Self-Assessment

The ability to self-reflect is one of the most important quality humans have. Without it we cannot learn from our mistakes. For many people, self-reflection is a tough thing. They either don't want to, or don't know how to reflect on previous experiences. But it is crucial to growth we do.

Students with exceptionalities may have a particularly difficult time reflecting. I find doing a "self-assessment" at the end of each period helps build there skills. It also creates the opportunity for grading system that isn't skills based (should you chose to implement it).

Here's my self-assessment document:

At the end of each period (last couple minutes), each student grabs their self-assessment. They score themselves on how "respectful", "responsible", and "safe" they have been that period. They can get up to 10 points. To avoid students who mark 10 each time, an adult must initial it before it's turned in. This also give you a chance to touch bases with your students if their behavior was below (or above) expectations.

I also used this as a non-skills based way to grade my students. The data is easily inputted into any grading system.

E-mail me (sara.kerbs.r@gmail.com) if you'd like to use my document as a template.

First Day of School

As a teacher, you know that the first day of school sets the tone for the rest of the year. Obviously, lessons about school rules and classroom expectations are your first priority. But also showing the kiddos your fun side and getting to know your students is critically important. Here are a couple of activities I've used in the past for the first day of school. "Getting to Know You" Questionnaire

If you have a classroom full of students who are able to write, giving them this questionnaire to fill out will give you a good sense of who they are. If at all possible, I like to pull students aside one at a time and go through it with them. This gives you a little one-on-one time with the student, establishing a relationship with them. Pulling students out individually will be necessary if you work with an especially young population or any group of students who have little to no writing skills.

Time Capsule

One of the funnest activities I like to do is a time capsule. Not a 30 year time capsule mind you, but a year long one. It's so amazing to see how much your students change in the course of one year. Both you and your students will enjoy seeing the growth.

Instructions for this one are simple. First, you'll need a box (not too big, because you'll have to store it ALL year). Then on the first day of school, take a picture of each of your students (Polaroid works best, unless you're so tech savvy you can print your picture instantly). Have your students put their picture in the box as well as some crafty item they've made that day. I also like to have my students put in a copy of their "Getting to Know You" questionnaire, so we can see how much their personality has grown/changed. Of course, there are endless items you can put in your capsule, depending on how big you want to make it. Be creative!!

When your class has put everything in the capsule, seal it up tight and have them decorate the outside. Store it in a safe place and don't forget to open it on the last day of school!

Surfers

I love having photos of my students up around the classroom. On the first day, I like to have them color a little surfer guy, then we paste their photo on the top. I usually have set up some type of board with waves on it. We put the surfer guys up and it's a great classroom decoration!

Autism vs. Communication

Below is video about a girl named Carly. She has severe autism but learned to express herself through her computer. Check it out!

Morning Calendar

Every morning my class starts off the day by doing what we call "Morning Calendar". It's a chance for us all to sit and discuss what day it is, what the weather is like, and learn some basic daily facts like how many minutes there are in an hour. Originally, I did Morning Calendar on a whiteboard, but since the addition of an ActivBoard in my classroom, it's grown into a whole big activity. Whether you have an ActivBoard, a whiteboard, or a chalkboard, you can still take the general principles and use them for a fun lesson each day. At the top, we discuss the date, then we move onto the season. After that we circle what the weather looks like outside, then make guesses on what temperature we think it is. We write out guess next to our initials and click on the hyperlink that goes to a website with our temperature readout. Next we decide what the appropriate clothing would be for the weather outside, and dress this poor guy accordingly.

Next is money. For students who are just starting off with money, we do basic facts (quarter=$0.25, etc.). For students with a better understanding of money, we practice adding the money on the screen, then reveal the answer underneath it.Fractions are next. We count how many piece are total and put that number on the bottom. Then how many are shaded and that number goes on top. Every day I change the location and number of the shaded pieces.

Moving on to time. We discuss basic time facts and then read the exact time on clock.

Then we discuss facts about the calendar. How many days in a week, etc.

Next we answer some simple questions about ourselves (address, date of birth) and some questions about our location (zip code, coast). Afterward we click on the hyperlink to Google Earth and continue with our geography. We go through and list our planet, country, state, county, city, and school.

It took years for my students to be able to answer all these questions. If you implement a lesson such as this, start simple. Then move on to more complex questions.

