TIES TrainingNew TIES training ½ day session

Agenda TIES COURSE REQUIREMENTS

DISABILITIES AND SPECIAL EDUCATION

GROUP ACTIVITIES: Strategies/Interventions that work! Talk with each other and figure out what works and what doesn’t work with the students you are working with

The Role of a TIES Student Support the student with their academic

needs. Reading tests and quizzes to the student Assisting with organization and follow

through with homework assignments and projects

Note taking Restating directions

SUPPORT You are SUPPORTING the student, not

DOING THE WORK FOR THEM! It is okay if they do not know the answer or they do not follow through with your suggestions. Their refusal or failure does not affect your grade!

The Role of the TIES Student Support the student with social challenges.

Behavior redirection Recognizing when student may need to take a

break due to frustration or anxiety within the classroom

Encourage and support the student during group work

Encourage and support the student in class participation (too much or too little)

Redirecting ‘weird’ or socially inappropriate behavior

Confidentiality Gossiping with others NO pictures or names on the internet Direct any questions to teacher Journal about it BE KIND AND RESPECTFUL!

Person first…then the disability John who has a cognitive impairment Suzy who has Autism Spectrum Disorder “I help out in the classroom with students with

cognitive impairments.”

Opposed to:

“I’m talking about that CI student, John.” “I work with an ASD student named Suzy.” “I help out those disabled students.”

Person first…Then disability Focus on their strengths

They are more than just their disability. What if you were defined only by one attribute. How would

that make you feel?

Challenges opposed to deficits We all have challenges. Relate to your student by

showing/talking to them about your own challenges.

Never use the word RETARDED, with the student or with your friends and family! Be the one to set the example. Call your friends out on how they speak about others.

Person first…then the disability Treat all students, no matter the

severity of their disability as you would treat your peers. Do not patronize them by giving too excessive praise.

Allow them their independence! Give them time to speak and do for themselves as much as possible.

Making mistakes is a good thing Making mistakes is one of the best

learning tools that we have. Allow the student to make mistakes but use their mistake as a learning experience and help them reflect and then find ways to avoid making that same mistake.

Final ProjectYou will select one of the following assignments.

Leave Your Mark Project

Giving Back Project

Reflective Essay

Buddy Day

Final project dates December 6th: Sign up in the TIES office

stating which project you will be doing.

December 13th: Get your project approved by Mrs. Evans if you chose the “Giving Back” or “Leave Your Mark” project.

January 10th: All projects are due! No projects accepted past this date!

Leave Your Mark project Calling all creative minds…

Create something that would describe or show your TIES experience. Create something that you could show to someone that is not familiar with the TIES class and they would know more about it after looking at your project. Power point Brochure Scrapbook (pictures AND words/sayings/phrases) Flyer Video scrapbook Short story

Must be approved by Mrs. Evans before completing.

Giving back project Create a tool that can help your student in the

classroom or out in the community. Visual schedule Organizational binder Social cues reminder Communication helper

Must be approved by Mrs. Evans before completing.

You must also write a one page explanation on why you chose this tool and how you see it being used by the student/s.

Buddy Day Set up an out of school activity with a

the student that you work with. (Example: Go out to eat and to a movie. Take them to a MHS sports event).

Write a one page reflective essay.

Attendance Due by Friday afternoon either in the TIES office or outside my

classroom door.

All late attendance sheets will result in a 10 point reduction per day!

DO NOT MAKE YOUR OWN ATTENDANCE SHEETS!

Write the dates in, don’t leave them blank!

If you are going to be absent, you still have to have a signature on that line. EVERY LINE HAS TO HAVE A TEACHER’S SIGNATURE!

Any questions or concerns on attendance procedures?

Journals First journal is due on September 28th with your

attendance on Friday afternoon. You will be required to write two types of journals this

semester.

Objective Observation Journals Teacher Observation Student Observation Activity Observation

Prompt Journals (1-2 times per month) Writing prompt given to you by Mrs. Evans Written on attendance sheet. Also on email and Facebook and text and my website!

