1 / 16

TECHNIQUES FOR WORKING WITH STUDENTS

TECHNIQUES FOR WORKING WITH STUDENTS. PRESENTERS: Don Renwick, Janneke Brown, Keila Rojas. ICE BREAKER. Dog, Pig, Cow game. . Overview of Special Education Populations. BASIC AUTISM MEDICALLY FRAGILE ED. ED. The only pejorative special education label left.

lei
Download Presentation

TECHNIQUES FOR WORKING WITH STUDENTS

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. TECHNIQUES FOR WORKING WITH STUDENTS PRESENTERS: Don Renwick, Janneke Brown, Keila Rojas

  2. ICE BREAKER • Dog, Pig, Cow game.

  3. Overview of Special Education Populations • BASIC • AUTISM • MEDICALLY FRAGILE • ED

  4. ED The only pejorative special education label left. • Emotional Disability, Mental Health Disability or CNS (Central Nervous System) Disability, would all be more appropriate • ED students in an SDC usually have ED plus other challenges

  5. Why is learning about prompting important? • 1. To obtain more accurate information about students abilities. • 2. To identify the most successful strategy to work with the students. • 3. To give the students the opportunity to accomplish a task/become more independent

  6. When do you combine types of prompts and when don’t you? • 1. Full Physical Assistance is the most effective, but NOT where you start • 2. When you need to determine what the student is capable of, DO NOT combine types of prompts • 3. When you know a student well, SIMPLE combining can enhance learning and independence ( do not overwhelm)

  7. The top 10 educational prompts • 1. Full Physical Assistance • 2. Partial Physical Assistance • 3. Full Model • 4. Partial Model • 5. Full Verbal Model

  8. Cont…. • 6. Partial Verbal Model • 7. Gesture Prompt • 8. Positional Prompt • 9. Environmental Prompt • 10.Independent

  9. Whole Person Wheel and the Special Education Population • Physical • Social • Emotional • Volitional • Cognitive • Spiritual

  10. Prompting for our various students For each group one can be the reporter, one the students and one the teacher/aide. However, all participants are asked to role play First Scenario: • Elementary student with developmental delay and ED. • Apply the whole person wheel • Comment with the group • Identify effective prompts • Rehearse prompts

  11. Cont…. • Second Scenario: “Non-Responsive” student, Medically Fragile, High School male, 17 • Apply the whole person wheel • Comment with the group • Identify effective prompts • Rehearse prompts

  12. Cont….. • Third Scenario: ED student with anger issues, High School male,18 • Apply the whole person wheel • Comment with the group • Identify effective prompts • Rehearse prompts

  13. Your dyad/triad’s own scenario Each group picks a student who puzzles them. Rehearse/present the prompts that could help that student • Apply the whole person wheel • Comment with the group • Identify effective prompts • Rehearse prompts

  14. Prompting for Students With Emotional Disturbances • Never physically prompt or engage students with ED. • Never stand behind students with ED. • Give the prompt as a choice

  15. Cont….. • Give the prompt and disengage. • When you give them a choice, set a time limit for compliance. • If they don’t comply, go back and up the ante. • Repeat these steps as many times as necessary

  16. Questions/Answers

More Related