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    Summer 2009

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    Training will consist of several different parts.

    ` Overview of assignments related to the

    courses in which you are enrolled

    ` Overview of camp/campers/activities` Counselor Strategies

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    Thank you for participating in this years CampSoaring Eagle. Please note that students whohave participated in camp in past semestershave had an overwhelmingly positive response

    to the camp experience and campers and theirfamilies have truly benefitted from UMWsinvolvement.

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    Think you dont need to experience this type oftraining? We bet youll reconsider this idea at theend of camp. It is a wonderful way for teachersto experience kids with disabilities without the

    pressures of SOLs or large classrooms and tosee them working on different skills such associal skills. Everyone, whether you alreadyhave a degree in Special Ed (or a Ph.D. even),learns more from working with the children at

    camp!

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    Because children with disabilities are all different,the more exposure and opportunities you giveyourself to work with these kids, the betterteacher you will be for all students!

    We can all learn from each other throughout thisexperience.

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    `

    Designed for kids with disabilities whoseparents are enrolled in the ExceptionalFamily Member Program.

    ` UMW students design and run the campusing play-based approaches.

    `A low counselor to camper ratio allowschildren (ages 4-13) to enjoy a positivecamp experience that is developed withtheir individual special needs in mind.

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    Camp is a great way to do a practical assignment over the summer! Whybe stuck inside doing homework when you can have fun working withkids!

    EDSE 531 - students will be observing and working with children with avariety of disabilities as discussed in the course. Camp provides you withsome training in working with children who have various needs and theopportunity to observe various accommodations/modifications. You willcomplete your assignment based on your volunteer hours at camp.

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    ITEC 531 - students will use the opportunity to observe and workwith children with a variety of disabilities and complete anassignment where they discuss, design, and evaluate appropriate

    assistive technology (no tech, low and high) that would supportthese children in camp, school, and other settings.

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    ` I learned so much from thisexperience.

    ` I was scared to work with kids withdisabilities at first, but this was agreat way to learn they are a lotlike other kids.

    ` Thank you for giving me theopportunity to work with kids Iwouldnt normally have in class. Iam a better teacher because ofthis experience.

    ` Please, please keep CampSoaring Eagle going every year.

    ` Camp Soaring Eagle was thehighlight of my training in specialeducation at UMW.

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    ` You mean he really can comeback?

    ` My son made a friend. I haveto get that kids phonenumber.

    ` This has been such apositive experience for mychild.

    ` I had no problem leaving mychild. You can tell theprogram is run by

    professionals.

    ` This is the only camp mychild has been able to besuccessful in. Thank you!

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    ` E-w-w, we loved the

    bugs.

    ` Can I do this allsummer?

    ` My favorite part was my

    counselor.

    ` Were all friends here.

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    x Visual impairments

    x Cerebral Palsy

    x Autism

    x

    Developmental Delayx ADHD/ADD

    x Reading difficulties

    x Intellectual Disabilities

    x

    Speech/language impairments

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    To practice:

    ` Social skills

    ` Communication skills

    ` Play skills

    ` Attention skills

    Using a play-based approach (modified Floortimestrategy). Its summer, so were going to stop the

    academic focus and work on the communication skillswhich support all areas of a childs life.

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    Now lets discuss how all of this is accomplished

    through various camp roles. Camp Coordinators

    CartV

    olunteers UMW CGPS Students

    Campers

    EFMP folks

    Marines

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    ` Develop, plan, and coordinate camp activities and requirements

    (this begins in January!).

    ` Supervise check-in/check-out process and liaison with parents.

    ` Supervise use of elementary school and maintain positiverelationship with summer school principal.

    ` Open the school. Survey rooms for safety. Do final checks at theend of the day before closing down school.

    ` Supervise counselor and camp activities.

    ` Inform counselors of any changes made to daily schedule.

    ` Coordinate with EFMP Coordinators and Quantico ElementarySchool for physical requirements for the camp.

    ` Liaison with other outside agencies as required.

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    ` Cart volunteers will be rotating to present a structuredactivity in music, art, science, and reading circle for thecampers.

