pennsylvania training and technical assistance network supporting students with disabilities within...
TRANSCRIPT
Pennsylvania Training and Technical Assistance Network
Supporting Students with Disabilities within Inclusive
Settings
Allegheny Intermediate Unit 3
Adapted from PaTTAN
PaTTAN’s Mission
The Pennsylvania Training and Technical Assistance Network is an initiative of the Pennsylvania
Department of Education working in partnership with families and
local education agencies to support programs and services to
improve student learning and achievement.
PDE’s Commitment to Least Restrictive Environment (LRE)
Recognizing that the placement decision is an Individualized
Education Program (IEP) team decision, our goal for each child
is to ensure IEP teams begin with the general education setting with the use of supplementary
aids and services before considering a more restrictive
environment.
District, IU, Preschool, Agency Policy
Your local district’s policies regarding paraeducator job descriptions, duties, and responsibilities provide the final word!
Agenda
• Rationale for Inclusive Practices
• Supports to Promote Independence
• Cues and Prompts
• Peripheral Supports
• Facilitating Peer Relationships and Interactions
Learner Outcomes
Participants will:• Describe the rationale for educating
students with disabilities in general education settings
• Define the role of the paraeducator in developing independence of students with disabilities
Learner Outcomes
Participants will:• Define and practice support strategies
that increase independence for students
• Identify ways to provide the least intrusive support in general education settings
• Identify strategies to facilitate relationships between students with and without disabilities
The presumption is that IEP teams begin placement discussions with the consideration of the regular education classroom with the supplementary aids and services needed to benefit from educational services
Classroom Supports
• Differentiating supports when working with a group
• Adaptations/Accommodations
Supports in the General Education Classroom
Classroom Supports
• Modeling Acceptance• Using Person First Language• Practice Disability Etiquette
Supports in the General Education Classroom
What can I do to develop student independence while supporting students in general education settings?
Supports to Promote Independence
• Is he/she as independent as he might be or as others?
• Is he/she ready to learn and does he take charge of his learning?
• Does he/she need prompts? Is there a plan to fade/reduce prompts?
Supports to Promote Independence
Student
The student can:
•Make progress and achieve•Have membership in the school
community •Be a lifelong learner
Supports to Promote Independence
How do we build independence?
• Less intrusive supports• Less audible supports• Facilitating peer to peer
interactions
Supports to Promote Independence
Matching Supports to Student Needs * Some Samples
• Wait Time• Set Up and Walk Away• Reinforcers• Modeling• Shaping• Fading
Supports in the Regular Education Classroom
Matching Supports to Student Needs * Some Samples
• Partial Participation• Cues• Prompts
Supports in the Regular Education Classroom
Cues
• Natural cues are sounds, smells, objects, visual or tactile representations that are consistently or predictably present in the environment.
• Emphasized or exaggerated cues are built up natural cues, but make the cue more obvious to the student.
Supports in the Regular Education Classroom
Matching Prompts to Student Needs
• Draw attention to the natural cue in some way
• Ask a question about necessary action• Give an option• Tell the student what action to take• Physically guide the student through the
process.
Supports in the Regular Education Classroom
Reducing Prompt Dependency
• Authentic responses that work– Watch proximity!– Limit eye contact.
• Allow time to respond
Supports in the Regular Education Classroom
Cues/PromptsStudent will takeout math book
and prepare for lessonStudent will takeout math book
and prepare for lesson
Does the student
perform skill correctly?
Does the student
perform skill correctly?
Intrinsic reinforcer:Student participates in math lesson
Does student make connection between natural &
intrinsic R
Does student make connection between natural &
intrinsic R
Student demonstrates
behavior independently
Student demonstrates
behavior independently
Natural Cue: It’s 10:00
Math Time
•
YES
NO
YES
Gesture- Look at the clock or look at the other students. Point to another student’s math book or nod your head toward them
Hint- Ask a question that may lead to the student figuring out what to do
Option/Choice- Do you need to get out your math book or your writing journal?
Command- Get out your math book
Physical Assistance- Assist to retrieve the math book
Cueing, Prompting
Student will take umbrella when he/she goes outside
Student will take umbrella when he/she goes outside
Does the student
perform the skill
correctly?
Does the student
perform the skill
correctly?
Intrinsic reinforcer:Student stays dry
Does student make connection between natural cue, behavior, and intrinsic reinforcer?
Does student make connection between natural cue, behavior, and intrinsic reinforcer?
Student demonstrates
behavior independently
Student demonstrates
behavior independently
Natural Cue::It’s raining
outside
•Draw attention to the natural cue/prompt in some way “Look it’s raining outside”
•Ask a question about a necessary action “What do you need to take when it’s raining outside?”
