1 / 17

Essential Components of a Program of Instruction for Every Student with ASDVI

Essential Components of a Program of Instruction for Every Student with ASDVI. VI. ASD. NT. ASDVI. Expanded Core Curriculum for Blind/VI. Compensatory or functional academic skills, including communication modes Orientation and mobility Social interaction skills

Download Presentation

Essential Components of a Program of Instruction for Every Student with ASDVI

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Essential Components of a Program of Instruction for Every Student with ASDVI

  2. VI ASD NT ASDVI

  3. Expanded Core Curriculum for Blind/VI • Compensatory or functional academic skills, including communication modes • Orientation and mobility • Social interaction skills • Independent living skills • Recreation and leisure skills • Career education • Use of assistive technology • Visual efficiency skills • Self determination

  4. ASD Expanded Core Curriculum • Engagement • Communication – expressive, receptive, nonverbal • Play, Social Skills • Sensory and Motor Skills • Adaptive Behavior • Challenging Behaviors • Organization Skills “Educating Children with Autism”

  5. Engagement Communication – expressive, receptive, nonverbal Play, Social Skills (including Recreation and Leisure) Adaptive Skills Organization Skills Orientation and Mobility (include sensory and motor skills) Career and Life Education Self Advocacy **Use of Assistive Technology and Visual Efficiency Skills to be considered for all above areas… EXPANDED CORE ASDVI

  6. Critical Lifelong Goals • To tolerate people and value interactions (interdependence/cooperation) • To communicate intentionally and effectively • To organize information and learn meanings/purposes (words, events, routines) • To tolerate change and accept new experiences • To be independent of constant verbal direction • To self-monitor and manage stress

  7. Assessment: To Build a Picture of the Child So that Everyone Understands…

  8. Be ready to answer the following as a result of your assessment: How does the individual interact/interface with the environment? Are interactions (skills) generalized?

  9. Building the Individual Student Profile: • How does the individual respond to sensory information? • How does the individual communicate? (receptive, expressive, nonverbal) • How does the individual play? • How does the individual interact with others? • How does the individual respond to change under a variety of conditions? • How does the individual learn new information? • How does the individual perform skills expected for his/her age? • Develop plan for completing a task? • What are the individual interests and strengths? • What is the individual’s primary learning medium?

  10. Critical Skills “Learning to Learn” Skills Assessment Where? When? Under what conditions? Generalized? • Attending • Waiting • Response to instructions • Learning from prompts • Persistence • Staying on task • Observational learning • Asking questions • Asking for assistance

  11. Essential Components of Effective Program Development for Learners with an ASDVI

  12. Generalization: Activities and Opportunities Comprehensive Program of Instruction: Address sensory and biological needs Provide appropriate reinforcement Opportunities to communicate and functional communication systems • 4) Concrete supports to assist with participation and understanding • Address task demands • Systematic, planful instruction • Data driven decision making • Appropriate level of instruction Assessment: Understand and Use “Picture of the Child” as the Foundation

  13. Evidence-Based Interventions National Standards Report National Professional Development Center http://autismpdc.fpg.unc.edu/ • http://www.nationalautismcenter.org/pdf/NAC%20Standards%20Report.pdf

  14. Purposeful Movement/O&M CAPS

More Related