Articles & Links~
6 Sensory Activities for Students Who Like to Jump and Climb
Could a sensory-friendly classroom improve student outcomes?
Field Notes: Encouraging Positive Dispositions Toward Exceptional Students
Learning While Waiting: Sensory Integration Wall Teaches Skills in the Hallway
OPINION: We won’t break the status quo until we admit our own biases
Unraveling the Myths Around Reading and Dyslexia: Teachers are seeking new training to understand the brain science around dyslexia, the most commonly reported disability among children.
Videos~
A Bee Showed Me that Limits are Lies Jenna Kanell | TEDxTryon
Documentary: Intelligent Lives
FPG Inclusion Institute 2018 links to Presentation Materials
There is an awesome free online training through OCALI. It is called Autism Internet Modules. The site is http://www.autisminternetmodules.org/
Take the excess language out of a directive
Allow the child a better opportunity to process the information
Inform the child of expectations
Represent a lower level of prompting than verbal prompts
November 2017 Task of the Month
"Visuals are a must when teaching students with autism spectrum disorders and other special needs. Often, we place the visual reminders about rules and routines in centers or show them during group times without remembering that we need first to teach the meaning of these visuals during 1:1 practice with staff."
"Looking for visuals in all settings and then following the direction given by the visual leads to greater independence for our students."
Birth to Five are an expansion of the North Carolina Foundations for Early Learning and Development (2013). Learning progressions were developed for each identified goal in four developmental domains, and show the steps through which children develop skills from birth to five years. During the first year of life, progressions are provided for skills achieved at two-month intervals; during the second year, three-month intervals; and from thirty-six to sixty months, skills are noted at six-month intervals. The comprehensive observation guidelines include age level, skill being observed, situation for observation of skills, strategies for eliciting the skill, if needed, what observed behavior indicates achievement of the skill, and routines-based intervention or embedded instruction. Instructions for navigating the NC Early Learning and Development Progressions: Birth to Five can be found here.