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TECHNIQUES FOR WORKING WITH STUDENTS

TECHNIQUES FOR WORKING WITH STUDENTS. PRESENTERS: Don Renwick, Janneke Brown, Keila Rojas. ICE BREAKER. Dog, Pig, Cow game. . Overview of Special Education Populations. BASIC AUTISM MEDICALLY FRAGILE ED. ED. The only pejorative special education label left.

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TECHNIQUES FOR WORKING WITH STUDENTS

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  1. TECHNIQUES FOR WORKING WITH STUDENTS PRESENTERS: Don Renwick, Janneke Brown, Keila Rojas

  2. ICE BREAKER • Dog, Pig, Cow game.

  3. Overview of Special Education Populations • BASIC • AUTISM • MEDICALLY FRAGILE • ED

  4. ED The only pejorative special education label left. • Emotional Disability, Mental Health Disability or CNS (Central Nervous System) Disability, would all be more appropriate • ED students in an SDC usually have ED plus other challenges

  5. Why is learning about prompting important? • 1. To obtain more accurate information about students abilities. • 2. To identify the most successful strategy to work with the students. • 3. To give the students the opportunity to accomplish a task/become more independent

  6. When do you combine types of prompts and when don’t you? • 1. Full Physical Assistance is the most effective, but NOT where you start • 2. When you need to determine what the student is capable of, DO NOT combine types of prompts • 3. When you know a student well, SIMPLE combining can enhance learning and independence ( do not overwhelm)

  7. The top 10 educational prompts • 1. Full Physical Assistance • 2. Partial Physical Assistance • 3. Full Model • 4. Partial Model • 5. Full Verbal Model

  8. Cont…. • 6. Partial Verbal Model • 7. Gesture Prompt • 8. Positional Prompt • 9. Environmental Prompt • 10.Independent

  9. Whole Person Wheel and the Special Education Population • Physical • Social • Emotional • Volitional • Cognitive • Spiritual

  10. Prompting for our various students For each group one can be the reporter, one the students and one the teacher/aide. However, all participants are asked to role play First Scenario: • Elementary student with developmental delay and ED. • Apply the whole person wheel • Comment with the group • Identify effective prompts • Rehearse prompts

  11. Cont…. • Second Scenario: “Non-Responsive” student, Medically Fragile, High School male, 17 • Apply the whole person wheel • Comment with the group • Identify effective prompts • Rehearse prompts

  12. Cont….. • Third Scenario: ED student with anger issues, High School male,18 • Apply the whole person wheel • Comment with the group • Identify effective prompts • Rehearse prompts

  13. Your dyad/triad’s own scenario Each group picks a student who puzzles them. Rehearse/present the prompts that could help that student • Apply the whole person wheel • Comment with the group • Identify effective prompts • Rehearse prompts

  14. Prompting for Students With Emotional Disturbances • Never physically prompt or engage students with ED. • Never stand behind students with ED. • Give the prompt as a choice

  15. Cont….. • Give the prompt and disengage. • When you give them a choice, set a time limit for compliance. • If they don’t comply, go back and up the ante. • Repeat these steps as many times as necessary

  16. Questions/Answers

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