» Materials of the сonference from Tennessee Technological University International Autism Institute

Materials of the сonference from Tennessee Technological University

Видео: Visual Supports at the High School Level	Select Показать
1st Video Segment: Hi! My name is Laura Graves from Tennessee Technological University. We are here today in a rural school in the southeastern United States in a preschool classroom for special education. It’s an inclusive classroom, which means it has typical and atypical children. That also means children with and without disabilities. The children’s ages are from 3 to 5. They come to school at 8 o’clock in the morning. Some ride the bus and some come with their parents, and then they leave school at 2 o’clock in the afternoon. Part of their school day, they get breakfast and they get lunch. They also have a planned naptime for the developmental appropriateness of their age. Today, we are going to be looking at how to incorporate a visual schedule within the school within the classroom, and you will be able to have examples of what that would look like in an atypical special education Pre-K classroom. 2st Video Segment: Hi! My name is Mrs. Megan. I am the teacher of a preschool special education classroom. I have 15 students in my classroom right now. Four of those students are typical developing students, so they are not diagnosed with any type of special needs, and they are in our classroom for the inclusive setting. I am looking for good peer models when they are in here, so very good language skills and good behavior skills and good students to work with everybody cause everybody benefits in here. I have one student who is diagnosed with autism. I have three right now that have Down syndrome, and I have another student who is classified under other health impairs, so he’s got some different health issues going on. He is in a wheelchair, but he can access the environment with us in the classroom. All of my other students right now are under Developmental Delay, so for whatever reason they are behind compared to their same age peers, and they are in this classroom for support. The first thing that we are going to talk to you about today is the use of visual schedules, this is my classroom schedule, this is what the whole class is using whenever we meet together at the carpet or we refer to throughout the day. So, everything always comes back to here. We would start the day off by saying we came to school, that is all done. Next is breakfast, or time for breakfast. We go to breakfast. We come back. Breakfast is all done. It’s time for Circle Time. They all have their spot on the carpet. Some of them have taped squares so they know where to sit. I need to redo some of my tape, but the taped areas are more like a visual place to let them know where they need to put their bodies at Circle Time. So, what we would do from there is Circle Time is all done, time for centers. Then what we have in place over here, I am going to take you this way and show you, each child in my class is going to have an individual picture schedule that is going to lay out where they go for centers time. It tells them where they are supposed to be, what happens, and what is coming next. I would call them all one at a time to come and get their schedule, and my kids know because you are going to pre-teach this, they are going to come and get their schedule, and this little guy knows I go to ABC first. Then what we do is that I have whatever picture is on here, the same picture is up here, and I am going to match it. So I have parked my picture schedule, so ABC, ABC. And then, this is a teacher-directed area. The teacher would be here with one or two students with their schedules would sit here, and we would do teacher-directed activity at this time