Our Time Together…

11

“It is in fact a part of the

function of education to help us escape, not from our own time — for we are bound by

that — but from the intellectual and emotional limitations of our time.”

T.S. Eliot

Our Time Together…Our Time Together…

• Will explore practical strategies to Will explore practical strategies to consider in the classroom.consider in the classroom.

• Will explore the use of a systematic Will explore the use of a systematic decision-making process to…decision-making process to…• Identify personalized pupil learning needs Identify personalized pupil learning needs

• identify some appropriate adjustments and identify some appropriate adjustments and modificationsmodifications

• apply best practices in designing an apply best practices in designing an instructional program instructional program

22

……to facilitate meaningful to facilitate meaningful participation for children participation for children

with PMLDwith PMLD

33

Children with PMLD are...Children with PMLD are...

ChildrenChildren

• with the needs with the needs that all children that all children havehave

• withwith abilities abilities and extensive and extensive learning needs learning needs

• who can learn who can learn when given when given appropriate appropriate experiences and experiences and supportsupport

44

What are learning needs What are learning needs of children with PMLD?of children with PMLD?

Significant Intellectual/Cognitive Significant Intellectual/Cognitive Disabilities Disabilities

55

Additional and Additional and coexisting coexisting

Physical Physical MedicalMedicalSpeech & Speech &

language language BehavioralBehavioralSocialSocialPersonalPersonalHearing/vision/Hearing/vision/

sensorysensory

Physical Physical MedicalMedicalSpeech & Speech &

language language BehavioralBehavioralSocialSocialPersonalPersonalHearing/vision/Hearing/vision/

sensorysensory

66

Important ElementImportant Element

IntensityIntensity

77

Always Check On Our Always Check On Our Assumptions…Assumptions…

““Life is like a Life is like a box of box of chocolates” chocolates” Activity….Activity….

88

IMPORTANTIMPORTANT

Least DangerousLeast Dangerous

Assumption!Assumption!

99

Let me introduce you to Sue…Let me introduce you to Sue…

1010

Shoulder PartnerShoulder Partner

1111

CRUCIALCRUCIALMeaningful CommunicationMeaningful Communication

1212

Instructional IssuesInstructional Issues

Need for:Need for:

•Explicit and systematic instructionExplicit and systematic instruction

•More time to learn and practice skillsMore time to learn and practice skills

•Reliable and flexible supports for Reliable and flexible supports for learninglearning

•Opportunities to apply skills in natural Opportunities to apply skills in natural settingssettings

1313

Ways to Facilitate Meaningful Ways to Facilitate Meaningful Participation…Participation…

How?How?

• SupportsSupports for for learning of same learning of same expectations…expectations…

What?What?

• Change Change what what children are children are taught and taught and assessedassessed

1414

How?How?Five General AreasFive General Areas

MMethods and materials for ethods and materials for instructioninstruction

AAssignments and assessmentsssignments and assessments

LLearning environmentearning environment

TTime demands and schedulingime demands and scheduling

SSpecial communication systemspecial communication systems1515

How?How?

MMethodsethods and materials for and materials for instructioninstruction

• Prompting, visuals, objects of referencePrompting, visuals, objects of reference• Adapted materials and switch-activated Adapted materials and switch-activated

devicesdevices

AAssignments and assessmentsssignments and assessments• Symbol pointing or patterning instead of Symbol pointing or patterning instead of

writingwriting• Video assessment – VIG Video assessment – VIG

1616

AdjustmentAdjustmentss

LLearning environment earning environment • Positioning and physical Positioning and physical

considerationsconsiderations• One-on-one One-on-one

instruction/peer mediated instruction/peer mediated learning/need for small learning/need for small groupgroup

• Enrichment focused rather Enrichment focused rather than remediationthan remediation

TTime demands and ime demands and schedulingscheduling

• Object or picture scheduleObject or picture schedule• Additional time to complete Additional time to complete

taskstasks• More opportunities to More opportunities to

practicepractice

LLearning environment earning environment • Positioning and physical Positioning and physical

considerationsconsiderations• One-on-one One-on-one

instruction/peer mediated instruction/peer mediated learning/need for small learning/need for small groupgroup

• Enrichment focused rather Enrichment focused rather than remediationthan remediation

TTime demands and ime demands and schedulingscheduling

• Object or picture scheduleObject or picture schedule• Additional time to complete Additional time to complete

taskstasks• More opportunities to More opportunities to

practicepractice1717

How? How?

SSpecialpecial communication systemscommunication systems• Communication boardsCommunication boards• PECSPECS• Augmented communicationAugmented communication

All AreasAll Areas ((MALTSMALTS))• Personal assistance Personal assistance • Assistive technologyAssistive technology

1818

Adjustment StationsAdjustment Stations

In assigned groups:

Go to the station assigned

For the period of time there, write down all the practical ways you have created this adjustment in your classroom.

Stay at the station until you hear the change sound.

