Our Time Together…

1. “It is in fact a part of the function of education to help us escape, not from our own time — for we are bound by that — but from the intellectual and emotional limitations of our time.” T.S. Eliot

2. Our Time Together… • Will explore practical strategies to consider in the classroom. • Will explore the use of a systematic decision-making process to… • Identify personalized pupil learning needs • identify some appropriate adjustments and modifications • apply best practices in designing an instructional program

3. …to facilitate meaningful participation for children with PMLD

4. Children with PMLD are... Children • with the needs that all children have • with abilities and extensive learning needs • who can learn when given appropriate experiences and support

5. What are learning needs of children with PMLD? Significant Intellectual/Cognitive Disabilities

6. Additional and coexisting Physical Medical Speech & language Behavioral Social Personal Hearing/vision/sensory

7. Important Element Intensity

8. Always Check On Our Assumptions… “Life is like a box of chocolates” Activity….

9. IMPORTANT Least Dangerous Assumption!

10. Let me introduce you to Sue…

11. Shoulder Partner

12. CRUCIAL Meaningful Communication

13. Instructional Issues Need for: • Explicit and systematic instruction • More time to learn and practice skills • Reliable and flexible supports for learning • Opportunities to apply skills in natural settings

14. Ways to Facilitate Meaningful Participation… How? • Supports for learning of same expectations… What? • Change what children are taught and assessed

15. How?Five General Areas • Methods and materials for instruction • Assignments and assessments • Learning environment • Time demands and scheduling • Special communication systems

16. How? • Methodsand materials for instruction • Prompting, visuals, objects of reference • Adapted materials and switch-activated devices • Assignments and assessments • Symbol pointing or patterning instead of writing • Video assessment – VIG

17. Adjustments Learning environment Positioning and physical considerations One-on-one instruction/peer mediated learning/need for small group Enrichment focused rather than remediation Time demands and scheduling Object or picture schedule Additional time to complete tasks More opportunities to practice

18. How? • Specialcommunication systems • Communication boards • PECS • Augmented communication • All Areas(MALTS) • Personal assistance • Assistive technology

19. Adjustment Stations In assigned groups: Go to the station assigned For the period of time there, write down all the practical ways you have created this adjustment in your classroom. Stay at the station until you hear the change sound. Move with your next group to the next station and repeat

20. Modifications • Partial completion of requirements • Expectations substantially below grade level • Alternate curriculum – developmental/functional Changes to what children are expected to learn and demonstrate

21. What Do Modifications Look Likein the Classroom? • Targeted objectives (lower-level/alternate) • Content (less/much lower level/alternate/blended) • Assessments (simplified/different)

22. Class Objective Write own first and last name, address, and phone number. Pupil’s Objective Seeks attention through Familiar gesture. (English P3 ) Class Objective Describe the characteristics of mammals. Pupil’s Objective Explores 3D mammals by banging or rubbing objects together (Maths P3) Examples of Modifications

23. Class Objective Learn historical and cultural information about Egypt. Pupil’s Objective Recognises themselves in pictures of recent Egyptian class activity (History P4) Class Assessment Add two-digit numbers with regrouping. Pupil’s Assessment Matches objects by recognising similarities (Maths P5) Examples of Modifications

24. Doesn’t look like… Looks like… Meaningful Participation

25. Quality Indicators - What Does Meaningful Participation Look Like?- • The pupil’s participation reflects information from his/her individual educational plan and other sources. • The pupil is learning priority skills in natural settings throughout the day. • The pupil has opportunities for interacting and learning with peers who can act as role models/learning partners.

26. What Does Meaningful Participation Look Like? • Adjustments and modifications are provided as needed. • Age-appropriate instructional activities and materials enable active pupil participation. • Progress towards statement/ IEP goals/objectives and other curricular outcomes is measured and documented regularly.

27. How Do I Plan for Meaningful Participation? • Who… • What... • How?

28. Steps in the Process A.Gather and organize information about the pupil. B. Address IEP learning priorities throughout the day. C. Plan instruction to meet the pupil’s learning needs. D. Evaluate the impact of the pupil’s participation in the instructional program.

