Ways to Indicate Yes and No There are so many ways we all say yes and no every day. None of us is limited to just one means and our students should be either. In teaching our students a yes/no response we aim for the most universal - verbal and/or head nod/shake (at least in the USA, in English) but if those are not possible any other system is better than none at all. Here is a list of some I have seen used by people with significant special needs over the years: Verbal response (yes/no, ok/no, yeah/nah, si/no, uh ha/ut ah) Head Nod/Shake Body Language (smile/frown, look/look away, reach/push away) Pointing to symbols with Finger Hand Foot Head Eyes Other Activating a voice output switch Finger Hand Foot Head Eyes Other Activating a speech device Yes/no wrist bands – raise hand or look at hand Yes/no symbols on arm rest with hand movement or eye gaze to symbols Sign yes/no (or sign approximations) Eyes up for yes, eyes down for no (and vice versa) Eyes left for yes, eyes right for no (and vice versa) Facial expressions – smile for yes, frown for no Thumbs up/thumbs down Look at partner for yes/look away for no Yes/no cards Yes/no wearable tag/necklace Hold up fist for yes/open hand for no Tongue click for yes, none for no Eye brows up for yes/down for no (vice versa) Lip raise for yes (smile) and nose wrinkle for no (sour face) Point to chin for yes and nose for no Clap for yes, tap tray for no There's an app for that Or any combination of a yes and a no from above!
Many of us have encoutered individuals who are able to speak but whose poor intelligibility, often times I should RRRoar! combined with an unfamiliar or distracted communication partner, cause frequent communication breakdowns. Even infrequent communication breakdowns can cause major frustration! One situation that comes to mind for me happened when working with an adult who has cerebral palsy. We had discussed many topics over the course of the day including his spinal surgeries and, of course, his computer. He said to me what I heard as, "I am going to undergo an operation on my neck." I repeated it back to check my understanding. He told me no and repeated himself. I still did not understand. We went maybe five more rounds of this before he was able to use eye gaze and moving his wheelchair slightly to point my vision towards his computer. With that context cue he repeated himself again and I heard, "I am going to upgrade the operating system on my Mac!" When I retold this story to a friend who is a speech therapist and an AAC specialist she said, "And that's something that's pretty unlikely to be on a communication system!" True, very true. We have all probably met children (and adults) whose speech is afffected enough that some professional would recommend AAC, which is, of course a very valid strategy. We have also probably all met the child (or adult) who will NOT use AAC. What can we do? Most of the research on communication repair focused on a couple of strategies: using a topic cue to create context (as was done with visual pointing in the story above) and using letter cueing by stating or pointing to the first letters of the words. Using both strategies at once has also been studied. All three of these can increase understanding but do not eliminate all frustration. In working with children with low intelligibility who do not use AAC or use it only as back up, I like to focus on teaching them the three R's - Repeat, Rephrase, Repair. I teach children that when someone doesn't understand them then they can start by repeating themselves. If they can repeat themselves more clearly and slow down or speak up that might help. If they are still not understood they can try rephrasing or saying it a different way. We spend a lot of time working on this skill because it isn't as easy as it sounds! We play a lot of games where one person says a sentence and the other tries to say it in a different way. If they are still not understood then they can repair using a strategy. The strategies I teach depend on the talents and challenges of the student. They include by aren't limited to, "It starts with ___" alphabet cues, spelling whole words, creating a context (which I sometimes call giving hints), calling in a more familiar listener, and using "cold, warm, hot" to aid the listener in asking questions and/or using AAC boards or devices. When working on learning how to give hints we work on using gestures, topic boards or lists, spelling boards, finger spelling and other skills. I should note that I make teaching spelling, especially identifying and indicating the inital phoneme of common and uncommon words a priority in my teaching. Having students learn word prediction is a great way to teach initial phoneme identification and writing at the same time! The new hit song "Roar" has given me another great tool - I have been reminding my students that I want to hear them RRRoar when things get hard! Repeat, rephrase and repair using a stategy! The PrAACtical AAC blog posted about speech supplementation strategies a few months ago and shared some spelling boards and text-based topic boards that can be downloaded. You can also find my Communication RRRepair book over on Teachers-Pay-Teachers. You can find a nice slideshow about this topic by Hustad and Buelkelman here.
Posters so share scholarly attributes with students with simple logos and wording.Poster for each habit as well as a free activity to pair when teaching them or discussing.Activity includes a Depth and Complexity frame where students draw a picture in the middle, write their strongest habit on top, ...
It’s time to resume our PrAACtical Supports series, highlighting handout materials developed by Sara Barnhill and the AT team at the Children’s Hospital of Richmond at VCU (CHoR). Sara is an …
Resources and ideas for teachers and caregivers of learners with severe, profound, intensive, significant, complex or multiple special needs.