•Give an option “ It’s raining outside, do you need to take a broom or an umbrella?”
•Tell the student what action to take “ It’s raining outside, take your umbrella”
•Physically guide the student through the process
NO
YES
NO
YES
ModelingStudent will take umbrella when
he/she goes outsideStudent will take umbrella when
he/she goes outside
Does the student
perform the skill
correctly?
Does the student
perform the skill
correctly?
Intrinsic reinforcer:Student stays dry
Does student make connection between natural cue, behavior, and intrinsic reinforcer?
Does student make connection between natural cue, behavior, and intrinsic reinforcer?
Student demonstrates
behavior independently
Student demonstrates
behavior independently
Natural Cue::It’s raining
outside
• Point out someone who is doing the behavior correctly “ Look , Mark has his umbrella. He is ready for a rainy day. He won’t get wet.”
•Demonstrate the action that needs to be taken
Paraeducator models getting an umbrella….
NO
YES
NO
YES
ShapingStudent will take umbrella when
he/she goes outsideStudent will take umbrella when
he/she goes outside
Does the student
perform the skill
correctly?
Does the student
perform the skill
correctly?
Intrinsic reinforcer:Student stays dry
Does student make connection between natural cue, behavior, and intrinsic reinforcer?
Does student make connection between natural cue, behavior, and intrinsic reinforcer?
Student demonstrates
behavior independently
Student demonstrates
behavior independently
Natural Cue::It’s raining
outside
• Break the task/behavior into smaller steps
• Model steps
• Have student complete initial or final step
• Gradually add steps for student to complete
Paraeducator begins by asking the student to go to the window and identify the weather. If the student reports rain, the paraeducator helps the student locate his/her umbrella. Gradually the paraeducator would be doing less and less while the student gains independence
NO
YES
NO
YES
Wait TimeStudent will take umbrella when
he/she goes outsideStudent will take umbrella when
he/she goes outside
Does the student
perform the skill
correctly?
Does the student
perform the skill
correctly?
Intrinsic reinforcer:Student stays dry
Does student make connection between natural cue, behavior, and intrinsic reinforcer?
Does student make connection between natural cue, behavior, and intrinsic reinforcer?
Student demonstrates
behavior independently
Student demonstrates
behavior independently
Natural Cue::It’s raining
outside
• After questioning/modeling, the paraeducator allows adequate time for the student to respond
After asking the student, “What do you need on a rainy day?”, the paraeducator allows the student time to respond before providing any further cues or prompts
NO
YES
NO
YES
Intrinsic ReinforcersStudent will takeout math book
and prepare for lessonStudent will takeout math book
and prepare for lesson
Does the student
perform the skill
correctly?
Does the student
perform the skill
correctly?
Intrinsic reinforcer:Student participates in math lesson
Does student make connection between natural cue, behavior, and intrinsic reinforcer?
Does student make connection between natural cue, behavior, and intrinsic reinforcer?
Student demonstrates
behavior independently
Student demonstrates
behavior independently
Natural Cue::It’s
10:00 Math Time
NO
YES
NO
YES
For some, completing an activity like finishing a book, may be intrinsically reinforcing
When someone responds to our greeting, we may be pleased and therefore, increase the rate of initiating greetings
Focusing on Intrinsic Reinforcers
Student will take umbrella when he/she goes outside
Student will take umbrella when he/she goes outside
Does the student
perform the skill
correctly?
Does the student
perform the skill
correctly?
Intrinsic reinforcer:Student stays dry
Does student make connection between natural cue, behavior, and intrinsic reinforcer?
Does student make connection between natural cue, behavior, and intrinsic reinforcer?
Student demonstrates
behavior independently
Student demonstrates
behavior independently
Natural Cue::It’s raining
outside
• Draw attention to the natural consequences of performing the behavior “ Good for you. You remembered to use your umbrella. You were able to stay dry.”
•Ask a question about what natural consequences resulted from performing the behavior “ Why did you stay dry? What did you take with you into the rain that helped to keep you dry?”
• Pair the intrinsic reinforcer with an extrinsic oneStudent receives a sticker every time he is appropriately dressed for the weather
Student is allowed to participate in free time activities or a preferred activity because he/she used the umbrella appropriately
NO
YES
NO
YES
Cues/Prompts
Does the student
perform the skill
correctly?
Does the student
perform the skill
correctly?
Intrinsic reinforcer:
Does student make connection between natural cue, behavior, and intrinsic reinforcer?
Does student make connection between natural cue, behavior, and intrinsic reinforcer?