29. Step A: Gather and Organize Information about the Pupil Focus on the individual and get personal….

30. Present Level of Performance Adjustments Modifications Goals Additional information Think Multi-Dimensional… Additional therapies Learning preferences Families Strengths

31. QI QI Quality Indicator • The pupil’s participation reflects information from his/her statement/ individual educational plan and other sources.

32. Keep it simple… • Pupil Profile • Learning priorities • Strengths • Accommodations • Special needs KatyJohnson

33. QI QI Quality Indicators • Skills are learned in settings in which they would naturally be used. • Opportunities available for interacting and learning with peers who can act as role models/learning partners

34. Step B: Address IEP Learning Priorities throughout the Day – Infused Grid Student: Katy Johnson Age: Year: Daily Activities & Routines PE/Art/Music Arrival Numeracy Literacy Lunch Recess Greets people by raising arm, X X X X X X Matches big, medium, small objects

35. You Try It: Create an Infused Skills Grid • List the pupil’s Statement/IEP learning priorities. • Indicate where they will offer natural engagement throughout the day. • Indicate when direct instruction will take place by circling the X. • Give examples of how they might be addressed in each targeted setting.

36. Step C: Plan Instruction to Meet the Personalized Learning Needs • What will the pupil learn? • How will the pupil participate?

37. Same activity Grouping for Instruction ? Different activity

38. Can the Pupil Participate in the Same Activity as Peers … 1. Just like other pupil’s in the group or with adjustments? 2. With lower-level objectives in the same curriculum area (modifications) and adjustments, if needed? 3. With alternate objectives from other curriculum areas embedded (modifications)? If not... If not...

39. If not... If Not the Same Activity Should the Pupil... • Work on a different activity in the room related to his/her learning priorities? 5. Do an out-of-class activity related to his/her learning priorities?

40. Participate in the Same Activity 1. Just like most other children (same outcome, with adjustments if needed)? • Listen to a story read aloud • Make a collage using eye contact to place pieces • Play ball passing during P.E. with prompting from a peer

41. Participate in the Same Activity 2. With lower-level objectives from the same curriculum area (modifications) and adjustments if needed? • During a lesson on responsibilities of the government • Match unfamiliar pictures (building/people) • During a lesson on telling time to the 1/4 hour • Sequence 3 pictures • During a lesson on budgeting • Match coins

42. Participate in the Same Activity 3. With alternate objectives from other curriculum areas embedded (modifications)? • During a science activity • Looks towards flashes of light or turns towards loud sounds (P1). • During a history discussion • Maintain an upright position and reaches out to feel historical artifact ( P3i)

43. Pupil Group Complete a written test on a science unit Feels materials in hand-over-hand partnerships (P2) Write a five-paragraph essay on the electoral college system Communicate about likes and dislikes through symbols (P4) Participate in a Different Activity 4. Work on a different activityin the room related to his/her learning priorities?

44. Searches intentionally for objects in their usual place (Math P5) School office Gym/hall • Performs single • actions: rolling, running, or jumping (PE P4). Local store • Makes similar responses several times during interactive sequence with adult (PSHE P2). Participate in a Different Activity 5. Do an out-of-classactivity related to his/her learning priorities? Activity Location

45. QI QI Quality Indicators • The learning goals are meaningful for the pupil now and in the future. • The pupil participates in varied instructional groupings. • Adjustments and modifications are provided as needed. • The pupil is actively engaged in learning. • The activities and materials are age-appropriate.

46. Which animal is the best pet? ll l llll lll llll lll llll llll Dog Cat Bird Fish Gerbil Group Objectives and Activity • Create a simple survey and collect data. Make a graph to show results. ? Cat ? Dog Fish ? Bird ? ? Gerbil

47. Which animal do you like best? Dog Cat Bird Fish Gerbil What Katy Learns and Does • With a peer, collect survey data and count the marks. Matches symbol of animal.

48. The fish opened his mouth and swam towards the worm. Making a Book for a Young Child S Group Katy

49. Determine If You Need to Change... • The learning objectives (lower-level, alternate) • The way the lesson is taught or materials used • The way pupil will responds • The level of support or grouping arrangement • The behavior management strategies • Time or scheduling demands • Assessment content or procedures

50. Step D: Evaluate the Impact of Participationin the Instructional Program • Assess progress in learning • Evaluate the instructional program