Things to Do With a Switch and a Battery Interrupter (Just insert the metal disc of the interrupter between the battery head and the receiver and plug in a switch, does not generally work with anything that recharges. Also, when using a battery adapted it will just turn the item on an off making things like a stapler or pencil sharpener "partner" activities. You may need to tape, glue or velcro down the devices built in power switch if you want it to be an independent activity. Many of these items are available at dollar, discount and salvage stores as well as flea markets. It generally costs less to adapt them yourself. Save your school budget for things you can't pick up for cheap.) 1. cut with battery operated scissors (pre-adapted) 2. have a race with toys that walk accessed through the switch (pre-adapted) 3. use walking switch toys to knock down block tower 4. use an adapted remote control car to knock down towers 5. put paint on the wheels of the adapted remote control car and drive over paper to make a painting 6. use a battery run electric razor and remove the pills from sweaters 7. turn on and off a hand held massager to give massages or to shake a box filled with paint covered marbles 8. turn on and off a flashlight (point it under your face and tell ghost stories, hit another switch to play ghost stories) 9. turn on and off battery operated holiday lights decorating your wheelchair 10. blow bubbles on your adapted battery run bubble blower 11. staple things 12. turn on and off a mini-tv 13. stir a drink 14. sift flour 15. be in charge of the pencil sharpener 16. dry your nails 17. open mail 18. sharpen the crayons 19. vacuum up bugs or dust bunnies 20. scare the pants off someone 21. make something spin in circles 22. cool off 23. spray a mix of water and food coloring over a stencil to paint 24. take a bubble bath 25. make spin art Using a Switch and an Electric Power Adapter (The Powerlink from Ablenet and the Electra from Tash with both interrupt the power to electric {plug in} devices and can be set to direct, timed or latch {first hit turns on, second turns off}. Oh, don't use it with high power items like microwaves!) 26. cool off with a plug in fan, attach streamers and watch them blow 27. make sailboats, place in a long underbed storage box of water, set up fans with switches, use fans to make wind, race the boats 28. turn on and off the lights in a haunted house 29. be the D.J. 30. use hair dryers to dry paintings 31. go apple picking then use a juicer with a switch to make juice 32. make ice cream shakes, use food coloring to make a color to go with your holiday theme, sell them for two dollars 33. use a food processor to mix up the ingredients to make recycled paper, use your fans to dry it 34. grind up oreos in a grinder or food processor to make "dirt" 35. turn on holiday lights or a holiday fiber optic tree 36. run a foot massager 37. use the switch and the overhead projector to shine a light onto a friend and trace silhouettes 38. make a funky sixties or seventies space by running lava lamps, a liquid projector, and groovy music all by switches 39. run a fog lamp to make the room spooky or mist-i-cal 40. turn on the black lights with all of your glow in the dark stuff around, make your own planetarium 41. use that sewing machine and make some curtains (or aprons...) 42. plug in one red light and one green light - now the switch user runs gym class 43. shave people's heads for a dollar during spirit week Things to do with specially adapted devices and a switch: 44-48. use a pouring cup to pour cooking ingredients, art supplies like glitter, to pour sand in the sand box, to measure for science experiments to to dump water over your friends head 49. Use and iScan to run your iPod 50. change the tv channels 51. listen to CDs 52. be a bookworm 55. spin 56. be a high roller 57. ring my bell or bells 58. bowl 59. scoot 60. joke
Resources and ideas for teachers and caregivers of learners with severe, profound, intensive, significant, complex or multiple special needs.