Journal requirements 40 points per journal. Every day your journal is late (due Friday by 2:15pm)

you will lose 10 points. Type them if you can! Preferred method of delivery: Email them to me as

an attachment by Friday afternoon at 2:15pm. Hand written journals need to be legible with blue or

black ink. If grammar distracts from the content I will take

points off. Must have 5 objective statements.

Teacher observations How did the teacher interact with the student? What is wait time? How do teachers explain assignments? How do teachers make sure the student

understands? How do teachers organize their lesson? What visuals do they use to help student learning. What do you see the teacher could use to help

your student better understand the material or focus or maintain appropriate behavior?

Student observations Who is the student interacting with? Who is the student listening to? What is the student doing during class? What creates anxiety in the student? What creates frustration in the student? What strategies did you use that worked or

didn’t work? How did the student react to your suggestions

or encouragement in certain situations?

Activity observations What happened 1st, 2nd, 3rd in a teacher

lead activity? Your student’s participation in that

activity. What assistance was needed in the

activity?

Prompt journal Example Write about:

1.Your biggest challenge working with your student/s and the steps you did or will take to overcome that challenge.

2. Reflect on your biggest success while working with your student/s and discuss how you have helped your student get to this point.

3. One question you have for me in regards to working with your student in the classroom

Ways We Communicate Teachers.io Facebook

Remind101Email

Attendance sheets

Final reminders Check your email/Facebook/my website twice a week

for updates, reminders, announcements! Come see me or Mrs. Fedorka if you have any

questions or concerns! We need to know! You are NOT ‘flying solo’!! We will support you if you

let us know you are having difficulty! Facebook—Remind101—teachers.io For prearranged absences, let the classroom teacher

and the student know you will not be there the day ahead!

Call BOTH the TIES office number for absences as well as the regular main office attendance line. Not one or the other!

Questions??? Let’s chat…

5 MINUTE BREAKTHEN IT’S TIME TO LEARN ABOUT DISABILITIES AND SPECIAL EDUCATION

POP QUIZ!!! What do these Special Education Acronyms stand for?

LREIDEAPTESY IEPOTEI

HIVISp/LOHIASDPITBILDCI

IDEA ‘04 Special Education is not a place

Support and services: what and where

One Curriculum

Preparation for Employment and Independent Living

FAPE - Special Education and Related Services Which Leads to Independence in Employment and Independent Living

Accommodations and Modifications Lead to Independence

Individualization Leads to Independence

Success within the General Education Leads to Independence

The Goal of Educational Programming for Students with a Disability!

Free and Appropriate Education FAPE

Least Restrictive Environment LRE

How do we put it all together?

Integrating academic, behavior, social, and communication into the general education plan

I.E.P.

Individualized Education Plan I.E.P.

Diagnosis/label Programming

Goals/objectives

More Big Ideas Peers are powerful role models

LACES TIES

Utilize paraprofessionals in a more efficient way

Defining all these labels!And strategies to help all of us!

What is ADHD?What is a Learning Disability

Be easily distracted, miss details, forget things, and frequently switch from one activity to another Have difficulty focusing on one thing Become bored with a task after only a few minutes, unless they are doing something enjoyable Have difficulty focusing attention on organizing and completing a task or learning something new Have trouble completing or turning in homework assignments, often losing things (e.g., pencils,

toys, assignments) needed to complete tasks or activities Not seem to listen when spoken to Daydream, become easily confused, and move slowly Have difficulty processing information as quickly and accurately as others Struggle to follow instructions. Children who have symptoms of hyperactivity may: Fidget and squirm in their seats Talk nonstop Dash around, touching or playing with anything and everything in sight Have trouble sitting still during dinner, school, and story time Be constantly in motion Have difficulty doing quiet tasks or activities. Children who have symptoms of impulsivity may: Be very impatient Blurt out inappropriate comments, show their emotions without restraint, and act without regard

for consequences Have difficulty waiting for things they want or waiting their turns in games Often interrupt conversations or others' activities.

