide #n outline o& the d#07s#cti"ities on the o#rd

Pro"ide )inesthetic o%%rotunities

Reco!ni4es success no $#tter s$#ll

Educ#tion#l Consider#tions &or


62/81

Educ#tion#l Consider#tions &orchildren *ith D0sle+i#

(oo)3Re#din!

Pro"ide #udio t#%es

Pro"ide su$$#ries o& ch#%ters

Use $#r)er or hi!hli!ht i$%ort#nt &ro$ theoo)s

Assi!n %eer re#din! uddies

Use colored tr#ns%#renc0 or o"erl#0 Re"ie* "oc#ul#r0 %rior to re#din!

Pro"ide %re"ie* 2uestions


63/81

Do not re2uire students to re#d #loud

T#l) throu!h the $#teri#ls one to one re#din!#ssi!n$ent

Curriculu$7

Shorten #ssi!n$ents to &ocus on $#ster0 o&

)e0 conce%ts

Shorten s%ellin! tests to &ocus on $#sterin!

the $ost &unction#l *ords' Sustitute #ltern#ti"es &or *ritten

#ssi!n$ents


64/81

Cl#ssroo$ En"iron$ent

Pro"ide # co$%uter &or *ritten *or)

Set student close to te#cher in order to

$onitor underst#ndin! Pro"ide 2uiet durin! intense le#rnin! ti$es'

Directions

Gi"e directions in s$#ll ste%s #nd *ith #s&e* *ords #s %ossile

(re#) co$%le+ direction


65/81

Re#d *ritten directions to students ,then$odel3de$onstr#te

Acco$%#n0 or#l directions *ith "isu#l clues

Use oth or#l #nd *ritten directions

As) students re%e#t to chec) &orunderst#ndin!

Writin! Use *or)sheet th#t re2uire $ini$#l *ritin!

Pro"ide # desi!n#ted note t#)er


66/81


67/81

Allo* students to dict#te #ns*ers to ess#02uestions

Reduce co%0in! t#s)s

Reduce *ritten *or)M#the$#tics

Allo* student to use # c#lcul#tor *ithout%en#lt0

Use "isu#li4#tion #nd concrete e+#$%les Use !rid %#%er to hel% correctl0 line u% $#th

%role$s


68/81

Present in&or$#tion in s$#ll incre$ents#nd #t # slo*er %#ce

T#)e ti$e to re te#ch

Re#d stor0 %role$ #loud

(re#) %role$s into s$#ller ste%s

Gr#din!

Pro"ide o%%ortunit0 to test or#ll0 Allo* student to t0%e res%onses

Re#d test to students


69/81


70/81

Pro"ide test $#teri#ls, not test *rittenin cursi"e

Allo* student to res%ond on t#%e, *ith #

t0%e*riter or 0 dict#tin! #ns*ers to#tutor &or #ssess$ent

Allo* test to e t#)en in # roo$ *ith

&e* distr#ctions'Ho$e *or)s

Reduce re#din! #ssi!n$ents


71/81

Acce%ts *or) dict#ted 0 students to# %#rent

Li$it #$ount o& ti$e to s%end on

ho$e *or) 8 h#"e %#rents "eri&0 ti$es%ent on #ssi!n$ents'


72/81

SPEECH AND LANGUAGEIMAPAIRMENT

Educ#tion#l A%%ro#ches &or


73/81

%%S%eech or L#n!u#!e

I$%#ir$ents As) 2uestions th#t re2uire #n #ns*er o& &e**ords

Allo* #s $uch ti$e #s necess#r0 &or #n

#ns*er to e !i"en' Do not re2uire # child *ith s%eech or

l#n!u#!e i$%#ir$ents to re#d out loud inthe cl#ssroo$

Concentr#te onl0 on the content o& *h#t isein! s#id #nd not the $#nner in *hich itis s#id'


74/81

Do not h#sten # child7s #tte$%t to s%e#) 8%ro"ide #s $uch #s necess#r0 &or the childto res%ond

ee% #n o%en #nd direct rel#tionshi% *iththe students s%eech #nd l#n!u#!ether#%ist in order to %ro"ide %ositi"e #nd#%%ro%ri#te situ#tion'

Criticis$ does not hel% to o"erco$e #s%eech disorder8 underst#ndin! #nd%#tience #re necess#r0 '


75/81

TRAUMATIC BRAIN IN6URY

Educ#tion#l Consider#tion &or


76/81

Educ#tion#l Consider#tion &orchildren *ith T(I

Pro"ide re%etition #nd consistenc0

De$onstr#te ne* t#s)s , st#te %ro"idee+#$%les to illustr#te ide#s #nd conce%ts'

A"oid -!ur#ti"e l#n!u#!e Rein&orce len!thenin! %eriods o& #ttention to

#%%ro%ri#te t#s)s

Proe s)ills #c2uisition &re2uentl0 #nd %ro"ide

re%e#ted %r#ctice' Use te#cher co$%ens#tor0 str#te!ies &or

incre#sin! $e$or0'


77/81

(e %re%#red &or student7s reducesst#$in# #nd incre#se ti!ue #nd%ro"ide rest re#)s #s needed'

ee% the en"iron$ent #s distr#ction/&ree #s %ossile'


78/81

VISUAL IMPAIRMENT

d i l S i &


79/81

Educ#tion#l Str#te!ies &or >I

Adust the li!htin! #nd conditions &orindi"idu#ls #nd h#"in! the$ *e#rsun!l#sses #nd see) sh#de *hen outdoors#re essenti#l &or those *ho #re "er0sensiti"e to ri!ht li!ht'

Child *ith c#t#r#cts c#n use $#!ni-c#tion '

Child *ith N0t#!$us $#0 tend to lose their

%l#ce durin! re#din! instruction #nd $#0need hel%' Use inde+ c#rd to underline #sentence


80/81

Or t0%osco%e # c#rd *ith # hole to "ie*one *ord or line #t # ti$eB c#n ehel%&ul' As those children *ith

N0st#!$us $#ture the $ore the0 needde"ices less o&ten, the0 tend toco$%ens#te in other *#0s'

Children *ith Retinitis Pi!$entos# usu#ll0

use "#riet0 o& o%tic#l #ids, such #s$#!ni-ers , telesco%e #nd %ris$ lenses'

Educ#tion#l Str#te!ies &or All


81/81

Educ#tion#l Str#te!ies &or All>isu#l I$%#ir$ents

Usin! (r#ille

Guide do!s

T#%e recordin!

For lo* "ision the0 use their residu#l "ision#s %ossile' The0 use o%tic#l #ids #nd l#r!e

%rint to re#d re!ul#r t0%e' Tr0 to de"elo% theirlistenin! s)ills'

F#$ili#ri4#tion o& the roo$ #rr#n!e$ent #nd#"oid ch#n!in! it' (udd0 s0ste$

Soci#l s)ills is h#rd &or the$ '

Documents

New Introsped2