who are the personnel with highly specialized skills and ... _do_lid.pdf · teaching students with...

Teaching Students with Low Incidence Disabilities

8/4/2015

Fawkes, Lombardi, Crossland 1

MOLLY FAWKESTINA LOMBARDI

SARAH CROSSLAND

RICHARDSON INDEPENDENT SCHOOL DISTRICT


Low Incidence Defined

The Student As defined by IDEA(Individuals with Disabilities Education

Act) a low incidence is one who has:A. A visual or hearing impairment or simultaneous visual and

hearing impairments

B. A significant cognitive impairment; or

C. Any impairment for which a small number of personnel with highly specialized skills and knowledge are needed in order for children with that impairment to receive early intervention services or a free appropriate public education.

Who are the personnel with highly specialized

skills and knowledge that the law is referring to??


8/4/2015


You!

WHY DID WE CREATE THIS

PRESENTATION???

What does this look like in my classroom?

Helps when think about the child at each of these educational phases

Phase I – inwardly focused

frequent engages in self-stimulation

very limited experiences with objects in the environment

very reluctant to engage with others except the most trusted adult

Communication: A guide for teaching students with visual and multiple disabilities, Linda Hagood


8/4/2015



Phase II – somewhat more interested in his/her environment and others

can be engaged in brief interactions around high-interest objects or actions (swinging, bouncing, rocking, etc.)

somewhat withdrawn with limited interests

limited ways to make contact with others

limited things he can do with objects.

can "play" along side the adult and shows some interest in what the adult is doing

rarely imitates adults or others



Phase III – interested in more interactive types of games (turn-taking),

although he/she may not be able to initiate

begins to imitate

may take time out to process the experience or explore independently

interested in his/her environment and other adults

may fuss when the preferred activity comes to an end

*Five phases in all


Communication


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Everyone communicates in some way. It is our challenge to recognize that communication

and respond to it!

communication and language

We need to think about Communication and Language in a different way.

We can think of communication as the message (for example, “hunger”), and language as the method by which we communicate the message (for example, by signing, “I am hungry”).

http://www.everymovecounts.net/newmanual.htmSternberg, Battle, and Hill (1980, 224)

Sternberg (1980) identifies four beginning skills for communication. Individuals must:Be able to separate one’s self from the

environment. Understand that there is something they can

do to exchange information with someone. Understand that there are things about

which to communicate. Understand that there are people with

whom to communicate.

http://www.everymovecounts.net/newmanual.htm

Communication


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Communication

Interventions should be designed to increase communication opportunities

Most communication opportunities for this population occur at school

Communication

Factors that might limit communication opportunities:

1. Partners don’t recognize or make use of naturally occurring events related to communication.

2. Partners may preempt communication by anticipating students’ wants and needs.

3. Students with disabilities may have limited repertoires of communicative behaviors.

Communication

It is important to teach classroom staff to identify and respond to emerging communication signals of beginning communicators.

In a study across 12 classrooms - students with complex needs initiated behaviors related to preferences (such as body movement, facial expression, etc) approximately once per minute Facilitators responded to these communication attempts

only 7-15% of the time


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Communication

How can we begin to identify and respond more? Become more aware of the student’s communication

methods through assessment and observation

Label the student’s communicative intent

Promote the use of natural gestures and vocalizations in a variety contexts

Increase interaction

Incorporate routines

Communication

We might need to “engineer” the school environment to increase opportunities:

Delay assistance and create the need to ask for help

Interrupt an ongoing activity to create an opportunity for requesting/protesting –MOST IMPORTANT FOR THIS GROUP!

Communication

Inclusive communication opportunities for beginning communicators are at least asimportant as the communication intervention!!!!

It is important for beginning communicators to communicate with more than just those with are paid to communicate with them.


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Communication

Important to remember:

Sometimes we “take it as intentional, to help to make it intentional”

Start to “shape” responses to get appropriate intentional responses

http://www.everymovecounts.net/newmanual.htm

Building blocks of communication

There is more than just choice-making!

Spontaneous signals for:Getting attention

Accepting

Rejecting

Hierarchy of symbols

Objects

Photos

Line Drawings

Symbols

Text

Environmental Cues


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Hierarchy of symbols

Objects

1. actual or identical object

2. part of the object

3. miniature representation of the object

Pair a photo or line drawing with the object to ease the

transition to the next level.

Assessment

Our Thoughts on Assessment

Looks different with this population

Has value

Drives instruction

Requires flexibility

Dynamic

Ongoing

Videoing is important

Multi-disciplinary


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Every Move Counts/Sensory Assessment:

• communication based• not developmental• identifies abilities rather than disabilities• focuses on skills relevant to building a functional communication system

omotivating targetsocurrent communicationoappropriate symbol systemoresponse modes

• detects small increments of growth• is dynamic and ongoing

Sensory Assessment continued:

Areas of assessment:

vestibularproprioceptivetactilevisualauditoryolfactorygustatory

EMC Video


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What are we looking for?

Look at the whole body! Look for reactions during presentation and during

the pause time. How are they communicating? (Eye movement, head

movement, affect, etc.) What are they communicating? Does it appear to be preferred, neutral or non

preferred? Was it calming or stimulating?

Where do we go from here??

Ready to Work? Learning through Routines


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Routine

Best practices teach us that throughout the child's

development, in these early phases, routines and

turn-taking interactions play a critical role.

What is a routine? A re-creation of a functional or preferred activity done on a

consistent basis.

