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Early Literacy Skills for Students with Multiple Disabilities & Challenging Behaviors

Early Literacy Skills for Students with Multiple Disabilities & Challenging Behaviors. Presenters: Roxanna Pena Special Education Teacher Lupe Arellano Teacher of the Visually Impaired. Our Philosophy of Education.

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Early Literacy Skills for Students with Multiple Disabilities & Challenging Behaviors

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  1. Early Literacy Skills for Students with Multiple Disabilities & Challenging Behaviors Presenters: Roxanna Pena Special Education Teacher Lupe Arellano Teacher of the Visually Impaired

  2. Our Philosophy of Education • All children CAN LEARN regardless of their exceptional differences, it’s up to us to make a difference.

  3. Presenter Experience • Roxanna Peña 11 yrs experience in the field of ed. • 5 yrs Infant Family Specialist @ JBA • 6 yrs Classroom Special Education Teacher in K-1 SDC setting in TCUSD

  4. Presenter Experience • Lupe Arellano • 6 yrs in the field of education • 1 year in General Education Pre-School Setting • 5 years Infant Family Specialist @ JBA • Overlapping with JBA -3 years TVI Itinerant with Foothill SELPA covering 3 districts (La Canada, Glendale and Burbank)

  5. Miguel • 9 years old • Diagnosis: Retinopathy of Prematurity • Stage V in both eyes (Retinal Detachment) • Autism

  6. Miguel • Behaviors: stimming, echolalia, minor aggressive behaviors • Lacks motivation • Excellent O&M skills • Good fine motor skills • Minimal tactile defensiveness • Demonstrates in consistent receptive and expressive language abilities

  7. Miguel in the past • Not willing to touch braille-pushed it away • Consider the Perkins Brailler a “toy”-he would pound on the keys • He would not allow hand-over-hand

  8. Miguel • Set routine • Greeting • Clear short Directions • Going to work on…. • Go to go… • Lesson • Repeatedly use verbal reminders of what will come next in order to increase student anticipation and lessen anxiety.

  9. Present Miguel • Allows hand-over-hand • Willing to “touch” braille and track rows of braille • He enjoys books and follows along with a brailled copy • Will search for a requested letter within a row of brailled dots • Can braille the letter “A” independently

  10. Miguel reading • Video

  11. Miguel writing • Video

  12. Aine • Seven year old girl • Post hemisphorectomy patient • Diagnosed: CVI, seizure disorder, dysarthria • Limited expressive language (approx. 10 words, use of one hand gestures, vocalization, and use of communication device (dynovoxminimo) with auditory scanning ability • Has extensive receptive language • Setting: SDC classroom setting with support services in OT, PT, SLP, TVI &augmentative communication therapy

  13. Instructional Strategies • Simple, explicit, and repetitive directions • Consistency in vocabulary use and presentation of materials • Key word use: First … and then… • Follow through with what the lesson expectation is • Frequent breaks to maintain focus • Positive reinforcement and encouragement, set boundaries, acknowledgement of what else is going on with the child, and work on building a positive self-concept (not learned-helplessness)

  14. Continue instructional strategies • Provide student ample time to process directions or requests through intentional pauses • Use of verbal and auditory directions • Use student name frequently when giving directions or requesting (items or actions from the student) • Teaching student by have them complete tasks (with or without assistance) repeatedly to ensure memorization and learned skills

  15. Challenging Behaviors • Throwing items then secure items down (velcro, slip mats, slant board, clip boards, etc.) • Screaming and hitting then follow through with behavior management that has been decided on by the team or figure out what else is going on with the student (all behaviors are a form of communication) • Breaking behavior cycles and not setting student up for failure

  16. Useful Classroom Tools • Tactile schedule • Braille labels on print (ei. red on yellow) placed on personal and classroom items • Home made tactile and braille books • Timer (to designate specific amount of time for work or breaks) • Tracing wheel, tactile stickers, wikkistixs, foam stickers • Structured classroom routine and student schedule for the purpose of predictability and consistentcy

  17. Hands-on Activity • Materials • Regular classroom worksheets • Adaptation Materials • Tactile Stickers • Tracing wheel • (Discuss poster board)

  18. We thank you for your time. Questions & Answers

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