Essential Components of a Program of Instruction for Every Student with ASDVI

1. Essential Components of a Program of Instruction for Every Student with ASDVI

2. VI ASD NT ASDVI

3. Expanded Core Curriculum for Blind/VI • Compensatory or functional academic skills, including communication modes • Orientation and mobility • Social interaction skills • Independent living skills • Recreation and leisure skills • Career education • Use of assistive technology • Visual efficiency skills • Self determination

4. ASD Expanded Core Curriculum • Engagement • Communication – expressive, receptive, nonverbal • Play, Social Skills • Sensory and Motor Skills • Adaptive Behavior • Challenging Behaviors • Organization Skills “Educating Children with Autism”

5. Engagement Communication – expressive, receptive, nonverbal Play, Social Skills (including Recreation and Leisure) Adaptive Skills Organization Skills Orientation and Mobility (include sensory and motor skills) Career and Life Education Self Advocacy **Use of Assistive Technology and Visual Efficiency Skills to be considered for all above areas… EXPANDED CORE ASDVI

6. Critical Lifelong Goals • To tolerate people and value interactions (interdependence/cooperation) • To communicate intentionally and effectively • To organize information and learn meanings/purposes (words, events, routines) • To tolerate change and accept new experiences • To be independent of constant verbal direction • To self-monitor and manage stress

7. Assessment: To Build a Picture of the Child So that Everyone Understands…

8. Be ready to answer the following as a result of your assessment: How does the individual interact/interface with the environment? Are interactions (skills) generalized?

9. Building the Individual Student Profile: • How does the individual respond to sensory information? • How does the individual communicate? (receptive, expressive, nonverbal) • How does the individual play? • How does the individual interact with others? • How does the individual respond to change under a variety of conditions? • How does the individual learn new information? • How does the individual perform skills expected for his/her age? • Develop plan for completing a task? • What are the individual interests and strengths? • What is the individual’s primary learning medium?

10. “ Critical Skills “Learning to Learn” Skills Assessment Where? When? Under what conditions? Generalized? • Attending • Waiting • Response to instructions • Learning from prompts • Persistence • Staying on task • Observational learning • Asking questions • Asking for assistance

12. Essential Components of Effective Program Development for Learners with an ASDVI

13. Generalization: Activities and Opportunities Comprehensive Program of Instruction: Address sensory and biological needs Provide appropriate reinforcement Opportunities to communicate and functional communication systems • 4) Concrete supports to assist with participation and understanding • Address task demands • Systematic, planful instruction • Data driven decision making • Appropriate level of instruction Assessment: Understand and Use “Picture of the Child” as the Foundation

14. Evidence-Based Interventions National Standards Report National Professional Development Center http://autismpdc.fpg.unc.edu/ • http://www.nationalautismcenter.org/pdf/NAC%20Standards%20Report.pdf

16. Purposeful Movement/O&M CAPS