Updated 11/09/2015 This is an update of the post listing online switch activities for learners with multiple or significant special needs. The activities listed are chosen because they can be used with switches, they are simple and they are enjoyable. The activities listed are free. Some activities may require set up by an assistant before switch use. Although care has been taken not to include switch activities with any violence or graphic images teachers and others still need to check activities for age and general appropriateness before use. Cause and Effect (and Press to Play): Cause and Effect Sensory Light Box Carbon Lehigh School District Fisher Price Infant Games* Help Kidz Learn* Hiyah* Ian Bean* (Downloads) Kneebouncers* Priory Woods Videos Revamped* Owlie Boo* (any of the activities under "Pressing Keys" with switch set to space bar or enter) Rock Paper Scissors Mother Goose Bugs Musical Monkey Transportation NGFL Switch User Activities SEN/Switcher* Sensory Stories (Downloads) Shiny Learning Silly Books (look for the "click through books" and set mouse arrow over "next") Special Bites* Build a Snowman Christmas Stocking Magic Discover What is in the Garden Humble Brussel Sprouts Penalty Shoot Out One Switch Wonder Roast the Turkey Rudolph Gets a Fright Rudolph Melts the Snowman Single Switch Scanning/Timed Single Switch Response (sites may include some cause and effect games as well): A Sliding Puzzle for Helen (download)* Bullseye CBBC (UK only) CBeebies (UK only) Cow Jumped Over the Moon Doorway Online Pelmanism (memory) Same or Different? Moving Targets ePlayground (four completely accessible games) Help Kidz Learn* Ian Bean* (Downloads) Learn about the Rainforest Mother Goose Jack Be Nimble My Switch Games by Scott McKay* NGfL Papunet* Priory Switch Juke Box Priory Woods Kids Only* Penalty Shoot Out (Soccer) 10 Fat Sausages African Sounds Bugz Farmyard Sounds Find Out About Shapes 5 Little Ducks 5 Little Speckled Frogs 5 Naughty Monkeys Tooting Reindeer Sarah Greenland Games SENICT Software SEN/Switcher* Shiny Learning * Blast the Pirate Ship Car Crusher Crazy Chicken Fireworks Fly Swatter Special Bites* Baseball Switch Game Baseball and Spikeys Baseball and Pumpkins Switch Recycle Sort Tar Heel Reader (online adapted ebooks) Tar Heel Typer (online switch keyboard) The Great Fish Race (download only) Whiteboard Room Resources Two Switches (unless otherwise noted you must click in the area of the game and then use tab and enter to play): Accessible Book Launcher* Bug Memory Fruit Memory Space Memory Sensory House (tab and enter)* Special Bites* Tar Heel Typer (online switch keyboard) Chrome Apps and Extensions Electra Just Touch Plazma iPad Apps Jane Farrell's List of Switch Accessible Apps Note: using the Puffin Browser app makes many switch accessible websites work on the iPad! Subscription Sites with Free Trials Busy Things is a switch accessible site for young children out of the UK. You can try it out for free for two weeks. Ginger Tiger is another switch accessible subscription based site. Help Kidz Learn Subscriptions are listed here. They DO take PO's. Also be sure to check out Game Base and One Switch for other (usually more advanced) switch games. *Those sites with a star have multiple activities to try out! Wednesday's With Sam lists these by activity instead of website if that is useful for you.
Celebrate neurodiversity during autism acceptance / disability awareness month, or anytime of the year as an arts and craft activity along with diversity and inclusion lessons! This set of 44 coloring pages range from more simple to more complex, to meet the needs of learners from elementary to high school. I use these with my special education high school students every year when we celebrate disability awareness. What's Included: ✧ 44 Coloring Pages - for any age ✧ Additional coloring pages with instructions on page (for classroom/homeschool use) -> Different Not Less -> Diversity Matters -> All Minds Matter -> Embrace Neurodiversity -> Autism Acceptance -> Kindness Matters
Rays of Arrays: An Introduction UnitA Pack dedicated to array Activities and teaching arrays activities. Using and building arrays is a foundational skill that helps set students up for success for multiplication and division. Build that foundation with this teaching arrays unit. This arrays lesson plan pack has been created to build a strong understanding of arrays and their purpose in math. This unit is designed to work from the most simple concepts to the more complex, building each day. Perfect for 2nd or 3rd grade! This 10 day unit starts in the concrete and focuses on students building and manipulating their own arrays. As students move through the unit, the shift then goes to the pictorial representations, then to abstract. Students have a full understanding of arrays once they start finding arrays within arrays. This is the perfect introduction to multiplication and division. Total Pages: 76File Size: 8 MBHere’s a peek at what’s in this unit!*Resources for Arrays- Links to books, manipulatives, and other resources to support your array’s unit. *Rays of Arrays PowerPoint Presentation- a 30 slide PowerPoint to help you teach about arrays. *Array Lesson Plans- a 10 day lesson plan that outlines how to use each of the components in this unit day by day. Includes suggestions for informal and formal assessments.*Array Reference Poster- display and refer to this poster through out your unit. *Water Balloon Arrays- a visual game to help students understand how arrays help mathematician count up groups quickly. Can later be used as a math center for practice throughout the unit. *Rainbow Arrays- a hands-on building arrays activity using Skittles! Use as a center later. *Roll an Array- a hands on game for helping students build arrays. Can be used as a center. *Spin an Array- a 3 level differentiated array building activity. Designed to help you meet the needs of all the learners in your classroom. Use later as a center. *Array Match Up- an equation and array hands on match up game. Cut the pieces in half using unique designs for an easier version, or cut them straight for more of a challenge. Whole group and small group options. *Array ISN pages- use these pages to help students create references pages in their Math Interactive Notebooks. Includes pages for key vocabulary and solving word problems using arrays. *Array Match Up- a fun and low prep cut and paste array and equation matching printable. Perfect for easy informal assessment.*Draw an Array- A print and go sheet where students draw an array to match the equation. Great for assessment. *Array Word Problems- Use as a summative formal assessment for arrays. Includes some multi-step word problems involving arrays***********************************************************************Check out these other AMAZING ResourcesMultiplication and Division ActivitiesNumber Sense Activities with 2-3 Digit Numbers***********************************************************************