Teaching Appropriate Reactions to Situations

Ever had a student explode with profanity (or tears) over a minor situation? Seems to happen every day in special ed, so I made this lesson for my kiddos. It's a visual that shows the strength of our reaction to various situations. The meter starts at "Flatlands" (every day nothing occurances) and goes all the way up to "Volcano" (the worst possible situation). During the lesson, we discuss various situations and what the proper reaction may be. Maybe a person accidentally bumps me in the hall. That's a tiny anthill of a situation and I can handle that myself. Perhaps someone is hurting my friend. If that's the case it's a mountain situation and I need to see the school counselor.

Click on the picture below for a larger view.

Given this starting lesson, there are countless lessons that can follow. You can take situations that have really happened and place them on the meter; then see how the situation should have been handled. For students that have daily issues with improper reactions, it can be useful to give them a copy of the meter to carry around as a reference when needed. It's very important to first use the meter when a student HAS acted appropriately, so they are able to understand it clearly, without the clouded judgement that behavior brings. Then, once they know how to use it, introduce it during a time when they've had an inappropriate reaction.

E-mail me at sara.kerbs.r@gmail.com if you would like the ActivInspire lesson that accompanies this.

Adaptive PE

I've found over the years, that the classroom teacher is usually responsible for creating and implementing all aspects of an adaptive PE program. So, when these opportunities come along, it's a great time to start thinking creatively. In my hopes to create a fun, stimulating program, I bought my classroom a Wii. There are endless possibilities for physical education (as well as just plain fun). For anyone familar with WiiFit, you can instantly see adaptive PE applications. Each student can keep their own profile with weight, body mass index, as well as their "Wii Fit Age". They can play exciting balance games, run with friends on-screen, do ski-jumps, along with dozens of other fun activities. Each month it seems they come out with a new fitness game geared at getting people healthy through gameplay. The kiddos enjoy it, it creates an awareness of overall healthy, and it's such a hoot! And when the kids aren't doing PE, the other games increase hand-eye coordination, help with fine and gross motor movements, and increase balance.. My students' favorite is Wii Bowling. Everyone can participate and have a wonderful time. If you're thinking that this sounds all to expensive, you're right. A new Wii console costs between $150-200, with games extra. In our class, we sell Otis Spunkmeyer cookies to buy classroom items (but that's a blog post for another time). Some schools will allow you to take this expense from your classroom budget, if you present a valid argument. If not, throw a fundraiser. I assure you it's worth it.

In Their Shoes... Control

There is a reason behind every behavior. As pointless as is may seem when a student tells you to "go to hell" or when they refuse to work... there is meaning behind it. Behavior is simply a way for a student to get their needs met.

The Problem

One of the biggest behavior issues I've seen stems from the need for control. A student may move very slowly getting her pencil out to make the whole class wait. A student refuses to complete his assignment, despite the fact he has the capacity and drive to do so. Why? Simply put, control. 

Students in special education (especially the more severe) have a life that is run by others. Their clothes are chosen for them each morning. Their meals are planned by someone else. They do not get to choose their classes in school. They have little independence and little control in their life. There is one thing they can control though. Their behavior.

The Solution

The struggle for control is usually pretty easy to identify. The problem arises when trying to come up with a solution to this problem. Obviously, the student feels like they have no choices in their life. So the goal is to introduce something they can systematically control. This may be in the form of a plant the student can grow and take care of. Maybe it's choosing from a list of snacks to choose from the store. Perhaps you get the family involved and the kiddo can choose their outfit each day. Whatever you choose to give them control over, make sure they won't have to relinquish that control too often (like letting them choose how long to take a break).

It may seem like it's just easier to do the opposite, because after all, don't kids need to learn how to behave when they aren't in control? True, but the first and foremost thing is that we meet our kids needs. Second, is teaching them. After meeting their needs is when we can address more complex things like how to react when we don't feel in control. Needs come first.

Special thanks to Jill Dolbeare, Kim Durrer, Fran Taylor, and Leah Green for input on this post.

Music Time

Music time is a very exciting part of the day for some of my students. While the older ones are out doing vocational training, the ones in the class get the pleasure of a fun filled 45 minutes of music and laughs.

Above is a picture of our music board. It's basically just a large, lightweight picture frame I picked up at Fred Meyer. Under the frame I placed 4 different colors of paper. On top of the plastic front is Velcro with picture icons (yes, they are hand drawn). Each color in the background corresponds to a different CD, containing that specific series of songs.

In case you're wondering how I keep track of which songs go to which CD's without looking each time, I write the song number on the back of the icon in that specific color. For instance, the icon for Five Little Monkeys has 31 (written in pink), so I know it goes to the pink CD.