working towards their goals. What I do use a visual timer. Say, “We are here for 12 to 13 minutes.” We start it, and this is going to decrease so they can see how long they have at this schedule, or at this center. We are going to pretend that we have gone all through this and it has beeped, and we are going to have that. The child will be sitting here, we’d say, “Ok, time to check schedule.” They would stand up, come get their schedule, ABC is all done, time for books and puzzles. They march over to books and puzzles. And this picture again matches what is on their schedule, and they match it up. This is more of a child-directed center right here, and they are going to stay for the same length of time. They can do books. They can do puzzles. Whatever we have out for the day for them to do here is what they’ll do, and then the timer will go off. We would say, “Check schedule.” We would stand up, books and puzzles all done, time for numbers. They would come over here, and put it right here. So, numbers, numbers, and they would sit. This is also another teacher-directed table. I forgot to mention that there’s me, as the lead teacher in the classroom, and I have two assistants working with me in the class, and that is a really good partnership. Each big table in my room is where a teacher stays. We transition, and the kids rotate. The easiest that I have found is rotating them counter-clockwise or clockwise, however you want them to go in the room. That way they are not crossing paths, and it is a smooth transition from one station, or one center, to the next. And so, the timer would go off. Pick it up. Numbers is all done, time for blocks. Then, they would march it over to blocks. Blocks, blocks, and then they match up, and then they play. And then, the timer would go off. We are going to pretend that we have gone through my whole center rotation across my classroom. We are all done, all done, all done, all done. So, when all of these are turned over, we know, centers time is all done. We have been everywhere it told us to go. Now, it is time to go put our schedule up. They take their schedules back to where they got them from. Then they know to come and sit on the carpet. Once everybody is back over here, we all look at our big classroom schedule again, and say, “Centers time is all done, time for music and a story.” That is just one way to implement different picture schedules for different times of your day and different parts of your classroom. Thanks. 3st Video Segment: Another way to use pictures as visual cues is that I carry this around my neck, that way it is easy access to me. But I have different pictures on here that cue children in to what I would like for them to do, that way I am not always having to give a verbal prompt. I can just give, you know, a pointed prompt to a picture, and they can get the clue as to what I am looking for them to do. This one I use all the time, and this one is… quiet or indoor voices. This one is really helpful when we are about to exit our classroom, and the expectations of this school is that you’re quieter in the hallways than in the classroom. So, this is one that I have first. You just flip it over, and another here is listening ears. If I want them to listen to what I am saying, sometimes I will just do this and I will pair it. But it is a good way to just have a quick visual with you. This is stop. So, stop sign. If someone is doing something and they are not listening to me, I can go over and pair it. Stop. Stop. You can do that. I got different ones in here, and a raised hand one. This one is very popular for my room. But you can have pictures of whatever it is that you find, that you want to teach your kids, so you can really make this personalized to you in your classroom and how you want to use it.