Working with girls and women who have Rett Syndrome can be a unique and wonderful experience. Rett Syndrome is a neurological condition that effects only girls (with a few, rare exceptions). Although it varies in presentation from girl to girl, in general, those with Rett Syndrome are primarily alternative communicators, they present with hand wringing or similar movements and they tend to have amazing eye contact and eye pointing skills. Most of the girls are very motivated by music and music can be an ideal teaching modality. About half use wheelchairs for all mobility. Most have seizures, have swallowing difficulties and have issues with unintentional breath holding. Sleep disorders are common as are certain lung and heart issues. Rett Syndrome used to be considered a form of autism, but it is, in fact, a specific genetic condition. Girls with Rett Syndrome used to be automatically assumed to have very severe to profound developmental and intellectual disabilities. However, as more and more people are willing to practice the least dangerous assumption and presume competence and as technology has evolved to include somewhat affordable eye tracking based alternative communication systems we are finding that many, if not most, girls with Rett Syndrome have been dramatically underestimated and, sometimes, educationally neglected. Here are just a few tips for working with girls and women who have Rett Syndrome in our classrooms and in other educational settings. Bringing the hands to mid-line (the center of the body) is one of the key diagnostic features of Rett Syndrome. This can be hand washing movements, hand clenching, hand mouthing or clapping. The girls cannot control this movement, in fact, an attempt to control this movement may be distressing and thus increase it. Therefore, rethink hand use goals. hand wringing and related stereotypies are a hallmark of Rett Syndrome functional hand use is occasionally possible for some girls with Rett Syndrome, however, as a general rule goals that work towards hand use should be rethought. such goals are likely to be lead to frustration for the girls and for staff. Whatever energy or effort the girls must put forth to meet such goals will be a heroic effort in battling a symptom of Rett Syndrome, it is unfair to ask her to do this while doing other important things - like learning look through your IEP. If any of the goals for communication, life skills or academics call for the girl to use her hands especially using her hands in a very specific way look for other ways to meet the goals. Consider eye gaze from communication, switches with a head or foot movement for activating adapted items and generally adapting the environment to be accessed without hand us it is ok to have her use her hands, to encourage her to use her hands, but having it be the goal may not be best overall some girls do have more hand use than others, a few can hold a cup or spoon or even activate a device, but consider the effort required overall as you decide what to spend energy on Remember what apraxia (a key component of Rett) is: a inability to perform a task, especially speech even though: the request is understood there is willingness to do the task the muscles work properly the task may have already been learned This means you can't assume a Rett girl doesn't understand, is "acting out" or "refusing", is physically incapable or that she has forgotten what she has learned you can assume that the more the girl wants to do or say something the harder it will be and she is inevitably more frustrated than you are the girl with Rett will be consistently inconsistent, not because of intelligence or behavior but because of apraxia a burst of strong emotion may override apraxia Also since you can't measure her knowledge fully because of the combination hand stereoypies and apraxia of speech, even using high technology, you must assume that she is competent to avoid causing an developmental disability through educational neglect Anxiety severely affects girls with Rett Anxiety is a massive issue in Rett Syndrome. The girls are often times unable to communicate their anxiety or ask questions to clarify situations which may be causing anxiety. Anxiety can present as increased stereotypies like tooth grinding, hand mouthing, breath holding and other behaviors; it can also present as shutting down (closing eyes, appearing sleepy) or with crying or yelling. Very rarely, some girls may hit their heads, bite their hands or otherwise hurt themselves. Teachers and therapists should seek to create a low stress, low anxiety enviroment by explaining changes in the environment, in staffing, in anything that can cause stress teaching about emotions and how to communicate about them ensuring the girls have the words to talk about anxiety using social stories to teach about how to decrease anxiety and to prepare the girls for difficult situations be aware of what your students particular anxiety markers are and intervene at the first sign know what music, sensory experiences and people your student finds calming and have them available, give the girl a way to ask for these things Eyes are usually the best means of communication Although a few girls can speak some words and a few others can use their hands or switches to activate augmentative communication devices most girls do best when using eye gaze as a way to communicate Start evaluation for high technology eye gaze communication system early, at diagnosis or between nine months of age and two years, if possible there are no prerequisites for high technology eye gaze based communication, girls do not need to use low technology eye gazed interventions first, they do not have to master PECS or picture symbols first. all of the best practices of Augmentative and Alternative Communication apply to eye gaze such as: implementation of a robust vocabulary, intensive and ongoing aided language stimulation and implementation across all environments Trying a high technology eye gaze system Be sure you work with a company representative and/or AAC specialist who is knowledgeable about both Rett Syndrome and eye gaze tracking technologies, but if there is no one available still proceed with trying high technology eye gaze systems Explain to the girl well ahead of time and more than once what a high technology eye gaze system is and what it is