Hello from Texas. Relationships: Working with All Students in Schools. Introductions. Michael Hinesly Education Consultant Education Service Center Region XI M.A. Ed. Educational Leadership. Lori Irvine Special Education Teacher in Katy ISD M.A Educational Pyschology.
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Working with All Students in Schools
“In an era when parents were blamed for causing what was felt to be a psychological problem, Eric was one of the first to use empirical research to establish the true, neurological basis of autism and its effective treatment--treatment that included parents as co-therapists.”
The physical structure of the classroom provides information to the students on expectations in each area of the room.
Physical structure for students to transition out of the classroom
This is a work station with work to be completed on the left side, the work system on the top of the work area and the chair on the right side of the table to collect the finished work.
This is a structured art area. It provides
information on what to do while at the table.
Grooming jig to match grooming supplies
The tape on the carpet informs the student where he/she is supposed to stay. Helps the student know they are not to roam around the room.
Students with developmental disabilities have problems with:
Visual schedules let the students know what activities will take place and in what sequence (Schopler et al., 1995) and assist them in predicting events, lessening their anxiety.
The research says:
Activity schedules have become widely used in classrooms around the world to provide clear structure and thus ease the difficulty of transition from one environment to another, reduce problem behavior, and increase time engaged in learning.”
Olley, 2005 p. 867
Icon Schedule example with a “First and Then” card.
Organizing schedule icons can be a challenge!
Task organization determines:
Schopler et al., 1995
The student is matching words from the work system to the corresponding container to know what work to do next.
This is a work job shelf system that students use to access their work from their specific work system at their desks.
The activities are created to be manipulative and predictable to help the students learn to read and make associations.
Structured activity-real life to picture representations
Sequenced activity based on a handmade manipulative social story