Teaching Learners with Multiple Special Needs

Tuesday, September 8, 2009

Daily Schedule Systems

Visual Schedules

use text or images that are typically used in the students communication systems and/or curriculum by that Mayer-Johnson PCS, Tango Images, Imagine Symbols, clip art, Minspeak/Unity symbols - consistency is key
use the least restrictive means of conveying the schedule
highly recommended in Down Syndrome, Autism and other disabilities where students are typically visual learners
highly recommended for students who have difficulties with transitions
some specialists recommend presenting the entire schedule in the morning and others recommend a first/next or now/next with and all done box approach; data are scare but it is generally believed that so some students a full schedule is too overwhelming and a first/next is easier to cope with; some teachers only present as many schedule items as the student can cope with in a choice making array (i.e. if a student can make choices from a field of four then now and the next four items in the schedule are presented but if the child makes choices from a field of one, an error free field of two or two then first/next is used)
many, many formats can be used, right to left is preferred for pre-readers, but vertical may be useful as well, divided flip charts (I have one of these posted at Adapted Learning) can be used or a whole class schedule can be used if everyone follows the same schedule
consider fading use of the system as you would any other support or fading to a more natural system like a to do list, day planner or a cell phone calendar as to be more like typical peers
many companies sell commercially made visual schedule systems such as AugCom Resources, Silverlining, Enabling Devices and more

Object Schedules A/k/A Calendar Boxes

used for those who are blind, deafblind or pre-symbolic communicators - consistency is key (only know as calendar boxes in deafblind field)
always use the same object for the same activities
use the same objects as are used for communication
objects should be those used in the activity or otherwise be part of the activity (spoon for mealtime - not just any spoon but their spoon or one that is exactly the same) if a real object cannot be used/found (it is too big) use a part of a real object (vinyl to represent the physical therapy mat table or a chain to represent a swing outside); consider having them actually use the item in the calendar box in the activity (bring the spoon to the table and eat with it); try not to use miniatures unless you are sure the student understands them
allow students and families to be part of the process of choosing objects
it is recommended to present objects from left to right (pre-Braille/pre-reading)
there is some debate over attaching or somehow embedding objects into or onto a card or book as this may cause the object to loss meaning as it is loses a dimension, think carefully before you decide to attach objects to tri-wall or some other material, ask yourself, "Will this still be a ____ to this student if it is attached?" (For example is a spoon a spoon to Joey if it is glued to a card?)
some specialists recommend presenting the entire schedule in the morning and others recommend a first/next/all done approach; data are scare (see above)
as symbolic communication emerges grow the system with the vocabulary of the student
use plastic or cardboard shoe boxes attached together and tactically labeled or commercially sold calendar boxes

Texture Symbol Schedules

used for students who are blind or deafblind and are symbolic communicators
students should choose textures with staff/family
otherwise same as above

Links
Visual Schedules

Object Schedules A/k/A Calendar Boxes

Launching today is a new website, My Teacher, My Hero, where individuals can post the story of a teacher who inspired them. Starting with six stories including a MLB player, an Olympic Champion, a CEO, a blogger and more the site promises to show the world the difference a teacher can make.

Monday, September 7, 2009

Lincoln Links

For those working on the Middle School level of the Unique Learning System this month.

Academics

Interactive Websites/Power Points

Science

Math

US Penny Booklet
penny rubbing and penny rubbing addition
Lincoln Math Puzzlers

Cooking

Pancakes with Log Cabin Syrup
Lincoln Recipes
Abe Lincoln's Cherry Pie

Arts and Crafts

Lincoln's Hat Craft
Log Cabin Craft
or Log Cabin Craft
Abe's Log Cabin (directions also on Adapted Learning)
Penny Pendant
Finger Puppets
Paper Plate Hat
Lincoln Puppet

Sensory

sensory bin filled with pennies (not for kiddos who will mouth them)
sensory bin filled with Lincoln logs, build with them and use switch toys to knock them down

Pre-Voc/Voc

sort coins/wrap coins, especially pennies

Germs and Flu Prevention

Re-Post from September 23, 2007

School is back and session and thus student and teacher exposure to colds and flus is back as well and the special needs room is no exception. During my camping trip this weekend I was hit with the nasty head cold that several of my students and a few of the adults in my room had during last week. That means it is time for me to teach my annual germ lesson.