for, show videos of other girls using such devices Schedule the demo and trial of the system for when the girl is usually most alert, for most girls this is the morning Do not have the girl present for the boring set up or "how this works" session with the company representative, do not bring her in until you are ready for her to start using the system! Do NOT waste time trying to calibrate the device when the girl arrives, calibration has no built in rewards and is hard to understand why is it useful from the girls perspective. It tends to cause the girls anxiety. Have the rep turn on a fun sensory activity for the girl to try with her eyes. She will likely "get it" right away. Move from there into a communication activity with a large targets and a big pay off (something exciting happens when the buttons are activated even if that something exciting is you doing what the girl tells you - sing, dance, jump). At this point the girl may be tired. Take her cues. Stop before she has any sense of failure. At the next visit move through the same sequence more quickly and then try calibrating. Rarely after two or three sessions when the girl is awake and feeling well is there then not enough evidence to get a month long trial of a system for further evaluation. Literacy is a human right! Rett Girls can read! start teaching girls with Rett Syndrome letters, letters sounds, letter blending and word segmenting along the same time line as typical peers but, if the girl is older it isn't too late, start now, reading and spelling is being accomplished by girls and women with Rett Syndrome everyday, be a part of this reading revolution and teaching reading and spelling now Music as motivation girls with Rett Syndrome can be very motivated by music and may be more able to learn when music is involved consider music therapy and work to have it consist of more than cause and effect activities and listening to music, many girls are able to contribute to writing lyrics to music using there speech devices and many find music a way to relieve anxiety and express emotions use music and music videos to teach key concepts, you can find a music video for just about any educational concept on YouTube! Connect with resources Rett Syndrome Educators Network RettSyndrome.Org Rett University Rett Syndrome Research Trust GirlPower2Cure Facebook IRSF Communication and Device Exchange
PODD. PODD or Pragmatic Organization Dynamic Display is a both a method of communication/method of teaching communication and a set of manual communication books. PODD was created by Gayle Porter in Australia. PODD materials are arranged especially to be used for social interactions (pragmatically). Messages in the PODD flow from one page to the next by way of page numbers that guide the user through a conversation. So a conversation can move easily through conversational turns. Wow! First of all if you ever get the chance to attend a workshop Linda Burkhart presents you should go. Second of all it is seeing videos of PODD in action that really "sells" it for use with our students. The first thing I did when I came home from the conference was apologize to our SLP. The second thing was to lay out a plan to introduce PODD into my classroom. PODD really is everything that people who use it rave about, but it can be hard to tell that from reading descriptions and looking at pictures. If you really want to see what PODD is about you should start by going to YouTube or a similar video site and watch videos of PODD in action. PODDs are intended to be as much for receptive communication as they are for expressive communication. Communication partners of individuals using a PODD also use the PODD to communicate. Modeling or Aided Language Stimulation happens constantly as both communication partners use the PODD. For the first it pretty much only adults used the book. Eventually our student started to internalize the way PODD worked and communicate with us using it. The only way to purchase PODD right now, in the USA, is from Mayer-Johnson as a Boardmaker Add-on. It costs $325 (in addition to the cost of Boardmaker if you don't already have it). You will have to customize, print and bind the PODD books yourself. The PODD boards that are available for purchase are designed for direct selection. It is possible to customize these yourself for visual, auditory or multi-sensory scanning or other means of access. Gayle Porter, Linda Burkhart and others are working on creating alternative access PODD materials to sell. PODD can also be a great bridge to high tech dynamic display communication. In our school we have modified it on a Tobii C-eye for a student who communicates through eye gaze and on Proloquo2Go on an iPad for use with direct selection. (I am waiting with baited breath for Proloquo2Go to add two switch scanning so the student described above can user his iPad to talk!) Currently using PODD on a high tech device means doing all the programming yourself, but it is worth it. I have chatted with a few high tech AAC vendors about PODD being available as a vocabulary set, but currently none of the vendors has plans to do so (at least that they were willing to share with the likes of me!). You can read more about PODD from Linda Burkhart's website and handouts. She also has a great hand out about using PODD with Partner Assisted Scanning, the hand out is meant for working with those who have Rett Syndrome, but applies to most, if not all, situations in which you would use partner assisted scanning. Novita also has a great website about PODD. As you begin or continue to use PODD I think these tips from The Tasmania School of Special Education are important to remember: "Using the PODD book………. “go with the zen of the book” Don’t become overwhelmed by the size and organisation of the book, stress about where to find a specific vocabulary item, or worry that the child will not be capable of navigating through all the levels. The child doesn’t have to navigate the levels. The partner can make the level changes for them. Always begin on the front page with a pragmatic branch starter Follow the numbers to get to the end message Follow the operational commands DO NOT TURN PAGES ONE AT A TIME LOOKING FOR VOCABULARY. If the child sees others do this that is what they will do. Go back to page 1 at the end of each message. Re-auditorise or ‘re-cap’ the message when your partner is selecting symbols or when you are moving between multiple levels in order to keep the message ‘current’." The only way to purchase PODD right now, in the USA, is from Mayer-Johnson is as a Boardmaker Add-on. It costs $325 (in addition to the cost of Boardmaker if you don't already have it).
