Transcript Critical Features of Quality Programs ASDVI Part 1

Essential Components of a
Program of Instruction for Every
Student with ASDVI
VI
ASD
VI
NT
ASD
Expanded Core Curriculum for
Blind/VI
□ Compensatory or functional
academic skills, including
communication modes
□ Orientation and mobility
□ Social interaction skills
□ Independent living skills
□ Recreation and leisure skills
□ Career education
□ Use of assistive technology
□ Visual efficiency skills
□ Self determination
ASD Expanded Core Curriculum
□ Engagement
□ Communication – expressive, receptive,
nonverbal
□ Play, Social Skills
□ Sensory and Motor Skills
□ Adaptive Behavior
□ Challenging Behaviors
□ Organization Skills
“Educating Children with Autism”
EXPANDED CORE ASDVI
 Engagement
 Communication –
expressive, receptive,
nonverbal
 Play, Social Skills
(including Recreation
and Leisure)
 Adaptive Skills
 Organization Skills
 Orientation and
Mobility (include
sensory and motor
skills)
 Career and Life
Education
 Self Advocacy
**Use of Assistive
Technology and Visual
Efficiency Skills to be
considered for all above
areas…
Critical Lifelong Goals






To tolerate people and value
interactions
(interdependence/cooperation)
To communicate intentionally and
effectively
To organize information and learn
meanings/purposes (words, events,
routines)
To tolerate change and accept new
experiences
To be independent of constant verbal
direction
To self-monitor and manage stress
Assessment: To Build a Picture of
the Child So that Everyone
Understands…
Be ready to answer the following
as a result of your assessment:
How does the individual
interact/interface
with the environment?
Are interactions (skills)
generalized?
Building the Individual Student Profile:
1) How does the individual respond to sensory
information?
2) How does the individual communicate?
(receptive, expressive, nonverbal)
3) How does the individual play?
4) How does the individual interact with others?
5) How does the individual respond to change
under a variety of conditions?
6) How does the individual learn new
information?
7) How does the individual perform skills
expected for his/her age?
8) Develop plan for completing a task?
9) What are the individual interests and
strengths?
10)What is the individual’s primary learning
medium?
“
Critical Skills
“Learning to Learn” Skills
Assessment
•Attending
•Waiting
•Response to instructions
•Learning from prompts
•Persistence
•Staying on task
•Observational learning
•Asking questions
•Asking for assistance
□ Where?
□ When?
□ Under what
conditions?
□ Generalized?
Essential Components of
Effective Program
Development for Learners
with an ASDVI
Generalization:
Activities and
Opportunities
Comprehensive Program of Instruction:
1)
2)
3)
Address sensory and
biological needs
Provide appropriate
reinforcement
Opportunities to
communicate and
functional
communication
systems
4)
5)
6)
7)
8)
Concrete supports to
assist with participation
and understanding
Address task demands
Systematic, planful
instruction
Data driven decision
making
Appropriate level of
instruction
Assessment:
Understand and Use “Picture of the Child” as the Foundation
Evidence-Based
Interventions
National Standards
Report
□ http://www.nationalau
National Professional
tismcenter.org/pdf/NA
Development Center
C%20Standards%20R
□ http://autismpdc.fpg.
eport.pdf
unc.edu/
Purposeful
Movement/O&M
CAPS