children behind the label
DESCRIPTION
A presentation on autistic children's artwork created through an assignment for the MA in Art Ed grad program at Moore College of Art & Design.TRANSCRIPT
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“I’vecometothefrighteningconclusionthatIamthedecisiveelementintheclassroom.It’smydailymoodthatmakestheweather.Asateacher,Ipossessatremendouspowertomakeachild’slifemiserableorjoyous.Icanbeatooloftortureoraninstrumentofinspira?on.Icanhumiliateorhumor,hurtorheal.Inallsitua?ons,itismyresponsethatdecideswhetheracrisiswillbeescalatedorde‐escalatedandachildhumanizedorde‐humanized.”
HaimGinoE
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TheChildrenBehindtheLabel
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Thechildrenarenotthedisability.
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Thechildrenarenotthedisability.TheyareMOREthanthelabel.Theyarenotallalike.
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• Theyalleat,breath,havefeelingsandarehuman.
• Andsomeonelovesthem.
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Individualswithdisabili?esasdefinedbytheState:
• Childrenwhohasaphysical,mental,oremo?onaldisability,whichincludes
• Orthopedicimpairment
• Speechorlanguageimpairment
• Au?sm
• Trauma?cbraininjury
• Visualandhearingimpairments
• Physicalandhealthrelatedchallenges
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• Emo?onalandbehavioraldisorders• Mentalretarda?on
• Visualimpairmentincludingblindness
• Aspecificlearningdisability• Deaf‐blindness• Mul?pledisabili?es
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AUTISM:lifelongneurologicaldisorder,whichcanmanifestitselfbyseveredelaysinthefollowing:
Communica?onsSocialInterac?on
AcademicskillsMotordevelopment
Thecausesarelinkedtobiologicalorneurologicaldifferencesinthebrain.Thereisangene?clinkbutnoonegenehasbeeniden?fied,asofyet.
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Characteris?cs&/orDifficul?es
Developmentalandcommunica?ondelayBEHAVIORISCOMMUNICATION
Delayedspeechornon‐communica?ve– EcholalicVisual,motorand/orprocessingproblemsresul?nginnoeyecontact
Touchorclosenessmaybepainfulresul?nginwithdrawal
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• Anxiety,fearandconfusionmayoccur• Useperipheralvision• Sensoryoverloadmayberesultinscreaming,s?mming
• Repe??veac?ons• Lackofimagina?on
• Interpretslanguageliterally
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• Difficultyreadingbodylanguage,facialexpressions
• Unevenskilldevelopment
• Logicalargumentsdon’twork
• Rotememory
• Repeatedbodymo?ons
• AEachmenttoobjects
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• Difficultyreadingbodylanguage,facialexpressions
• Unevenskilldevelopment
• Logicalargumentsdon’twork
• Rotememory
• Repeatedbodymo?ons
• AEachmenttoobjects
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• Inappropriatesocialskillsandbehavior• Increaseinnega?vitymaysignifyanincreaseinstress
• Extremelysensi?ve
• Resistancetochange
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• Meltdownvs.Tantrum– Meltdowniswhenthebehaviorisbeyondthechild’scontrol
– Tantrumisamanipula?vebehaviorinorderforthechildtogetcontrol
• Don’timposeacorrec?onordisciplinewhenthechildisangryorovers?mulated.
• Childwillreacttothequalityofyourvoiceratherthantheactualwords
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• Encouragethechild.• CHOICES• Cansensefarmorethancancommunicate
• HaveaYOUCANDOITa]tude.
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ARTPROJECTS
• Adapt• Adapt• Adapt• andthenadaptsomemore
• KNOWYOURSTUDENTS
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When I heard I had Asperger Syndrome I was very pleased because I was wondering why everyone else seemed to be acting strangely. So I felt a bit relieved.
Kenneth Hall age 8
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INCLUSION
Why?
How?
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TSS? (teacher support specialist)
Classroom Aide?
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Life Skills Support Trainable Mentally Retarded
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Staying Focused
Working with Students with Learning Disabilities (LD)
and Attention Deficit Hyperactivity Disorder (ADHD)
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Learning Disabilities are problems that affect the brain’s ability to receive, process, analyze or store information.
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Learning Disabilities are problems that affect the brain’s ability to receive, process, analyze or store information.
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• Different kinds of disabilities – some can interfere with a person’s ability to concentrate and cause one’s mind to wonder.
• Others can make it difficult for one to listen, speak, reason, read, spell, solve math problems or organize information.
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Children get stuck in a failure cycle. If at first you don’t succeed, you don’t
succeed.
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• Throw away sarcasm is damaging to a child.
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Throw away sarcasm is damaging to a child.
• anxietyaffectsperformance• LDchildhasdifficultyinprocessinginforma?on
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• anxietyeffectsperformance• LDchildhasdifficultyinprocessinginforma?on
• itissaidthatLDchildcan’tfocus–HA!
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Throw away sarcasm is so damaging to the child.
• anxietyeffectsperformance• LDchildhasdifficultyinprocessinginforma?on
• itissaidthatLDchildcan’tfocus–HA!• LDchildneedsTIME.