Fosters beginning skills for communication

Builds relationships


What does a routine look like?

Is based upon the interests of the child. (Assessment-based)

Uses short, easy, predictable steps.

Has a consistent beginning and end.

Occurs at a consistent place and time with consistent objects and person.

Is done with the adult in close proximity.


What does a routine look like?

Focuses on relationship building.

Does not have the expectation of the child completing the activity on his or her own.

Uses non-language forms such as objects, vocalizations, touch cues, etc.

Views non-communicative behaviors as having communicative intent.



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Creating a Routine

Select a motivating activity Assessment

Organize materials – Have a plan!!

Provide time to explore

Set up a sequence and implement Reflect and adjust as needed

Create a script if needed

Repeat, Repeat, Repeat!!!!

Expand Communication attempts, voice output, choice making, etc.

Starting Routines

Importance of Object Symbols

Communication

Literacy

Transition

Schedule/Calendar


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OBJECT Symbols

Tangible Symbols It should be remembered that tactile symbols can

and should also be used expressively, for the student to make choices, discuss events of his or her day, and communicate about experiences. Pointing to an object or a picture to make a choice enables a child to communicate his or her wants and needs. This ability to control one's environment is a significant step toward independence, and it is also a helpful step on the path to literacy.

http://www.pathstoliteracy.org/writing-students-multiple-disabilities-or-deafblindness

Curricular based Lessons

Alsop et. al


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Deaf Blind Learning


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District Curriculum

ULS

Group

Group Instruction

Obstacles Accessibility

Appropriate materials

Communication

Distracting

Range of skills

Staff

Strategies Sensory approach

Focus on the concept –not the activity

Use your assistive technology

Acknowledge

Recognize limitations

Recognize that outcomes may look different

Consider different locations


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Other Groups

Group Cooking

Key points to remember!

Recognize and respond to all types of communication

Building a relationship is essential for success

Assessment drives instruction

Routines are key!


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Q&A

We’re Finished!

References

Beukleman, David R., and Mirenda (2013) Augmentative and Alternative Communication: Supporting Children and Adults with Complex Communication Needs, Third Edition. Baltimore, MD: Paul H. Brookes Publishing Co. Chapter 10-11

Korsten, J. E., Dunn, D. K., Foss, T. V. & Francke, M. K., (1993). Every move counts: Sensory-based communication techniques. San Antonio: Therapy Skill Builders - www.everymovecounts.net

RISD DP Curriculum Model Lessons Communication: A guide for teaching students with visual and multiple

disabilities, Linda Hagood Incorporating Active Learning Theory into Activity Routines -

http://www.tsbvi.edu/seehear/winter06/learning.htm Alsop et. Al., A family’s Guide to Interveners for Children with Combined

Vision and Hearing Loss. Copyright SKI-HI Institute http://www.pathstoliteracy.org/writing-students-multiple-disabilities-

or-deafblindness http://www.tea.state.tx.us/student.assessment/special-ed/staaralt/

Sensory Assessment Follow Up

Teacher: Date:Student(s): Jane Doe Topic: Sensory Assessment Follow Up

Notes:The Sensory Assessment was reviewed by notes by :

Behaviors: Jane remained engaged through most of the assessment not trying to leave the area.

Preferred sensory modality:Proprioceptive: squeezeVestibular: font to back rocking and side to side rocking, when stabilized with feet on the floor.Visual: light up wand and spinnerAuditory: shaker, tambourine, musicTactile: lotion, waterOlfactory: cocoa

Neutral:Vestibular: aroundVisual: rainbow spinner, bear puppet

Non-preferred:Olfactory: chili powder, chocolate almond, roseTactile: vibration, light touch

Communication:Jane did a lot of communication with eye gaze during this assessment. When she liked something, she would look at assessor and often smile or laugh. She also said “more” for things she preferred and “no” for things she did not. She would also try to move away from the assessor if she did not like something.

During the auditory assessment, Jane was stimulated more by the shaker and tambourine and calmed more by the music. The cocoa scent was also stimulating for Jane and possibly could be used to redirect or bring back attention if presented quickly and easily, possibly with a scented chapstick.

A routine including side to side rocking and tight squeezes would be calming to Jane when she is over stimulated.

Recommendations:Utilizing the information from Every Move Counts, a musicbox should be put together with different instruments. These could be used to have a turn taking game with a partner and work on requesting more and communicating finished.A simple hygiene routine should be implemented. It is best to start with three simple steps which could include washing hands, putting on lotion, brushing hair, putting on Chapstick, etc.Create a vestibular routine for Janes that incorporates side to side movement and tight squeezes. Can also incorporate rocking chair to make her time more structured.Rock 5 timeswait see if indicates more (with symbol or VOD)if so, rock 5 more if not, squeeze for 5 secondsRepeat for other vestibular activities.

Action Plan:Molly will put together the music box with Kasye and come to try and model use.Establish a hygiene routine – Kaci (with support)Create and model a vestibular routine – Dawn/MollyContinue to explore the use of the CORE 8 board for wants and needs – NataliePlan a time to video some of Jane’s day as well as the routines once established to help with transition to jr high. –Molly/Anna

Follow Up Date:

Concept:

Visual:

Tactile:

Auditory:

Gustatory:

Olfactory:

Vestibular:

Proprioceptive:

ULS Su

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ay be a go

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class activity to p

lant so

me…

)

who are the personnel with highly specialized skills and ... _do_lid.pdf · teaching students with...

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