    ` Every classroom will have the opportunity to participate

    in each cart activity (music, art, science, reading)throughout the morning schedule. The activity cartschedule will be given to all the counselors in advance.

    ` Counselors will clean up the classroom after the activity

    as volunteers will be rotating to other classrooms.

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    There are of course, some rules for campers AND

    counselors

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    ` First and foremost - make it FUN!` Know your campers who they are and what type of

    support they need.

    ` Ensure the safety of the campers at all times.

    ` Be flexible adapt and improvise.

    ` Keep the lines of communication flowing (with othercounselors/staff as well as with the campers).

    ` Watch and listen teachable moments abound!

    ` If in doubt, ASK FOR ASSISTANCE!

    ` Did we mention to make it FUN?

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    ` The safety and well-being of your campers is yourparamount responsibility.

    ` What a person has not who a person is. Use PeopleFirst Language always.

    ` Respect the confidentiality of campers at all times! Bediscrete.

    Do not discuss any issues involving the campers infront of other campers or parents. Do not discuss any camp issues outside of camp

    hours. Make sure you have two Counselors in the

    classrooms at all times.

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    ` Counselors should remain with the groupand in the classroom/location. Use anyfree time you may have tocollaborate/plan with the members of yourclassroom.

    ` Counselors stand outside the door of the

    bathroom as children use the restroom. Inthe event that there is a child who needsassistance, call on the coordinators forhelp.

    ` Notify a coordinator of any crisis or

    emergency in your class(medical/behavioral).

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    ` Be positive and encouraging!

    ` Never physically restrain a child. If there isan issue where a child might hurt him/herself orothers, immediately call a coordinator andremove the OTHER students from the activity.By removing the reinforcement of otherchildren (audience), the agitated child will oftensettle down.

    ` Remember to communicate with the othercounselors in your classroom. Talk about whatis going on and any concerns that you mayhave.

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    Counselors interacting 1:1

    with kids encouraging

    them to interact with other

    counselors, toys, andcampers!

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    Counselors sitting aroundor talking and watching

    the kids do stuff on their

    own. We want you

    interacting the entire daywith the kids (you should

    be EXHAUSTED from all

    of the talking!)

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    ` Counselor Rules from Ashurst ElementaryPrincipal

    ` NOTHING ON WALLS!

    ` No children/staff behind the stage.

    ` Counselors must wear badges. Bring in ID card anduse lanyard.

    ` Do NOT give Ashurst Elementary School number out

    to parents to call. Have EFMP give their cell phonenumber.

    ` Can use hallway bathroom.

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    ` All counselors meet to coordinate daily activities andresources at 7 a.m. before the campers arrive.

    ` Review activity schedule for the day ensure thatmaterials are in place.

    ` Greet your campers with a smile upon their arrival.

    ` Have warm-up activities in place.

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    ` Execute the daily schedule and adapt andimprovise as needed!

    ` Ensure that your campers have found their ridehome. Share three good things about eachcamper with the parents. Parents of kids withdisabilities NEED positive feedback about theirkids!

    `

    Prepare your classroom for the next day beforeyou leave.

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    ` Eat a good breakfast because you will be very activethis week and it will help put you into a positive moodand give you the added energy you will need!

    ` Wear comfortable clothing and shoes (camp t-shirts

    are provided). You will be active and you will getdirty!

    ` Use visual schedules as needed.

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    ` Present the projects in a manner that willaccommodate your campers think, auditory, visual,and tactile.

    ` Have samples of various crafts for viewing.

    ` Vary/modify the project to fit the campers specialneeds or desires as needed.

    ` Prepare the campers for transitions: In five minutes

    well be going to the gym.

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    ` Dont forget bathroom breaks for the campers.

    ` Plan breaks for the counselors in your classroom too, ifneeded.

    ` Present information both visually and orally.

    ` Explain, then check for understanding (ask questions);re-explain if necessary.

    ` Chunk the information (break it into manageablepieces).

    ` Have a few activities available for campers who finish

    early.

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    We will use a positive behavioral system. Lots of praise,high fives, etc. Kids with disabilities need to hear this somuch more than the average child.