Feed curiosity and spark interest in science with this engaging doodle notes activity focusing on homogenous and heterogeneous mixtures and solutions. This resource simplifies complex concepts and enhances retention by capturing the power of visual learning. Crafted with struggling readers in mind, ...
Kindergarten Pattern Workbook, Educational Workbook, Preschool Activity Book, Learning Workbook, Kids Learning Resource Immerse young learners in a world of patterns with the Kindergarten Pattern Workbook. This engaging workbook is designed to spark creativity and critical thinking skills in children. Each page is filled with vibrant patterns that encourage visual discrimination and cognitive development. With activities that range from simple to more complex patterns, this workbook caters to various skill levels and keeps children challenged and motivated. Perfect for homeschooling, classrooms, or quiet afternoons at home, this workbook offers a fun way for children to practice patterns while having a blast. Watch as their eyes light up with each completed page, instilling a sense of accomplishment and confidence. The Kindergarten Pattern Workbook is a valuable educational tool that makes learning patterns an enjoyable adventure for young minds.
Resources and ideas for teachers and caregivers of learners with severe, profound, intensive, significant, complex or multiple special needs.
Working with girls and women who have Rett Syndrome can be a unique and wonderful experience. Rett Syndrome is a neurological condition that effects only girls (with a few, rare exceptions). Althoug
The workshop model is a great way to differentiate your instruction for all learners in your classroom. This post focuses on workshop for gifted students.
A three-step process for teaching your students how to identify, define, and apply academic vocabulary found in complex texts.
The Yes/No was a series of blog entries written in 2012. The six part series works through ways to indicate yes and no and then many ways to teach and reinforce yes and no responses. Of course, ther
Resources and ideas for using the Depth and Complexity and Content Imperative Icons as thinking tools for gifted and advanced students.
Teach your students how to explore content with depth and complexity. Here it is, a complete and ready-to-use resource for teaching all 11 elements (Big Ideas, Rules, Trends, Patterns, Language of the Discipline, Ethics, Relationships Over Time, Details, Unanswered Questions, Across Disciplines, and Multiple Perspectives) of critical thinking! Your students will explore of these elements by applying them to familiar stories, such as “Cinderella,” “The Emperor’s New Clothes,” “Goldilocks and the Three Bears,” “Hansel and Gretel,” “Jack and the Beanstalk,” and “The Three Little Pigs.” These enduring fairytales present countless avenues for critical analysis and can be used with many grade levels (4-10+). Everything you need is included; no need to purchase additional materials or books! Two versions–with and without icons–are now included!! What's included: Instructions: Detailed information and suggestions for implementing these materials. 6 Fairytales: Formatted and ready to print. Titles are listed above. 6 Explorations Guides: Each guide includes specific and concrete examples of how to apply the 11 different icons to the included fairytales. 11 Graphic Organizers: One for each critical thinking "Thinking Tool". (provided in color and grayscale versions). 4 Addition Fairytales: "The Frog Prince," "Little Red Riding Hood," "Rapunzel," and "Rumplestiltskin". These can be used for extension activities of your choosing. ➡FREE Depth and Complexity Posters This resource was created based on the Depth and Complexity framework, which was developed by Dr. Sandra Kaplan under the auspices of the U.S. Department of Education’s Office of Educational Research and Improvement: 1996 BYOB! Build Your Own Bundle Pick and choose the Depth and Complexity resources you want and receive a bundle discount. The more you buy, the more you save. The discount will appear in your cart for all qualifying quantities. 3+ Depth and Complexity Resources = 10% off 6+ Depth and Complexity Resources = 20% off 9+ Depth and Complexity Resources = 30% off Get all the latest Teacher Thrive news! ➜SIGN UP for my newsletter! ➜FOLLOW me on TeacherThrive.com! ➜FOLLOW me on Facebook! ➜FOLLOW me on Pinterest! ➜FOLLOW me on Instagram! Please read: This is a nonrefundable digital download. Please read the description carefully and examine the preview file before purchasing. © Copyright 2018 M. Tallman. All rights reserved. Permission is granted to copy pages specifically designed for student or teacher use by the original purchaser or licensee. This is intended to be used by one teacher unless additional licenses have been purchased. The reproduction of any other part of this product is strictly prohibited. Copying any part of this product and placing it on the Internet in any form (even a personal/classroom website) is strictly forbidden. Doing so makes it possible for an Internet search to make the document available on the Internet, free of charge, and is a violation of the Digital Millennium Copyright Act (DMCA).
Teaching active learning is a tough job. Read more for ideas on modifying activities for active learning and adjust your instruction.
