Essential components of a program of instruction for every student with asdvi
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Essential Components of a Program of Instruction for Every Student with ASDVI. VI. ASD. NT. ASDVI. Expanded Core Curriculum for Blind/VI. Compensatory or functional academic skills, including communication modes Orientation and mobility Social interaction skills

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

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Essential components of a program of instruction for every student with asdvi

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


Essential components of a program of instruction for every student with asdvi

VI

ASD

NT

ASDVI


Expanded core curriculum for blind vi

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


Asd expanded core curriculum

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”


Expanded core asdvi

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


Critical lifelong goals

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


Assessment to build a picture of the child so that everyone understands

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


Be ready to answer the following as a result of your assessment

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?


Building the individual student profile

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?


Critical skills

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


Essential components of effective program development for learners with an asdvi

Essential Components of Effective Program Development for Learners with an ASDVI


Essential components of a program of instruction for every student with asdvi

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


Evidence based interventions

Evidence-Based Interventions

National Standards Report

National Professional Development Center

http://autismpdc.fpg.unc.edu/

  • http://www.nationalautismcenter.org/pdf/NAC%20Standards%20Report.pdf


Essential components of a program of instruction for every student with asdvi

Purposeful Movement/O&M

CAPS


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