    In the event that a child is misbehaving, make sure that

    you have given clear expectations that you clarify thatthe child understands, then use a three warning system(except for aggressive behavior) in which on the thirdoffense, the child takes a time-out.

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    We find that the majority of behavioral issues are actuallyunaddressed sensory issues (either overstimulation, orunder stimulation). Use the SECRET Strategy todetermine if this issue is sensory.

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    ` A=Attention. Is there a way to draw the students attention AWAY from theiranxiety?

    ` S=Sensation. Is there a sensation that is alarming to the student? If so, howcan it be modified? Can I use another sensation to override it?

    ` E=Emotion. What emotion is the student experiencing and what techniques do Iknow that work best when they feel this way?

    ` C=Culture. What part of the school culture can be changed to avoid situationslike this in the future?

    ` R=Relationship. Is there something in the students relationship with me orsomeone else right now thats causing them to act this way? What can I do aboutit?

    ` E=Environment. What in the environment is setting my student off? How can Ichange it?

    ` T=Task. What is troubling my student about the task at hand? How can the taskbe modified to not be so problematic for the child? Is there another task I can subin that will provide a calming influence?

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    ` Ask the camper if they would like to meet the dog. If they do, walkover to see him with your camper.

    ` Let the campers know that the dogs are visiting them at campbecause they love kids and they have attended other camps before.

    ` Ask your camper if they would like to pet the dogs or give them atreat (handler will have treats).

    ` If a camper seems hesitant about approaching the dogs, try to talkto them about a pet they love or just stay where they can watch thedogs interacting with the other kids. Sometimes it takes a few

    minutes for some children to feel comfortable.

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    ` If a camper says that they are afraid or do notwant to pet a dog, thats okay too. Have thecamper just watch the other kids interactingand talk to them about what they areobserving (ex: Look at the dogs white coat

    or see Sally feeding him a treat.he must behungry).

    ` Remind the campers to pet the dogs gently.No grabbing or pulling, etc. Some campersmay find it helpful to be shown how to pet,brush, feed a treat (the handler will assist withdemonstrations too).

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    A parent has a concern about animal therapy dogs visiting atcamp:

    ` Reassure the parent that the dogs have been working as volunteersfor a long time and have worked at camps, hospitals, nursinghomes, hospice houses, and private homes.

    ` The dogs have worked with kids, teens, seniors, the terminally ill,and all types of disabilities.

    ` The dogs are trained and certified therapy dogs.

    ` If a question/concern comes up that you are not sure about, ask thedogs handler to speak to that parent or ask a coordinator.

    ` If a camper is fearful of dogs, they do not have to participate andthey can watch the activity at a comfortable distance.

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    A play-based educational approach, whichincorporates the use of toys and other highlymotivating objects to help children attend,communicate and participate.

    Developed by Stanley Greenspan, Floortime isthe result of studying typically developingchildren and has been adapted to use withchildren with communication difficulties, suchas speech disabilities, developmental delays,

    ADHD, and Autism.

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    ` Follow the childs lead. Do what is interesting to him/her but work

    hard to be exciting to the child. Make him/her want to talk withyou, be near you, etc.

    ` Help extend their conversation or their stories with prompts.Such as: Oh, where would your fireman go? Which do you want?Can you give me more?

    ` If they are playing with another child and the play goes flat, helpthem. Oh, Johnny, do you think we should see if Sarah wants thebus to stop and pick her up? Sarah where is the bus taking you?

    ` No matter what, YOU keep talking. Describe, show, explain, givechoices, etc.

    ` If the student isnt paying attention to you either change toys ORdo something sensory (walk, bubbles, stomp rockets, etc.)

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    During Free Play

    We will provide activities for the children tochoose from. Stay with the child. Focus oncommunication b/n children and b/n you and the

    child. Encourage attention and communication(gestures, signs, pointing, PECS, words,sentences, etc.)

    As a reminder, Counselors should be working 1:1with kids, not standing watching. This may be

    the MOST important part of their day at camp!