Learn the Pythagorean Theorem in a hands on way with Lego and a great book, perfect for elementary students. What's Your Angle, Pythagoras?
When young children have mastered the alphabet letter names and know more than half of the letter sounds, hooray! But with that sigh of relief comes the reteaching and reteaching of those pesky vowels!
Prediction picture cards are a great way to scaffold the skill of making predictions while reading. I’ve used the cards as a fun introductory activity for thinking about “what happens next” in a story. Making predictions can be a complex skill, but this activity pack makes it accessible for all learners! This pack includes: -16 “What happens next?” prediction picture cards and matching answer cards (in color) -Prediction prompt pages (in color) and response sheets -Data sheets -3 prediction poster to display (3 options to choose from) -5 differentiated prediction draw and write pages (in black and white) -Book prediction/response pages (in black and white) You may also like: Sequencing Activity Pack Editable Special Education Teacher Binder Behavior Social Story Bundle Fine Motor Worksheet Bundle Routine Rhymes & Chants Stay connected by following me here: Instagram Facebook Pinterest Blog
Rays of Arrays: An Introduction UnitA Pack dedicated to array Activities and teaching arrays activities. Using and building arrays is a foundational skill that helps set students up for success for multiplication and division. Build that foundation with this teaching arrays unit. This arrays lesson plan pack has been created to build a strong understanding of arrays and their purpose in math. This unit is designed to work from the most simple concepts to the more complex, building each day. Perfect for 2nd or 3rd grade! This 10 day unit starts in the concrete and focuses on students building and manipulating their own arrays. As students move through the unit, the shift then goes to the pictorial representations, then to abstract. Students have a full understanding of arrays once they start finding arrays within arrays. This is the perfect introduction to multiplication and division. Total Pages: 76File Size: 8 MBHere’s a peek at what’s in this unit!*Resources for Arrays- Links to books, manipulatives, and other resources to support your array’s unit. *Rays of Arrays PowerPoint Presentation- a 30 slide PowerPoint to help you teach about arrays. *Array Lesson Plans- a 10 day lesson plan that outlines how to use each of the components in this unit day by day. Includes suggestions for informal and formal assessments.*Array Reference Poster- display and refer to this poster through out your unit. *Water Balloon Arrays- a visual game to help students understand how arrays help mathematician count up groups quickly. Can later be used as a math center for practice throughout the unit. *Rainbow Arrays- a hands-on building arrays activity using Skittles! Use as a center later. *Roll an Array- a hands on game for helping students build arrays. Can be used as a center. *Spin an Array- a 3 level differentiated array building activity. Designed to help you meet the needs of all the learners in your classroom. Use later as a center. *Array Match Up- an equation and array hands on match up game. Cut the pieces in half using unique designs for an easier version, or cut them straight for more of a challenge. Whole group and small group options. *Array ISN pages- use these pages to help students create references pages in their Math Interactive Notebooks. Includes pages for key vocabulary and solving word problems using arrays. *Array Match Up- a fun and low prep cut and paste array and equation matching printable. Perfect for easy informal assessment.*Draw an Array- A print and go sheet where students draw an array to match the equation. Great for assessment. *Array Word Problems- Use as a summative formal assessment for arrays. Includes some multi-step word problems involving arrays***********************************************************************Check out these other AMAZING ResourcesMultiplication and Division ActivitiesNumber Sense Activities with 2-3 Digit Numbers***********************************************************************
Resources and ideas for teachers and caregivers of learners with severe, profound, intensive, significant, complex or multiple special needs.
Discover an engaging worksheet on brain anatomy for young learners, perfect for grades 2 to 4. Dive into the wonders of the human brain!