Видео: Visual Supports at the High School Level

1st Video Segment:
Hi! My name is Laura Graves from Tennessee Technological University. We are here today in a rural school in the southeastern United States in a preschool classroom for special education. It’s an inclusive classroom, which means it has typical and atypical children. That also means children with and without disabilities. The children’s ages are from 3 to 5. They come to school at 8 o’clock in the morning. Some ride the bus and some come with their parents, and then they leave school at 2 o’clock in the afternoon. Part of their school day, they get breakfast and they get lunch. They also have a planned naptime for the developmental appropriateness of their age. Today, we are going to be looking at how to incorporate a visual schedule within the school within the classroom, and you will be able to have examples of what that would look like in an atypical special education Pre-K classroom.

2st Video Segment:
Hi! My name is Mrs. Megan. I am the teacher of a preschool special education classroom. I have 15 students in my classroom right now. Four of those students are typical developing students, so they are not diagnosed with any type of special needs, and they are in our classroom for the inclusive setting. I am looking for good peer models when they are in here, so very good language skills and good behavior skills and good students to work with everybody cause everybody benefits in here. I have one student who is diagnosed with autism. I have three right now that have Down syndrome, and I have another student who is classified under other health impairs, so he’s got some different health issues going on. He is in a wheelchair, but he can access the environment with us in the classroom. All of my other students right now are under Developmental Delay, so for whatever reason they are behind compared to their same age peers, and they are in this classroom for support. The first thing that we are going to talk to you about today is the use of visual schedules, this is my classroom schedule, this is what the whole class is using whenever we meet together at the carpet or we refer to throughout the day. So, everything always comes back to here. We would start the day off by saying we came to school, that is all done. Next is breakfast, or time for breakfast. We go to breakfast. We come back. Breakfast is all done. It’s time for Circle Time. They all have their spot on the carpet. Some of them have taped squares so they know where to sit. I need to redo some of my tape, but the taped areas are more like a visual place to let them know where they need to put their bodies at Circle Time. So, what we would do from there is Circle Time is all done, time for centers. Then what we have in place over here, I am going to take you this way and show you, each child in my class is going to have an individual picture schedule that is going to lay out where they go for centers time. It tells them where they are supposed to be, what happens, and what is coming next. I would call them all one at a time to come and get their schedule, and my kids know because you are going to pre-teach this, they are going to come and get their schedule, and this little guy knows I go to ABC first. Then what we do is that I have whatever picture is on here, the same picture is up here, and I am going to match it. So I have parked my picture schedule, so ABC, ABC. And then, this is a teacher-directed area. The teacher would be here with one or two students with their schedules would sit here, and we would do teacher-directed activity at this time working towards their goals. What I do use a visual timer. Say, “We are here for 12 to 13 minutes.” We start it, and this is going to decrease so they can see how long they have at this schedule, or at this center. We are going to pretend that we have gone all through this and it has beeped, and we are going to have that. The child will be sitting here, we’d say, “Ok, time to check schedule.” They would stand up, come get their schedule, ABC is all done, time for books and puzzles. They march over to books and puzzles. And this picture again matches what is on their schedule, and they match it up. This is more of a child-directed center right here, and they are going to stay for the same length of time. They can do books. They can do puzzles. Whatever we have out for the day for them to do here is what they’ll do, and then the timer will go off. We would say, “Check schedule.” We would stand up, books and puzzles all done, time for numbers. They would come over here, and put it right here. So, numbers, numbers, and they would sit. This is also another teacher-directed table. I forgot to mention that there’s me, as the lead teacher in the classroom, and I have two assistants working with me in the class, and that is a really good partnership. Each big table in my room is where a teacher stays. We transition, and the kids rotate. The easiest that I have found is rotating them counter-clockwise or clockwise, however you want them to go in the room. That way they are not crossing paths, and it is a smooth transition from one station, or one center, to the next. And so, the timer would go off. Pick it up. Numbers is all done, time for blocks. Then, they would march it over to blocks. Blocks, blocks, and then they match up, and then they play. And then, the timer would go off. We are going to pretend that we have gone through my whole center rotation across my classroom. We are all done, all done, all done, all done. So, when all of these are turned over, we know, centers time is all done. We have been everywhere it told us to go. Now, it is time to go put our schedule up. They take their schedules back to where they got them from. Then they know to come and sit on the carpet. Once everybody is back over here, we all look at our big classroom schedule again, and say, “Centers time is all done, time for music and a story.” That is just one way to implement different picture schedules for different times of your day and different parts of your classroom. Thanks.

3st Video Segment:
Another way to use pictures as visual cues is that I carry this around my neck, that way it is easy access to me. But I have different pictures on here that cue children in to what I would like for them to do, that way I am not always having to give a verbal prompt. I can just give, you know, a pointed prompt to a picture, and they can get the clue as to what I am looking for them to do. This one I use all the time, and this one is… quiet or indoor voices. This one is really helpful when we are about to exit our classroom, and the expectations of this school is that you’re quieter in the hallways than in the classroom. So, this is one that I have first. You just flip it over, and another here is listening ears. If I want them to listen to what I am saying, sometimes I will just do this and I will pair it. But it is a good way to just have a quick visual with you. This is stop. So, stop sign. If someone is doing something and they are not listening to me, I can go over and pair it. Stop. Stop. You can do that. I got different ones in here, and a raised hand one. This one is very popular for my room. But you can have pictures of whatever it is that you find, that you want to teach your kids, so you can really make this personalized to you in your classroom and how you want to use it.