ADHD Symptoms

Learning Disabilities

LD is more than a “difference” or “difficulty” with learning—it’s a neurological disorder that affects the brain’s ability to receive, process, store and respond to information. LD will vary in how it impacts each individual child, adolescent and adult. Understanding the basic facts will enable you to help yourself, your child, or someone you know to be a well-informed and effective advocate.

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    

What is and isn’t a learning disability (LD)? LD is more than a “difference” or “difficulty”

with learning—it’s a neurological disorder that affects the brain’s ability to receive,

process, store and respond to information. LD will vary in how it impacts each individual

child, adolescent and adult.

Strategies for assisting persons w/ Learning Disabilities/ADHD! Tape/digital

recorders Walking and learning Visuals with real life

situations Word Banks

Practice reading w/ a peer

Give them the correct word when they ask

Organization Skills Note taking

What is a Cognitive Impairment? 70 IQ and below

Visu

al S

trate

gies

th

at W

ork

such

as

……

……

……

… 4 W’s plus How (who, what, when, where) NEVER WHY!

Peer Support Informational Binder

Daily schedules Rules Lists Mini-schedules

Remember! Look at information from their eyes

Too many words from adults Not enough visual strategies

Inability to read people and situations

Behavior is Communication! “I hear half of what is said, but I

understand only half of that”

“If I can see it, I can learn it”

Visual, visual, visual!

GIVE WAIT TIME!! 30 SECONDS AND UP!

MORE, MORE, MORE!Visual Strategies! Help organize a “disorganized world”

Language is transient Visual is non-transient

VS remains long enough for a student to engage his attention before the message disappears

VS are used to give information and avoid behavior problems

VS can remain long enough for the student to focus on it or return to it as needed to establish memory for the message it is communicating

Visual Strategies Lead Students to Independence When you find yourself:

Giving a student a direction Asking them to do something Guiding them through a task

Think: How can they do this task/expectation

without my words!

Things To Do All Done Work Bucket

Snack

Sensory

Math folder

Break Choice

Ways to communicate with those who don’t have verbal communication

Sign LanguageiPad

Picture cardsWritten words

Your body modeling

What else?

Example of Yes/No Communication System

Yes No

Understanding Persons with Autism Spectrum Disorder (ASD)!TIES Training 2013-14

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Increase of ASD to date!• 1 in 88 children born will be a child

born on the autism spectrum. 1 in 55 boys will be on the spectrum.

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Autism AspergerSyndrome

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Autism Spectrum DisordersA Language & Communication

Disorder

The DSM-V Definition of Autism

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Differences in Behavior

Differences in Socialization

Differences in Communication

Cognitive Abilities - IQ

40-50 Severely Cognitively Impaired;Severe Autism

70 Cognitively Impaired;Mild Autism

85-115 Average to Above Average Intelligence;

High FunctioningAutism

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All Autism …just a different part of the spectrum.

Differences in SocializationImpairment in the use of nonverbal

social communication to regulate social interaction eye to eye gaze (more in HFA) facial expression body posture gestures

Failure to achieve developmentally appropriate peer relationships

What is reciprocity? What is talking “at” vs. “with” ?

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More Differences in Socialization.. Lack of spontaneous seeking to share

enjoyment, interest, or achievements with other people Does not show, bring, or point to items of

interest (more HFA) Talks “at” vs. with?

Lack of social or emotional reciprocity Identifying and responding appropriately to

emotional states of other people (e.g., comfort a crying person)

Impaired perspective taking Viewing situations from another person’s

point of view and predicting other’s behavior

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More……..Difficulties recognizing and responding

to subtle social nuances, cues, and unspoken messages Responding to a person losing interest

Identifying and responding to people’s tone of voice, facial expressions, posture

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Restricted and Repetitive Patterns of Behavior

Encompassing preoccupation with one or more stereotyped and restricted patterns of interest, abnormal in intensity or focus; for example: History, Computer Games, Thomas the

Train, Dinosaurs Weather Systems, Animals, Disney

Apparently inflexible adherence to specific nonfunctional routines or rituals Dressing rituals; patterns Distress at unexpected changes

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Review: Overall Basic Components to Social Communication!