Working with early learners with autism and other complex communication disorders can be such a rewarding experience. It can also be quite overwhelming. I wanted to share with you today the 5 five strategies I use when working with early learners who are non-verbal or limited verbally. Helping each student I work with find their […]
Today, we turn to the UK in a guest post by Laura Tarver. a London-based Speech and Language Therapist working with children with ASD and other complex needs. She previously worked in a primary sch…
Prompting Hierarchies have been a staple in special education, behavioral methodology andcommunication therapy for some time. However, when it comes to children with severe apraxia, with or without coexisting anxiety, (Rett Syndrome, Angelman Syndrome, ASD, etc) the commonly used prompting hierarchy can complicate instead of simplify teaching augmentative and alternative communication. Many studies now support aided language stimulation or direct modeling as a primary intervention that should be ongoing and intense with child who are learning to use AAC. Given this knowledge we should move modeling from a step in the hierarchy to the umbrella that covers all of the other steps in AAC teaching. Another flaw in the commonly used prompting hierarchy in AAC is the use of direct verbal/requesting a response/giving a command as a "cue" or "prompt". Telling a child what to "say" with their talker isn't a cue or prompt. It is a command and usually it is testing. When we equate communication with testing we lose out on what drives communication (and humanity, when it comes down to it) - an inherent desire to connect with another person. Sometimes that connection is about meeting a need or want and sometimes it is about sharing information, being polite or socially being part of an interaction. But we negate that when we command child to say something specific. Furthermore, such demanding/testing type interactions increase anxiety (fear of getting it wrong, fear of disappointing, etc), oppositional behavior (the child's desire to prove that the he or she has power) and apraxia. Apraxia is a neurological disability that impacts the child's ability to follow a direction in spite of the directive being understood, a desire to follow the directive, the physical ability to follow the directive and sometimes, a previously shown ability to follow the directive. In short, the more the child WANTS to do something the more apraxia stops them. This is neurological, NOT a behavior. Anxiety and demands increase the apraxia. So the child might still be working through the previous levels of cues you have given but then you make the demand "show me_______" or "say_________" and all bets are off! It will be nearly impossible for the child to do as you say at this point. Creating a amicable bond, sometimes even an almost conspiratorial connection is much more likely to enable a child with severe apraxia to be able to communicate. Non-directive and non-confrontational is the way to go in apraxia if you want results! Finally there is the issue of "hands-on" cueing. What does "hands-on" cueing really mean? It basically means we MAKE the child press or activate buttons on their devices. (The child actively taking your hand is different than you taking the child's hand. Yet, this should still be faded as soon as possible.) Hand-over-hand and hand-under-hand both are hands-on. What does a hands-on, full physical "cue" this tell the child? It tells them that A) we have the right to manipulate their bodies or make them touch or do things whether they want to or not and B) that we have the right to force them to say things just because we want them to say it. It teaches them that if they don't comply with a directive (regardless of if they understood it or if apraxia stood in their way) we will make them comply with the directive. Our students are some of the most vulnerable human being anywhere. Consider this statistic: More than 70 percent of those with disabilities polled said they had been abused and over 60 percent of family members indicated that their loved one with special needs had been mistreated. (http://www.disabilityandabuse.org/survey/survey-report.pdf) Or this one: More than ninety percent (90%) of people (both male and female) with developmental disabilities will experience sexual abuse at some point in their lives. Forty-nine percent (49%) will experience ten or more abuse incidents. (Valenti-Hein, D. & Schwartz, L. (1995). The Sexual Abuse Interview for Those with Developmental Disabilities. James Stanfield Company. Santa Barbara: California) Now tell me again how is it ok to teach children who have significant disabilities that they should allow others to make them do things with their hands and that they should allow others to "put words in their mouths"? We have almost a sacred duty to do everything in out power as educators, therapists, caregivers, parents to prevent abuse of our students - now and in the future. And this starts with teaching them that they have the right to be respected in what they do (and don't do) as well as what they say (and don't say). It might be the most important thing we do. We must take it seriously. We must make it a priority. And that means finding new ways to teach and "cue"/"prompt" (it definitely isn't a prompt if it is hands-on). We are an intelligent, creative and compassionate field, certainly we can find other ways? Additionally a "full physical" or hands-on situation, where we make the child "say" something with the device, teaches the child that language/words are something put upon them by others. If we want our students to see the power of their AAC systems we must let them see, in both our modeling and in how we teach and respond to their AAC, that the power of language/words is that it comes from INSIDE us and can affect those OUTSIDE us. Children can't learn that if we are constantly putting them in a position where the words come from someone else who is physically making them access their communication system. In teaching AAC we are setting the child's attitude about using their speech system for the rest of their life. It is so much better that we teach them the value of their system from the beginning instead of having to combat a negative attitude about their communication system that is created by how we taught them in the first place. So we must rethink the prompt hierarchy. We make modeling a setting event that happens ALWAYS. Then we use the expectant pause, indirect gestural cue (body language), direct gestural cue (pointing), indirect and partial verbal cues (phonemic cue, hinting) and then we return to modeling and move on. Why don't we force the issue until we get the device activation we want? Because communication isn't a test and nothing is so important that we put our hands on and make them say something. Instead we increase the motivation of the child (through preferred activities, child led sessions and our own demeanor), we increase the modeling of the AAC device or system and we move out of the way and let the child come to an understanding of their communication system and the power it has through repeated meaningful experiences. Join us on Facebook at https://www.facebook.com/pages/Teaching-Learners-with-Multiple-Needs/179671874000.
PART TWO! Learn more complex emotions! It's bigger and better!This activity allows your AAC learners to learn and identify feelings in basic pictures. The easy-to-follow sequences help guide the learners to the accurate location to help with comprehension and expression skills.Step-by-Step instructi...
The Feeling Feather offers a fun structure for teachers, counselors or social workers to check in with students about how they are feeling regarding various aspects of their lives. Broad categories spark conversation with room for kids or adults to add notes or use multiple colors in each section fo...