Видео: Visual Supports at the PreSchool Level Teaching	Select Показать
1st Video Segment: Dr. Laura Graves Hi! My name is Dr. Laura Graves. Today, we are going to be visiting Michelle Bowman’s classroom at Cookeville High School. Mrs. Bowman has a classroom where she serves students with Autism. Michelle graduated from Tennessee Technological University with a degree in Special Education. I’m looking forward to hearing what she has to say about strategies that she uses in her classroom with her students. 2nd Video Segment: Introduction of Michelle Bowman I am Michelle Bowman. I teach a classroom at Cookeville High School for students who have Autism. I have fifteen students on my caseload, all of them are boys. All of them do have Autism, and they range in age from 15 to about 18 to 19 years of age. Grade level ranges from 9th through 12th grade. 3rd Video Segment: Individual/Class Schedules At the beginning of the school year for all students, whether they have disabilities or not, are given a type of schedule, whether it is a picture schedule or a paper schedule. Usually, at the elementary level, kindergarten, pre-school level, they may have a picture schedule so they can see the picture of what they are going to do throughout the day. As the students progress in grade level and in age, those are phased out, and more of a paper schedule is put into place. More age appropriate for them, this is an example of a schedule that we give all students at the high school level at the beginning of the year. It tells them what class they have, what period, what teacher, what classroom number they will go to, and this helps them as a guide to start out, because they are not going to remember exactly where they have to go. They have a schedule that they can carry around with them everyday until they become more familiar with how their day progresses. And then, as we go from this once they figured this out, we can have a bell schedule, and I have one posted on my board. It tells what block, we have block 1 – 4, and it gives the time for the entire block. Some classes during the day may have what we call a skinny schedule. So, it’s a period. There can be two periods in each block. I have that broken down for my students, so they can refer to this and know what time class starts, what time class ends and what time we go to lunch, and then our end of the day schedule. 4th Video Segment: Work/Job Schedule Another type of schedule that we use throughout the week in my classroom is a job schedule. I have three students who are with me the majority of the day. During the week, these students actually leave campus two different days a week and they go to work at two different places. One of the days, they will go to the county library, and they will do jobs there such as vacuuming, dusting shelves, wiping down tables. Another day of the week, they will go to a local church, and they will do very much the same things there: vacuuming, wiping down tables, and dusting for them. And the boys love it. They absolutely love getting to leave campus, and have a job to do. And another day of the week, they will go downstairs to the first floor of this building, where we have a type of lab set up. We call it the Practical Assessment Exploration System lab, and this is where they will learn to use an adding machine, a cash register, and they learn to count back change. Any type of vocational skill that they might need for a job once they leave the high school setting. On my schedule for example, on Monday during 3rd block, I have a student that leaves, and he goes to the library. To leave campus, we have a county van with job coaches. They come to the school, they pick my boys up, and they take them to wherever the job site is. They are there for 30 to 45 minutes, and then they bring them back to school. The boys independently walk back up to class. 5th Video Segment: A Typical Day A typical day for my students that I have would be, we come in and the bell rings at 8 o’clock. We have announcements at that time. I have one student who has an assistant, who will go with him out to his history class. I do have a classroom aide. She stays with three of my boys most of the day once they leave my classroom. She follows them and just helps them with things such as taking notes, prompting them, keeping them on task. If they do begin to have a period in the classroom where they are having difficulties, she can take them out of the classroom for a short amount of time, and then bring them back in. I do have another student who has a one-on-one assistant who stays with him for the duration of the day. He arrives here at school in the morning at 7:40. His aide meets him when he gets off the bus. She goes to breakfast downstairs in the cafeteria with him. From there, he has four different classes during the day in which the aide attends all four classes with him. She also helps him to stay on task. She helps him with any notes that he might need to take. She helps him to stay organize with his folders and his binders in his backpack. And then at the end of the day, she follows him to the bus, and she sees that he gets on the bus OK. Then she comes back up to my room, and she helps me, she assists me for the end of the day. 6th Video Segment: Picture Prompt Students in the school setting will use different types of pictures prompts to help them with different things during the day. I have a student who has a difficult time controlling the amount of time that he spends talking. He may talk out during class. He may talk while other people are talking. We have an example on his desk of just a picture prompt where we can point to this, and it helps him to know that he is talking a little too much, that he needs to stop talking, and do more listening.

Видео: Visual Supports at the PreSchool Level Teaching

1st Video Segment: Dr. Laura Graves
Hi! My name is Dr. Laura Graves. Today, we are going to be visiting Michelle Bowman’s classroom at Cookeville High School. Mrs. Bowman has a classroom where she serves students with Autism. Michelle graduated from Tennessee Technological University with a degree in Special Education. I’m looking forward to hearing what she has to say about strategies that she uses in her classroom with her students.

