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SPED 537 ECSE Methods/Multiple Disabilities

SPED 537 ECSE Methods/Multiple Disabilities. February 20-21, 2006 Deborah Chen, Ph.D. California State University, Northridge. Objectives. Mrs. S and Sally will attend the weekly Tiny Tots playgroup

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SPED 537 ECSE Methods/Multiple Disabilities

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  1. SPED 537 ECSE Methods/Multiple Disabilities February 20-21, 2006 Deborah Chen, Ph.D. California State University, Northridge

  2. Objectives • Mrs. S and Sally will attend the weekly Tiny Tots playgroup • With her mother’s support consisting of verbal prompts and physical guidance, Sally will participate in familiar action songs during music time. • Sally will use the play equipment with minimal verbal assistance.

  3. Video sample: Playgroup • Describe Sally and Mrs. S. at the playgroup. • How do parents support and learn from each other? • How do children learn from each other? • What supports are needed for an inclusive play group? • Other questions?

  4. Example: Annual Goal for IEP • By (date), in the Preschool afternoon session, with adult support consisting of verbal prompts and physical guidance, Sally will participate in four activities (gross motor, music, snack and art/fine motor) by following directions and using materials appropriately during 3 out 4 sessions.

  5. Routine Analysis • Steps in the routine • Natural cues • Target child behaviors • Supports, input, adaptations

  6. Music Time To support Sally’s participation: • What natural cues could she learn to recognize? • What behaviors would you encourage? • What supports or adaptive strategies would you use?

  7. Routine Analysis: Music Time • Steps: • Come to circle • Sit with parent • Sing action songs • Clap • Go to snack

  8. Objectives-Within- Routines- Matrix • List objectives • Review daily activities • Identify strategies for working on objectives within activities

  9. Music Time • What objectives would you have for Sally? • What developmental areas would be addressed? • What team members would you involve?

  10. Planning an Activity • Practice from the child’s perspective • How will the activity be introduced? • How will the child participate? • What adaptations and supports are needed? • How will the activity end?

  11. Target Learning Level • Awareness • Acquisition of skills • Fluency building (problem-solving) • Generalization of skills and concepts

  12. Evaluating an activity • What happened? • How did the child participate? • What did the child learn? • Changes for the next time?

  13. Video Sample # 1 • Listen to mother’s description of child’s medical history and current services • As the ECSE teacher, what other disciplines would you draw on for making appropriate adaptations? • What questions would you ask?

  14. Video Sample # 2 • Observe the morning circle song time • What is Adam learning? • What adaptations have been made? • Singing the song • Involving children • Choosing song

  15. Video Sample #3 • Observe the snack time • What is Adam’s learning level? • What adaptations have been made? • Equipment • Positioning • To support vision use • To encourage communication

  16. Small Group Activities You are the ECSE inclusion specialist for each of these 3 year olds: • Danny has Down syndrome and is hard of hearing and has low vision • Carina is blind and has cerebral palsy • Jose is deaf and has autism What adaptations would you make to support the children’s learning and participation in preschool activities?

  17. Small Group Activity: Preschool • Identify facilitator/recorder 3-4 others in group • Identify learning levels for the selected child (Danny, Carina, or Jose) • Select a song, story, or center time and plan the activity • Identify steps in the routine, natural cues, target behaviors, input and adaptations for each child • Complete routine analysis form

  18. Small Group Activity: Home Visits You are an early interventionist for these 12 month olds and their caregivers: Jason has cortical visual impairment, is medically fragile, and has seizures Julia is blind and has recurring ear infections The parents have asked for ways to promote interaction and play with their children.

  19. Making Home Visits • Identify facilitator/recorder and 3 others. • Discuss how you would approach the parents’ request for help in promoting their child’s interaction and play. • What questions would you ask? • What would you suggest?

  20. NEXT WEEK: Be prepared to demonstrate and role play. Bring appropriate props and adaptations, etc.

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