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    Please read the document about Floortime/play

    based activities information provided before camp

    to better prepare yourself to work with the kids. If

    you have any questions, please contact Dr. Myers

    at [email protected].

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    A camper feels ill:` Try to determine whats wrong.` Try to redirect the camper to take their mind off the

    problem.` Make the camper as comfortable as possible.`

    Is there something in the classroom that is causing thediscomfort (noise/sounds/smells)? Try to remove thesource if possible. Improvise to help the camper copeand participate as fully as they can.

    ` Escort the child to the nurse.` Notify a coordinator if the illness seems serious.

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    A camper (or counselor) gets hurt:` Do not take any chances with an injury. Have a

    coordinator/counselor take the camper to themilitary medical staff.

    ` Complete an incident form.` If the injury affects the campers ability to walk or

    maintain balance, do not try to move thecamper. Have the injured camper remain seatedand immediately send a counselor to get the

    nurse and then notify a coordinator.

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    A camper arrives afterhaving a rough night:` Try to get the camper involved in an activity to take their mind off of

    the problem.` De-escalate the situation by trying to redirect the camper to

    participate in the activity at hand. Try not to reinforce the negativefeelings by talking about it too much. Try to keep the camper moving

    towards participating and having fun!` Clarify behavioral expectations.` Take a walk to burn off any extra energy/anxiety.` Allow the camper some free activity time to settle down, or involve

    the camper in helping a younger group for a few minutes(sometimes helping others takes the focus off of the camper).

    ` Notify a coordinator if you cannot persuade the camper toparticipate in some way.

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    A disability prevents full participation:

    ` Emphasize the campers strengths and abilities! Becreative if an activity needs to be adapted.

    ` Assist the camper in participating as fully as they can by

    modifying the parts of the activity that they are strugglingwith.

    ` This is a good time for offering a choice ask thecamper about the type of support they feel they need.Offer a suggestion if they are struggling.

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    A camper misses their parent:

    ` Try to redirect the camper with an activity, book,or toy. Work hard to get them involved with thegroup activity!

    ` Have the camper write a note/draw a picture forMom and Dad to see when come back to pickup.

    `Ask parents for a digital picture that their child

    can keep with them.

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    A parent wont leave:

    ` Reassure the parent of their childs well-being at the camp. Explain that themajority of the camp counselors are seasoned teachers and parentsthemselves.

    ` Empathize: I have young children and understand how hard it is to let gosometimes.

    `

    Share the schedule with the parent, so they can feel comfortable knowingtheir child will be having fun.

    ` If a parent continues having difficulty, tell them that a coordinator can touchbase and offer an update for them to alleviate their fears/concerns. Getparents cell phone number.

    ` A short visit to the class may alleviate their concerns on the first day ofcamp, but try to use the other suggestions first. It would be difficult toaccommodate every parent in this way and this often upsets other campers.

    ` Contact a coordinator for assistance if needed.

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    You see bullying occurring:

    ` Be responsive. Take the appropriate steps tointervene. Get assistance if you need it.

    ` Stop and listen to the affected child. Takecomplaints of bullying seriously.

    ` Restate the behavior expectations to allinvolved.

    ` Notify the coordinators if additional guidance isneeded.

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    A camper asks why something/someone looks different:

    ` Explain the difference to the camper in understandable terms (ex. Johncant hear as well as you or I can. His hearing aid helps him to hear like usor Susan hasnt learned to talk yet, but she can answer us with herpictures.

    ` Explain that people can be different/unique and that it is okay. Encouragecampers to learn more about them, be kind to them, and to include them intheir activities. Have them walk in their shoes.

    ` Every person is unique and each one of us has individual needs andabilities. Use examples campers can relate to: some people are tall andsome are short; some people have dark skin and some have light skin.They use a wheelchair to get around.

    ` Remind the campers that EVERYONE likes to be included, accepted andliked.

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    A camper says Ihate this:

    ` This almost always means that the child is

    stumped or frustrated find the source for this.

    ` Take the time to work with them 1:1.` If the task is too hard/easy, find an alternate

    activity or see if they can work with another

    camper.

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    Flexible + fun