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Some of the characteristics of A.D.D. children are:
• shortaEen?onspan
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Some of the characteristics of A.D.D. children are:
• shortaEen?onspan• easilydistracted
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Some of the characteristics of A.D.D. children are:
• shortaEen?onspan• easilydistracted• thoughtsareacteduponwithoutprocessing
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Some of the characteristics of A.D.D. children are:
• shortaEen?onspan• easilydistracted• thoughtsareacteduponwithoutprocessing• difficultyinconcentra?ng
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Some of the characteristics of A.D.D. children are:
• shortaEen?onspan• easilydistracted• thoughtsareacteduponwithoutprocessing• difficultyinconcentra?ng
• failuretocompletetasks
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Some of the characteristics of A.D.D. children are:
• shortaEen?onspan• easilydistracted• thoughtsareacteduponwithoutprocessing• difficultyinconcentra?ng
• failuretocompletetasks
• moodswings
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Some of the characteristics of A.D.D. children are:
• shortaEen?onspan• easilydistracted• thoughtsareacteduponwithoutprocessing• difficultyinconcentra?ng• failuretocompletetasks• moodswings• highpaintolerance• averageintelligence–poorperformance
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TEACHING STRATEGIES
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TEACHING STRATEGIES
• teachersharestheresponsibilitywiththechildtomakesurehe/sheisorganized
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TEACHING STRATEGIES
• teachersharestheresponsibilitywiththechildtomakesurehe/sheisorganized
• limitthenumberofauditoryandvisualdistrac?ons
• useisola?onsparingly
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TEACHING STRATEGIES
• teachersharestheresponsibilitywiththechildtomakesurehe/sheisorganized
• limitthenumberofauditoryandvisualdistrac?ons
• useisola?onsparingly• teachworkskills
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TEACHING STRATEGIES
• teachersharestheresponsibilitywiththechildtomakesurehe/sheisorganized
• limitthenumberofauditoryandvisualdistrac?ons
• useisola?onsparingly• teachworkskills• copewithpoorfinemotorskills
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TEACHING STRATEGIES
• teachersharestheresponsibilitywiththechildtomakesurehe/sheisorganized
• limitthenumberofauditoryandvisualdistrac?ons
• useisola?onsparingly• teachworkskills• copewithpoorfinemotorskills• rewardon‐taskandpro‐socialbehaviorimmediatelyandocen.
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• don’targuewithachild• havepresetconsequences• beconsistent• avoidridicule• knowwhatbehaviortoignore• begineachlessonwithareviewofthelast• usedifferen?atedinstruc?on
ANDMORE
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• rewardmorethanyoupunish
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• rewardmorethanyoupunish• changerewardsfrequently• termssuchasbadandgoodshouldbeavoided
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• rewardmorethanyoupunish• changerewardsfrequently• termssuchasbadandgoodshouldbeavoided
• checkon‐taskwork
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Reinforce the behavior you do want:
• politeness
• completed work
• paying attention
• responsible behavior
• success is the BEST motivator
• follow negative behavior with an immediate and brief reprimand
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Emphasize critical parts of instruction.
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• callonchildwhentheyarepayingaEen?on
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• callonchildwhentheyarepayingaEen?on• secretsignal
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• callonchildwhentheyarepayingaEen?on• childperformsbestwithamixofverbalandvisualinstruc?ons
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• callonchildwhentheyarepayingaEen?on• childperformsbestwithamixofverbalandvisualinstruc?ons
• childlearnsbestbydoing
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• callonchildwhentheyarepayingaEen?on• childperformsbestwithamixofverbalandvisualinstruc?ons
• childlearnsbestbydoing
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• callonchildwhentheyarepayingaEen?on• childperformsbestwithamixofverbalandvisualinstruc?ons
• childlearnsbestbydoing• chooseyourbaEles
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Patience.
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Stay positive.
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Tactics that DON’T work - same tactics that don’t work with the regular
ed student.
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Empty threats, shouting, lecturing
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Empty threats, shouting, lecturing
• generalizing:youalwaysdo…….
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Empty threats, shouting, lecturing
• generalizing:youalwaysdo…….• refertooddbehavior
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Empty threats, shouting, lecturing
• generalizing:youalwaysdo…….• refertooddbehavior• sarcasm
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Empty threats, shouting, lecturing
• generalizing:youalwaysdo…….• refertooddbehavior• sarcasm
• punishmentthatdoesn’tfitthecrime
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Empty threats, shouting, lecturing
• generalizing:youalwaysdo…….• refertooddbehavior• sarcasm
• punishmentthatdoesn’tfitthecrime
• ge]ngangry
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POSITIVE REINFORCEMENT CHANGES BEHAVIOR
Nega?vereinforcementonlystopsbehavior–
doesn’tchangeit.
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“No Easy Answers”
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“Teachers have a profound influence on children’s lives. It is an awesome privilege and an equally challenging
responsibility. I urge you to acknowledge your power and to use it wisely.” Dr. Edna Copeland, clinical
psychologist.