Move with your next group to the next station and repeat

1919

ModificationsModifications

• Partial completion of requirements

• Expectations substantially below grade level

• Alternate curriculum – developmental/functional

2020

Changes to Changes to what what children are children are expected to learn and demonstrateexpected to learn and demonstrate

What Do Modifications Look LikeWhat Do Modifications Look Likein the Classroom?in the Classroom?

•Targeted objectives Targeted objectives (lower-level/alternate)(lower-level/alternate)

•ContentContent (less/much lower (less/much lower level/alternate/blended)level/alternate/blended)

•AssessmentsAssessments (simplified/different) (simplified/different)

2121

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Examples of ModificationsExamples of Modifications

Class Objective

Write own first and last name, address, and phone number.

Pupil’s Objective

Seeks attention throughFamiliar gesture.

(English P3 )

Class Objective

Describe the characteristics of mammals.

Pupil’s ObjectiveExplores 3D mammals

bybanging or rubbing

objects together (Maths P3)

2323

Examples of ModificationsExamples of Modifications

Class Objective

Learn historical and cultural information about Egypt.

Pupil’s ObjectiveRecognises

themselves in pictures of recent

Egyptian class activity (History P4)

Class Assessment

Add two-digit numbers with regrouping.

Pupil’s Assessment

Matches objects by recognising similarities

(Maths P5)

Meaningful Participation

2424

Doesn’t look like…

Looks like…

Quality Indicators - What Does Quality Indicators - What Does Meaningful Participation Look Like?- Meaningful Participation Look Like?-

The pupil’s participation reflects information from his/her individual educational plan and other sources.

The pupil is learning priority skills in natural settings throughout the day.

The pupil has opportunities for interacting and learning with peers who can act as role models/learning partners.

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What Does Meaningful What Does Meaningful Participation Look Like?Participation Look Like?

Adjustments and modifications are provided as needed.

Age-appropriate instructional activities and materials enable active pupil participation.

Progress towards statement/ IEP goals/objectives and other curricular outcomes is measured and documented regularly.

2626

How Do I Plan for Meaningful How Do I Plan for Meaningful Participation?Participation?

• Who…Who…

• What...What...

•How?How?

2727

Steps in the ProcessSteps in the Process

A.A. Gather and organize information about the pupil.Gather and organize information about the pupil.

2828

D. Evaluate the impact of the pupil’s participation in the instructional program.

C. Plan instruction to meet the pupil’s learning needs.

B. Address IEP learning priorities throughout the day.

Step A:Step A: Gather and Organize Gather and Organize Information Information about the Pupilabout the Pupil

Focus on the individual and get personal….

2929

Think Multi-Dimensional… Think Multi-Dimensional…

3030

Families

Goals

Present Level

of

Performance

Additional

information

Additional

therapiesLearning

preferences

Strengths

Adjustments Modificatio

ns

Quality IndicatorQuality Indicator

The pupilThe pupil’’s participation s participation reflects information from reflects information from his/her statement/ individual his/her statement/ individual educational plan and other educational plan and other sources.sources.

3131

QI QI

Keep it simple…Keep it simple…

3232

Pupil Profile

• Learning priorities

• Strengths

• Accommodations

• Special needsKaty

Johnson

Quality IndicatorsQuality Indicators

Skills are learned in settings in Skills are learned in settings in which they would naturally be which they would naturally be used.used.

Opportunities available for Opportunities available for interacting and learning with peers interacting and learning with peers who can act as role who can act as role models/learning partnersmodels/learning partners

3333

QIQI

Step B:Step B: Address IEP Learning Priorities throughout Address IEP Learning Priorities throughout the Day – the Day – Infused GridInfused Grid

3434

Greets people by raising arm,

Matches big, medium, small objects

Student: Katy Johnson

Age:

Year:

Daily Activities & Routines

Arr

ival

Lit

era

cy

PE/A

rt/

Mu

sic

Lu

nch

Recess

Nu

mera

cy

X X X X X X

You Try It: You Try It: Create an Infused Skills GridCreate an Infused Skills Grid

• List the pupilList the pupil’’s Statement/IEP learning s Statement/IEP learning priorities.priorities.

• Indicate where they will offer natural Indicate where they will offer natural engagement throughout the day.engagement throughout the day.

• Indicate when direct instruction will Indicate when direct instruction will take place by circling the take place by circling the XX..

• Give examples of how they might be Give examples of how they might be addressed in each targeted setting. addressed in each targeted setting.

3535

Step C:Step C: Plan Instruction to Meet the Plan Instruction to Meet the PersonalizedPersonalized Learning NeedsLearning Needs

3636

•

What will the pupil learn?

•How will the pupil participate?

Grouping for InstructionGrouping for Instruction

3737

Same activity

Different

activity

?

Can the Pupil Participate Can the Pupil Participate

in the Same Activity as Peers in the Same Activity as Peers ……

1. Just like other pupil’s in the group or with adjustments?

2. With lower-level objectives in the same curriculum area (modifications) and adjustments, if needed?

3. With alternate objectives from other curriculum areas embedded (modifications)?

3838

If not...

