Who’s Driving? Inclusion of students w ith high needs

1. Who’s Driving? Inclusion of students with high needs

2. Students with multiple needs often have large support teams • Parents/Caregivers • Classroom Teacher/Support Teacher/Assistant • MCFD Social Workers • Community support & health care people • Itinerant Teachers & Specialists

3. Role of Classroom Teacher • Inservice classmates • Provide opportunities for active participation • Model interactions with student for peers • Meet with assistant to plan modifications • Report observations for assessments • Meaningful inclusion is most successful when we combine … • creativity • flexibility

4. Providing In-service to Classmates • Do classmates know how to interact meaningfully with the student? • What skills are important for the student to learn? • Formal Lessons • Informal Explanations • How can classmates assist the student to be an ACTIVE participant? • Teach them their role.

5. Active Participation What kinds of routines and jobs exist in your student’s classroom and school? Routines are a great way to include your student as they occur frequently and the student can often provide a service to others while practicing his/her own skills Functional Activities & Routines In The Classroom • sharpening pencils …..  • buddy reading • announcements • math brainteaser or games • spelling drill • calendar • counting exercises • music, art, gym • lunchtime activities • centre time (science, socials, etc.) • handing out or collecting worksheets or materials • stamping classmates work

6. Functional Activities & Routines Around The School Students can practice skills by doing many functional jobs around the school. Replenishing vending machines can help students practice… • matching object to object or object to picture • sorting which objects are the same • using arms and hands to reach • mobility in moving to the location Greeting secretary, principal, custodian, LA teacher, peers, librarian, etc. helps a student practice using her voice output device (i.e., Step-by-Step Communicator) to tell the school secretary… • that she has the attendance • ask her how her day is going • tell her a joke This daily communication is enjoyed by both parties!

7. MORE…… Functional Activities & Routines Around The School • hang out at recess • deliver messages for secretary to teachers • fill vending machine & collect cans • sharpen pencils for secretary • collect and deliver attendance • help with weekly staff “snack days” • custodial activities • load or unload dishwashers • make popcorn for movies or recess • sell muffins or cookies (fund raiser) • stamp books in library • hand out materials in gym or in class • water plants throughout school • clean utensils or sort tools for teachers • collect papers for the teacher • purchase groceries for cooking class

8. . • Provide CHOICE MAKING for the student in front of peers • Interpret the Student’s vocalizing & gestures from the PERSONAL DICTIONARY in front of the class. • Facilitate SWITCH USE with the student • Facilitate HAND USE with the student Model Interactions For Classmates

9. Role of the Support Teacher • Teacher time to work one-on-one with student • Help plan modifications • Arrange inservice for classmates and new teachers • Create & review data collection sheets • Help assess and report on the student’s progress • Write & update IEP • Help prepare for large transitions and community inclusion

10. Teacher time to work closely with the student • try to regularly spend time working with the student on a specific skill related task. • try to provide relief for the classroom teacher so that he/she can work one-on-one with the student once a week.

11. Plan Modifications with Team • Help plan modifications for activities with the T.A. and classroom teacher, particularly with theme related stations/centres. • The resource teacher is the special education specialist and the constant teacher over the years for the student. • Also consult with itinerant teachers, parents, specialists & last year’s teachers as to what worked well and what strengths/interests the student has to share. • Keep some bin activities or alternate activities on hand for times when participation in class activity is not possible.

12. Arrange for in-service • Coordinate or arrange for in-service for classmates and new teachers. • Invite specialists & therapists to teach peers how to interact meaningfully with the student on his/her skills and personal dictionary. • Help assistant create a personal dictionary. Make personal dictionaries visible… • In day planners • On classroom bulletin boards • On the back of a wheelchair

14. Create and Review Data Collection Sheets • Create and review data collection sheets designed for the student (based on their IEP goals) • Data collection is maintained by the assistants & teachers • Data collection could be around key areas such as choice making, yes/no questions, sign language or PECS use, comprehension questions asked and answered correctly, calming strategies being employed, mobility, etc.

15. Build an IEP Meet with the parents/caregivers and the rest of the student’s team. Use the IEP support planning tools.

16. Transitions & Community Inclusion • • purchase stamps for secretary or • stamp letters • • mail letters for secretary • • purchase items for cooking class • or staff room • • swimming • • horseback riding --- ----  • • bowling • • request and pick up staff lunch • order from local deli • • leisure activities appropriate to • your area (rock climbing, skiing, etc.) • riding bus or taxi • walking to locations in community • participating in recreation classes • doing work experience/volunteer work

17. Work Experience Opportunities Delivering newspapers Learning to navigate the ---  community

18. Shopping at the Mall

19. MADE MY DAY! 

20. RESOURCES TO AID INCLUSION www.pisp.ca Welcome to the Provincial Integration Support Program Website, funded by the B.C. Ministry of Education and hosted by B.C. School District #61 (Victoria). This website is designed to assist school teams and families in developing meaningful and functional programs for B.C. students with severe/profound cognitive and multiple physical disabilities within inclusive schools k-12. The strategies, learning modules and other resources in this website, are provided to maximize student learning. • PISP Contacts • Program info • Videos & tutorials • Strategies & FAQS • Learning Modules • Inservice & Training • Participation Kits • Equipment • Disabilities Awareness • Resources • Networking

21. www.autismoutreach.ca • eLearning Lessons are available on a large variety of topics, ie: • Strategies for a successful kindergarten year • How to create a self-modeling video • Behavioural emergency plans and reactive strategies • Emotional regulation • Relaxation strategies • PECS • Self-regulation and self-reinforcement • Why combine work experience with career training programs • Discrete Trial Teaching • ABA • Visual schedules: Set up and use

22. www.fasdoutreach.ca Provincial Outreach Programfor Fetal Alcohol Spectrum Disorder (POPFASD) eLearning modules provide a new way to learn about FASD.  We combine powerpoint, narration and video clips and/or photo’s to help you understand a particular topic. As of April, 2010, we have created 29 eLearning modules. We have modules under "Learning About FASD", "Planning Instruction", "Creating a Positive Behaviour Climate", "Teaching to Strengths and Needs", "Developing the IEP", "Transitioning", and "Assessment Networks". • As well as the eLearning Modules mentioned above there are also excellent teacher resources available on this site such as: • Some downloadable and other reviewed print resources • Training/courses available • VHS/DVD & Websites • Calendar on upcoming Conferences & Events • Acronyms, Glossary& Downloadable documents

23. Thank you Please check out the resources on the back tables.