Green Glitter Germs Lesson Plan

Lesson objective: to teach students how germs spread and techniques for minimizing the spread of germs

Materials: green glitters, Kleenex, sink (or a basin and pitcher of water) soap ( preferably pump soap), sequence strip of hand washing steps, fantastic or another cleaner, paper towels, sequence strip of washing surfaces with a spray cleaner, large picture symbol and text based rules depicting germ protection rules (cover coughs and sneezes with a tissue and/or crook of arm, wash hands before and after sneeze, cough, nose blowing, touching face, eating and using rest room, wash tables and desks every day and more often if you are sick, stay home if you are sick, wear a germ mask if you have a cold and come to school)

Procedure:
1. elicit a working definition of "germs", usually something along the lines of tiny bugs that cannot be seen without a microscope that can make people and animal sick
2. explain to the students that during this lesson the green glitter will be germs
3. Without the students seeing loisten your hand and fill the palm of with green glitter and then pretend to sneeze tossing the glitter out in front of your mouth as you do. Most students will have a big reaction to the "germs" landing on them.
4. Elicit an explanation of what happened when you sneezed. Ask the students what you could have done differently, try to get to the answer, "covered your mouth with a tissue".
5. As you are having this discussion pat the students on the shoulders, give high fives and shake hands with students and adults -- get green glitter on as many people and surfaces as possible.
6. Secretly get more glitter and "sneeze" again, cover your mouth with your tissue and your hands. Put the green glitter covered tissue (the green glitter you just rubbed all over the tissue) down on the table or desk in front of the student the most likely to tell you to get it off and throw it away. When asked to do this elicit a reason why and then throw it away.
7. Keep sneezing or coughing and shaking hands and giving high fives talking in complex terms about germs and viruses and how viruses dock into mucous membranes. It is not important that the students retain any of what you are saying at this point you want a visceral reaction to how the green glitter germs are getting on everything and everybody. For good measure touch your nose and around your mouth to be sure there is green glitter there. Keep going until it appears everyone gets the idea and is at least noticing how pervasive the green glitter has become.
8. Stop talking and ask the students who are having the most visible reactions what is wrong. Establish the fact that the green glitter germs have spread all over the room and are now on the clothing, hands and faces of many people. Ask to students to write a plan to eliminate the green glitter germs.
9. Write out the plan on the board or a flip chart. It should include everyone washing their hands and faces with soap and water, all of the tables and chairs being sprayed and washed with Fantastic or 409 or another cleaner.
10. Review the steps for hand washing with the sequence strip, post the strip and have the students line up and wash faces and hands, starting with you as a model. Have them stay standing in a line when done as to not get more green glitter on themselves by sitting back at glitter covered tables/desks.
11. Review the steps for cleaning tables desks with the sequence strip and then assist the students in cleaning the tables and desks.
12. Once the clean up is done have the students brainstorm a list of rules for stopping the spread of germs and then have them all sign it. Consider making a strip of symbols of each rule for each desk, tray or table.
13. Finish by drawing off a section of the board and asking students to report places they see green glitter germs over the next few days (you will be shocked at how far the glitter gets).

Evaluation:
1. keep data on how frequently students engage in germ stopping behaviors, challenge them to get better at it
2. give a germ stopper quiz you design to be appropriate to your ability students

Links:
I strongly recommend the It's A SNAP link. It is a curriculum to help a team set up an absenteeism prevention campaign based on hand washing. But even if you aren't interested in setting up a campaign the tool kit has great ideas, curriculum, connections to standards and more.

More Social Skills Stories from Mayer-Johnson includes "Scott Snot" and "Sneeze Louise"
The Common Cold Prevention and Treatment
Kids Talk: An Ounce of Prevention
Germs at Adapted Learning
Flu at Adapted Learning

Sunday, September 6, 2009

Kisses Are For Home

With the H1N1 Swine Flu and the importance of preventing the spread of germs and universal precautions plus the need to pay attention to age appropriateness and abuse prevention there is a need for some students to work on remembering that "Kisses are for Home". Of course, when changing any behavior it is important for us as educators to realize the function of the behavior (all behaviors are communication) and then teach and reward a replacement behavior. One function of kissing (and hugging) staff and peers at school is simply that a kiss (or hug) is easier than using verbal or augmentative communication to express affection or appreciation. A high five, smile and wink (depending on the setting) or a sign language "I love you" can be taught as a replacement. Verbal or AAC using students can be taught replacements phrases as well. Below is a communication board I will be introducing to a student next week.

On an RSS reader? You may need to visit the site to see the board.

Another New Blogger on the Block

Exceptional Students in the Classroom is another new blog to join the intensive special needs/multiple disabilities blogging party. Head on over and check it out. It is so exciting how many blogs are now out there written for and by teachers in this small corner of the special education field!