If not...

4. Work on a different activity in the room related to his/her learning priorities?

5. Do an out-of-class activity related to his/her learning priorities?

3939

If Not the Same Activity Should If Not the Same Activity Should the Pupil...the Pupil...

If not...

Participate in the Same Participate in the Same ActivityActivity

1. Just like most other children (same outcome, with adjustments if needed)?

• Listen to a story read aloud• Make a collage using eye contact to place pieces• Play ball passing during P.E. with prompting

from a peer

4040

Participate in the Same Participate in the Same ActivityActivity

2. With lower-level objectives from the same curriculum area (modifications) and adjustments if needed?• During a lesson on responsibilities of the government

• Match unfamiliar pictures (building/people)

• During a lesson on telling time to the 1/4 hour• Sequence 3 pictures

• During a lesson on budgeting• Match coins

4141

Participate in the Same Participate in the Same ActivityActivity

3. With alternate objectives from other curriculum areas embedded (modifications)?

• During a science activity

• Looks towards flashes of light or turns towards loud sounds (P1).

• During a history discussion

• Maintain an upright position and reaches out to feel historical artifact ( P3i)

4242

4.4. Work on a Work on a different activitydifferent activity in the in the roomroom related to his/her learning priorities? related to his/her learning priorities?

4343

Participate in a Different ActivityParticipate in a Different Activity

Complete a written test on a science unit

Feels materials in hand-over-hand partnerships (P2)

Write a five-paragraph essay on the electoral college system

Communicate about likesand dislikes through symbols (P4)

Group Pupil

5. Do an 5. Do an out-of-classout-of-class activityactivity related to related to his/her learning priorities? his/her learning priorities?

4444

Participate in a Different ActivityParticipate in a Different Activity

Gym/hall • Performs singleactions: rolling, running, or jumping (PE P4).Local store •Makes similar responses several times during interactive sequence with adult (PSHE P2).

School office

• Searches intentionally for objects in their usual place (Math P5)

Location Activity

Quality IndicatorsQuality Indicators

The learning goals are meaningful for the The learning goals are meaningful for the pupil now and in the future.pupil now and in the future.

The pupil participates in varied The pupil participates in varied instructional groupings. instructional groupings.

Adjustments and modifications are Adjustments and modifications are provided as needed.provided as needed.

The pupil is actively engaged in learning.The pupil is actively engaged in learning.

The activities and materials are age-The activities and materials are age-appropriateappropriate..

4545

QI QI

Group Objectives and Group Objectives and ActivityActivity

• Create a simple survey and collect data. Make Create a simple survey and collect data. Make a graph to show results. a graph to show results.

4646

llll lllWhich animal is the best pet?Dog

Cat

Bird

Fish

Gerbil

llll lll

llll

llll

l

ll

Dog Cat

Bird Gerbil

Fish

??

??

?

What Katy Learns and What Katy Learns and DoesDoes

• With a peer, collect survey data and count the With a peer, collect survey data and count the marks. Matches symbol of animal.marks. Matches symbol of animal.

4747

Which animal do you like best?Dog

Cat

Bird

Fish

Gerbil

Making a Book for a Young Making a Book for a Young ChildChild

4848

S

The fish opened

his mouth and

swam towards

the worm.

KatyGroup

Determine If You Need to Determine If You Need to Change...Change...

The learning objectives (lower-level, alternate)

The way the lesson is taught or materials used

The way pupil will responds

The level of support or grouping arrangement

The behavior management strategies

Time or scheduling demands

Assessment content or procedures4949

Step D:Step D: Evaluate the Impact of Evaluate the Impact of ParticipationParticipation

in the Instructional Programin the Instructional Program

• Assess progress in learning

• Evaluate the instructional program

5050

Assessment of Pupil Assessment of Pupil ProgressProgress

• Conduct regularly scheduled assessments Conduct regularly scheduled assessments

• Document resultsDocument results

• Use varied assessment methodsUse varied assessment methods

• Base decisions on valid and reliable Base decisions on valid and reliable informationinformation

5151

Ways to collect data…Ways to collect data…

• It is not always the amount of data but the It is not always the amount of data but the quality and analysis of that data that is most quality and analysis of that data that is most important….important….

• Assessment for teaching must provide a Assessment for teaching must provide a frame for data collection and analysis…frame for data collection and analysis…

5252

Quality IndicatorsQuality Indicators

Pupil progress towards Statement/IEP Pupil progress towards Statement/IEP goals/objectives and other curricular goals/objectives and other curricular objectives is measured and objectives is measured and documented on a regularly documented on a regularly scheduled basis.scheduled basis.

Using the Infused Grid as a source of Using the Infused Grid as a source of data collection…data collection…

5353

QIQI

Any questions?Any questions?

5454

Contact informationContact information

Dr. Phyllis Jones

Department of Special Education

College of Education

University of South Florida

USA

pjones7@usf.edu

5555