Hello from Texas

1. Hello from Texas Relationships: Working with All Students in Schools

2. Introductions • Michael Hinesly • Education Consultant Education Service Center Region XI • M.A. Ed. Educational Leadership • Lori Irvine • Special Education Teacher in Katy ISD • M.A • Educational Pyschology • Pastor Steve Beckwith • Pastor of Oak Grove Baptist Church • M. Div.

3. Structured TeachingUniversity of North Carolina, Chapel Hill Division TEACCH • Often referred to as TEACCH Program • TEACCH was created in the 1970s by the then UNC professor of psychiatry and psychology, Eric Schopler. • Schopler recognized the importance of relationships/partnerships “In an era when parents were blamed for causing what was felt to be a psychological problem, Eric was one of the first to use empirical research to establish the true, neurological basis of autism and its effective treatment--treatment that included parents as co-therapists.”

4. Physical Organization

5. Physical Organization • Clarify expectations through: • Physical Boundaries/Defined Areas • Shelves • Desks • Partitions • Visual Boundaries • Carpet • Signs/Labels • Outlines • Color coding

6. Physical Boundaries Leisure Work

7. Physical Structure The physical structure of the classroom provides information to the students on expectations in each area of the room.

8. Physical Structure Physical structure for students to transition out of the classroom

9. Work Station This is a work station with work to be completed on the left side, the work system on the top of the work area and the chair on the right side of the table to collect the finished work.

10. Visual Structure This is a structured art area. It provides information on what to do while at the table.

11. Visual Structure Grooming jig to match grooming supplies

12. Visual Structure Grooming supplies

13. Visual Structure The tape on the carpet informs the student where he/she is supposed to stay. Helps the student know they are not to roam around the room.

14. Visual Boundaries

15. Time Organization

16. Time Organization Students with developmental disabilities have problems with: • Sequential Memory • Organization of Time Visual schedules let the students know what activities will take place and in what sequence (Schopler et al., 1995) and assist them in predicting events, lessening their anxiety.

17. Time Organization The research says: Activity schedules have become widely used in classrooms around the world to provide clear structure and thus ease the difficulty of transition from one environment to another, reduce problem behavior, and increase time engaged in learning.” Olley, 2005 p. 867

18. Schedules • Object • Icon • Written

19. Schedule Example Icon Schedule example with a “First and Then” card.

20. Schedule Icon Organization Organizing schedule icons can be a challenge!

21. Activity Organization

22. Task Organization Task organization determines: • What work students do independently • What needs to be done within a task • How many items must be completed, Schopler et al., 1995

23. Activity Organization The student is matching words from the work system to the corresponding container to know what work to do next.

24. Task / Work Job Shelf Organization This is a work job shelf system that students use to access their work from their specific work system at their desks.

25. Structured Activity Example The activities are created to be manipulative and predictable to help the students learn to read and make associations.

26. Structured Activity Example

27. Structured Activity Example Structured activity-real life to picture representations

28. Structured Activity Example Sequenced activity based on a handmade manipulative social story