Accessing the General Education

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Accessing the General Education Powered By Docstoc
					Active Participation



 Ginevra Courtade-Little, M.Ed. and Diane M. Browder, Ph.D.; Aligning IEPs to Academic Standards; 2005
Active Participation

 Occurswhen the student acquires
 i__________ r___________ that
 demonstrate understanding of the
 academic content standard.




 Ginevra Courtade-Little, M.Ed. and Diane M. Browder, Ph.D.; Aligning IEPs to Academic Standards; 2005
Active Participation

       when the student acquires
 Occurs
 independent responses that
 demonstrate understanding of the
 academic content standard.




 Ginevra Courtade-Little, M.Ed. and Diane M. Browder, Ph.D.; Aligning IEPs to Academic Standards; 2005
Active Participation Increases
Learning
 Learning requires active participation.
 . . . . . Active participation is
 manipulating learning materials,
 making choices, and interacting with
 teachers or peers. Active students
 complete assignments, ask and
 answer questions, and are permitted
 to make mistakes.
Active Participation
   Possible if the student has at least o____
    i_______________ m______________
      Accept/reject options in P________ A_________
       S____________
      Activate an augmentative communication device as a
       yes/no or “chooser” switch for Partner Assisted
       Scanning
      Activate an augmentative communication device with
       scanning
   Assessment of progress requires independent
    responses
Active Participation
   Possible if the student has at least one independent
    movement
      Accept/reject options in Partner Assisted Scanning
      Activate an augmentative communication device as a
       yes/no or “chooser” switch for Partner Assisted
       Scanning
      Activate an augmentative communication device with
       scanning
   Assessment of progress requires independent
    responses
Teach an A_____ S___ or A____?
   Consider neurological, physical, and sensory
    issues
   Ecological Inventory/Task Analysis can assist in
    the decision making process
   Does this promote the student’s power, choice,
    and control?
   Is there potential for this intervention to
    ultimately lead to independent functioning?

    (May use self-managed prompts independently)
Teach an Access Skill or Adapt?
   Consider neurological, physical, and sensory
    issues
   Ecological Inventory/Task Analysis can assist in
    the decision making process
   Does this promote the student’s power, choice,
    and control?
   Is there potential for this intervention to
    ultimately lead to independent functioning?

    (May use self-managed prompts independently)
Work with Your Team
   Use A_________ I_________ M________ (AIM)
     Symbol Level
     Language/Literacy Level
     Medium (Print, e-books, audio books, Braille etc.)
   Use A________ T_________
     HighTech
     Low Tech
   Use A_____________ C_______________
     Voice output devices
     Printed symbols
     Tactual Symbols
     Partner assisted scanning vs direct selection
Work with Your Team
   Use Accessible Instructional Materials (AIM)
     Symbol Level
     Language/Literacy Level
     Medium (Print, e-books, audio   books, Braille etc.)
   Use Assistive Technology
     High Tech
     Low Tech
   Use Augmentative Communication
     Voice output devices
     Printed symbols
     Tactual Symbols
     Partner assisted scanning vs direct selection
Using Physical Prompts
 Only when absolutely necessary
 Short-term only
 Start with a plan to f_____ as quickly as
  possible
 Prompt d______ and at b____ s______
 Use p_____ rather than full when possible
 Use hand-______-hand rather than hand-
  _______-hand
Using Physical Prompts
 Only when absolutely necessary
 Short-term only
 Start with a plan to fade as quickly as
  possible
 Prompt distally and at bony structures
 Use partial rather than full when possible
 Use hand-under-hand rather than hand-
  over-hand
Other Options – Types of Prompts
   Expectant Pause
   Intermittent Light Cueing
   Continuous Light Cueing
   Verbal
   Visual
   Gestural
   Model
   Partial Physical
   Full Physical
When prompting, stay focused on the
t_______, not the m___________
of responding:
Rather than:             Try:

   “Press the switch”      “Read the title”

   “Touch the answer”      “Which one do you
                             think?”

   “Push the button”       “Your turn to read!”
When prompting, stay focused on the
task not the means
of responding:
Rather than:             Try:

   “Press the switch”      “Read the title”

   “Touch the answer”      “Which one do you
                             think?”

   “Push the button”       “Your turn to read!”
In other words,

    keep it natural.

Interact with the student who uses
AAC in the same way you would
interact with a verbal student.
Example 1:

                          Passive Response

Brittany will circle the correct answer
with physical guidance to answer
comprehension questions.


  Ginevra Courtade-Little, M.Ed. and Diane M. Browder, Ph.D.; Aligning IEPs to Academic Standards; 2005
Example 1:

           Active Response

Brittany will use a laser head pointer
(or small flashlight) to select between
two pictures projected on a screen to
answer comprehension questions.
Example 2:
Passive Response                                           Active Response

Kevin will listen to Kevin will touch
a story the teacher the page to
is reading.          indicate it is time
                     to turn it after the
                     teacher has read
                     each page.
  Ginevra Courtade-Little, M.Ed. and Diane M. Browder, Ph.D.; Aligning IEPs to Academic Standards; 2005
Example 3:
Passive Response                                          Active Response

Kirsten will                                           Kirsten will ask a
accompany her                                          peer to help her
peer to buy lunch.                                     purchase lunch by
                                                       finding the symbol
                                                       $ on her AAC, to
                                                       communicate
                                                       “help me pay.”
 Ginevra Courtade-Little, M.Ed. and Diane M. Browder, Ph.D.; Aligning IEPs to Academic Standards; 2005
Example 4
Passive Response
LaToya will turn pages   Active Response
  of a book one at a
  time with physical     ___________________
  assistance             ___________________
                         ___________________
                         ___________________
                         ___________________
                         ___________________
Example 5
Passive Response
                            Active Response
Given hand-over-hand
  assistance, Grace         ___________________
  Ann will participate in   ___________________
  matching 3 pairs of       ___________________
  objects by color,
                            ___________________
  shape, or size
                            ___________________
                            ___________________

				
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