Student demonstrates
behavior independently
Student demonstrates
behavior independently
Natural Cue:
NO
YES
NO
YES
Intrinsic Reinforcers
Does the student
perform the skill
correctly?
Does the student
perform the skill
correctly?
Intrinsic reinforcer:
Does student make connection between natural cue, behavior, and intrinsic reinforcer?
Does student make connection between natural cue, behavior, and intrinsic reinforcer?
Student demonstrates
behavior independently
Student demonstrates
behavior independently
Natural Cue::It’s
NO
YES
NO
YES
Peripheral Supports• Take notes for student for later review• Increase prominence of material (color
coding; increase size)• Provide pictorial/visual cues• Construct and promote the use of
visual supports (schedules, choice boards, reminder cards)
Adapted from How to be a ParaPro Starfish Specialty Pub. 2000
Supports in the Regular Education Classroom
Peripheral Supports• Pair verbal cues with a gesture• Prepare and monitor use of organizational
tools (calendars, assignment sheets, etc)• Develop checklist to sequence the steps in
a task• Develop and use adaptations to materials
when needed
Supports in the Regular Education Classroom
Peripheral Supports
• Promote and monitor the use of timers
• Seize opportunities to reduce the intrusiveness of peripheral support, where appropriate
Supports in the Regular Education Classroom
“Fair does not mean that every child gets the
same treatment, but that every child gets what he
or she needs.”Richard D. Lavoie
Supports that Promote Independence
• Less intrusive
• Less audible
• Promote independent participation through cues and prompts
• Can be peripheral
52
Move “Beyond Benevolence”
Don’t make friendships a big deal
Respect personal boundaries
Model behavior
Merge respect and help
• Van Der Klift, E. & Kunc, N. (1994). Beyond Benevolence: Friendship and the Politics of Help. In J. Thousand, R. Villa & A. Neven (Eds.), Creativity and Collaborative Learning: A practical guide to empowering students and teachers (pp. 391-401). Baltimore: Paul H.Brookes.
53
Remember!
If the students with disabilities are always If the students with disabilities are always the ones receiving help, it impacts the ones receiving help, it impacts
negatively on the social relationships negatively on the social relationships that may have developed.that may have developed.
• ALL students should be given the opportunity to help others.
54
Setting the Stage for Friendship
– Treat all children in the classroom as capable learners.
– Model acceptance of, and delight in, every child.
– Structure seating arrangements, playground and extracurricular activities
– Provide factual information if teasing occurs
55
Setting the Stage for Friendship
Friendship Clubs – such as structured social skill lessons or lunch bunch
Shared Service Learning Experiences
Cooperative Learning Opportunities
Extracurricular activities
Opportunities for children to interact
56
The Most Successful Friendship Building Strategy:
People with disabilities engaging in a range of activities in which they have interest, and making natural connections with people in their schools, neighborhoods and communities.
Gee, Kathleen (2004) TASH Connections, Volume 30 (1/2), 3.
Strategies to support relationships
• Provide all students the opportunity to help each other
• Model acceptance of all students regardless of ability
Strategies to support relationships
• Look for opportunities where students can interact
• Be attentive to interests and natural connections
Social, Play and Leisure Supports
• Use turn markers for games and sports activities
• Use environmental set-ups to promote social and communicative behavior
• Use social stories and social scripts
• Set up opportunities
Adapted from How to be a ParaPro Starfish Specialty Pub. 2000
Facilitating Socialization
Social, Play and Leisure Supports
• Be a coach
• Be proactive regarding ways to increase students’ involvement in activities and games
• Promote peer modeling
Facilitating Socialization
Whether student’s needs have been met is reflected not only by whether they have attained certain objectives, but by the impact the educational experiences have had on their lives. Michael Giangreco, 1994
Learner Outcomes
Participants will:
• Describe the rationale for educating students with disabilities in general education settings
• Define the role of the paraeducator in developing independence of students with disabilities
Learner Outcomes
Participants will:
• Define and practice support strategies that increase independence for students
• Identify ways to provide the least intrusive support in general education settings
• Identify strategies to facilitate relationships between students with and without disabilities
Contact Information www.pattan.net
King Of Prussia Office:Debbie [email protected]
Harrisburg Office:Sharon [email protected]
Pittsburgh Office:Elaine [email protected]
Commonwealth of PennsylvaniaEdward G. Rendell, Governor
Pennsylvania Department of EducationGerald L. Zahorchak, D.Ed., Secretary
Diane Castelbuono, Deputy SecretaryOffice of Elementary and Secondary
Education
John J. Tommasini, DirectorBureau of Special Education
Patricia Hozella, Assistant DirectorBureau of Special Education