2nd Video Segment: Introduction of Michelle Bowman
I am Michelle Bowman. I teach a classroom at Cookeville High School for students who have Autism. I have fifteen students on my caseload, all of them are boys. All of them do have Autism, and they range in age from 15 to about 18 to 19 years of age. Grade level ranges from 9th through 12th grade.

3rd Video Segment: Individual/Class Schedules
At the beginning of the school year for all students, whether they have disabilities or not, are given a type of schedule, whether it is a picture schedule or a paper schedule. Usually, at the elementary level, kindergarten, pre-school level, they may have a picture schedule so they can see the picture of what they are going to do throughout the day. As the students progress in grade level and in age, those are phased out, and more of a paper schedule is put into place. More age appropriate for them, this is an example of a schedule that we give all students at the high school level at the beginning of the year. It tells them what class they have, what period, what teacher, what classroom number they will go to, and this helps them as a guide to start out, because they are not going to remember exactly where they have to go. They have a schedule that they can carry around with them everyday until they become more familiar with how their day progresses. And then, as we go from this once they figured this out, we can have a bell schedule, and I have one posted on my board. It tells what block, we have block 1 – 4, and it gives the time for the entire block. Some classes during the day may have what we call a skinny schedule. So, it’s a period. There can be two periods in each block. I have that broken down for my students, so they can refer to this and know what time class starts, what time class ends and what time we go to lunch, and then our end of the day schedule.

4th Video Segment: Work/Job Schedule
Another type of schedule that we use throughout the week in my classroom is a job schedule. I have three students who are with me the majority of the day. During the week, these students actually leave campus two different days a week and they go to work at two different places. One of the days, they will go to the county library, and they will do jobs there such as vacuuming, dusting shelves, wiping down tables. Another day of the week, they will go to a local church, and they will do very much the same things there: vacuuming, wiping down tables, and dusting for them. And the boys love it. They absolutely love getting to leave campus, and have a job to do. And another day of the week, they will go downstairs to the first floor of this building, where we have a type of lab set up. We call it the Practical Assessment Exploration System lab, and this is where they will learn to use an adding machine, a cash register, and they learn to count back change. Any type of vocational skill that they might need for a job once they leave the high school setting. On my schedule for example, on Monday during 3rd block, I have a student that leaves, and he goes to the library. To leave campus, we have a county van with job coaches. They come to the school, they pick my boys up, and they take them to wherever the job site is. They are there for 30 to 45 minutes, and then they bring them back to school. The boys independently walk back up to class.

5th Video Segment: A Typical Day
A typical day for my students that I have would be, we come in and the bell rings at 8 o’clock. We have announcements at that time. I have one student who has an assistant, who will go with him out to his history class. I do have a classroom aide. She stays with three of my boys most of the day once they leave my classroom. She follows them and just helps them with things such as taking notes, prompting them, keeping them on task. If they do begin to have a period in the classroom where they are having difficulties, she can take them out of the classroom for a short amount of time, and then bring them back in. I do have another student who has a one-on-one assistant who stays with him for the duration of the day. He arrives here at school in the morning at 7:40. His aide meets him when he gets off the bus. She goes to breakfast downstairs in the cafeteria with him. From there, he has four different classes during the day in which the aide attends all four classes with him. She also helps him to stay on task. She helps him with any notes that he might need to take. She helps him to stay organize with his folders and his binders in his backpack. And then at the end of the day, she follows him to the bus, and she sees that he gets on the bus OK. Then she comes back up to my room, and she helps me, she assists me for the end of the day.

6th Video Segment: Picture Prompt
Students in the school setting will use different types of pictures prompts to help them with different things during the day. I have a student who has a difficult time controlling the amount of time that he spends talking. He may talk out during class. He may talk while other people are talking. We have an example on his desk of just a picture prompt where we can point to this, and it helps him to know that he is talking a little too much, that he needs to stop talking, and do more listening.

Presentations:
Timeline of Disabilities in the United States
Video Modeling
Visual Schedule

International Autism Institute

Materials of the сonference from Tennessee Technological University

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