Theory of Mind Central Coherence Executive Functioning

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Theory of Mind: Thinking what she is thinking that he is

thinking! Perspective Taking

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Central Coherence: Not seeing the big picture, but fixating on

details Not “connecting” things around me Imposing one’s own perspective (their way or the high way) Difficulty with new tasks Apparent lack of compliance or NOT!

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Executive Functioning:Overall Planning and organization

Inability to generalize skills from previous experiences or settings

Behavior often appears rigid and/or

repetitive Often narrowly focused on details of

items or topics of special interest

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Soooooo………Anxiety blossoms from:

Too many words from adults Changes in schedules, routines New people, events, environments Unfamiliar task demands Immersion in social settings Separation from “safe” people/place Teasing and bullying Then comes sensory overload!

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Other Characteristics in Autism:

Sensory Processing Differences-Unusual responses to many sensory experiences

Learning Difficulties-Uneven skill development

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Sensory CharacteristicsMay exhibit degrees of

sensory hypersensitivity or hyposensitivity

Current Theories & Research Genetic predisposition Environmental triggers

NOT vaccinations as many believe it to be. That came from a falsified report by a Doctor paid for by a prescription company.

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Here comes anxiety! Too many words from the adult Changes in schedule, routine New people, events, environments Unfamiliar task demands Immersion in social settings Separation from “safe” people Teasing and bullying Then comes sensory overload!!!!!

What goes on overload with anxiety?

Our Sensory System…………… Tools that can help:

Everyone is differentCommunication challenges via moods

SensoryScheduled sensory breaks w/

Mini tramps (“Billy” Baby)Squeezing and handling fidgets Overall motor movementTherabandsMaybe: computer time, drawing, taking a

walk, weight room

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Behavior is Communication Persons w/ ASD:

• Do not have the emotional resources to cope with the demands of things going on around them Too many words! Unexpected sounds at varying pitches

• Can have reactions/temper outbursts in response to stress/frustration/anxiety.

• Can become confused, disoriented or scared

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The “Real” Definition of Autism Spectrum Disorder

Autism means that someone is really smart in some things but needs a lot of help in other things.

Ultimate Goals for Persons w/ASD

Functional independenceSocially appropriateAcademics

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What is the Hidden Curriculum? Set of rules or guidelines that are not directly

taught but assumed Ex. Men’s bathroom

Reading body language

Things that are learned through observation, subtle cues for us

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Strategies that work!

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Most of our students who are on the autism spectrum are VISUAL LEARNERS!

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Persons w/ “social thinking” challenges”……

Are visual learners due to the language and communication processing challenges

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Manage, Establish and Learn Routines!The routines need to be taught

Never assume that they understand things that the neuro-typical child “gets”

What is knowing things vs. what is knowing how to “connect” those things

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Priming When planning “anything” adults

needs to prime persons on the spectrum ahead of time

Show the child that activities can be changed, cancelled or rescheduled Schedule Changes

Ex.: WOW! Rearranging the classroom furniture or “running” to the grocery store

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Review-Basic NeedsStructure and organizationLife to be logical and predictable Information to be more visual than

auditoryAn awareness of sensory needs

when anxiety is high and on overload

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5 MINUTE BREAKGroup Activity TimeShare strategies/interventions that work!

Let’s group up and share what works and what doesn’t work

Activity Time

In your group I want you to discuss the following: What strategies/techniques have worked What strategies/techniques have failed miserably What has your greatest success been with your student

so far? What has your greatest challenge been with your student

so far? What are going to do to help move forward?

Write down your discussion points on the large paper so you can share out with the other groups

Share out to each other on what is working