This may seem like an overly complicated system, but when we are working on colors, I can put in the green CD and say to a student, "pick from the green section". This also allows me to have hundreds of songs to choose from, because I have 4 CD's worth of music. I have extra icons Velcroed on the back and can rotate them out at any time.

Survival Signs

A big part of life skills class, is training to be able to read and respond to survival signs in the community. Among other things, we like to use the Survival Words curriculum from Remedia Publications. It gives many good vocabulary words and starts many a conversations about what to do when you see certain signs.

A really fun activity is MAKING survival signs. The whole top half of my classroom is covered in signs my students have made. It's all about being hands-on. If you make a "No Loitering" sign, you are more prone to remember what it is and what is means.

Regarding Paraprofessionals

Paraprofessionals -or- parapros -or- EA's -or- IA's or... any other number of names they go by, are the life skills teacher's greatest asset (besides patience). They help when you are shorthanded, they take on duties you don't have time to do, they offer support (both educationally and emotionally), they instruct, they guide, they are.... indispensable.

But often times we expect that they will simply "jump in" without guidance. This can cause problems. Every person is so unique, so different, we can't expect them all to do things the same way. But, consistency is KEY when teaching life skills kiddos. So how do we solve this problem? One word... TRAINING!

When trying to maintain a SPED class, the last thing we have extra of is time. But, consider how important this is that each child is taught the same way from day to day, no matter who is giving the instruction.

I have many resources to share with you, regarding paraprofessional training. The following document is a general guideline I use to show my aides how to run a group lesson.

http://docs.google.com/View?id=dgzr544p_1dmqkngcf

Another helpful tool, is to have expectations laid out for the actual aide themselves. Everyone appreciates having guidelines (whether they will admit it or not). Plus, if an issue ever arises, you can always refer back to the guidelines you have set in place.

http://docs.google.com/View?id=dgzr544p_0dnbp7ffq

Feel free to take this documents and copy or edit them for your own purposes.

Timesheets

Here is an ActivBoard lesson I created for learning to use timesheets. The kids have the same timesheets that they fill out every week. At first, I write on the board as an example until the kiddos get the hang out it. Soon, they become independent and no longer need assistance. You do not need an ActivBoard to do this lesson. Get creative and use a projector against a whiteboard or use an old fashioned overhead projector.

Every day before students leave for vocational activities, have them sign in. When they return, remind them to sign out. At the end of the week, having the kids add up the hours is great math practice!

Fine Motor

Kids need some grasping practice? I bought a 2-drawer, Rubbermaid container and put rice in one and dried peas in another. Inside each drawer I've hidden objects of various sizes, shapes and textures. Kids love the feel of the rice and peas of their hands, plus... they get a prize after they take out all the objects. Students grasping improves while they enjoy the experience. Nothing better than learning without realizing it.

Anxiety Meter

For students with anxiety, using a personalized "meter" may help. If you can personalize it to the specific child it will mean more to them. Even better if they help you make it. This meter uses a specific students own words as well as options that they came up with that would calm them down.
On the front, is the meter that lists what level the student is at. From "Fine" all the way to "Freaking Out!". After the student identifies were they are on the meter, they open it up to find the corresponding action. Similar to the "Incredible 5-Point Scale", this has proven itself as an incredibly useful tool.

Sensory Stimulation

Imagine not being able to move. Having no voluntary movement, whatsoever. Well for many students with multiple/severe handicaps, this is a reality everyday that they have no choice but to live with.

Often times I try to put myself in their place. Have you ever tried sitting in one spot and not moving for an hour? It is an absolute nightmare.

One thing I like to do with my students in sensory stimulation. This helps to "wake up" their senses. It allows them to feel textures, hear interesting noises, and smell soothing or stimulating scents.

In the above picture, I have shown one part of the sensory stimulation activity. This basket is about feeling various textures and feeling hard vs. soft, bumpy vs. smooth, etc.
Along with this, sometimes I use scented oils on cotten balls or Smencils (Smelly Pencils) to stimulate students' noses. Students may get relaxed by certain scents, awakened by others, or even agitated by some. It's just a matter of trial and error to figure out what scents have what effect on the student.

Sensory Schedule

I maintain a sensory schedule for my students with the most severe impairments. This schedule allows them to anticipate what is coming next since they may not comprehend me saying "Okay, it's time to get changed!".

The schedule is made up of meaningful objects for whatever activity is next:

• Spoon - Breakfast/Lunch
• Can - Can Bowling
• Bells - Music Time
• Piece of Diaper - Changing
• Piece of Vinyl - Stretches on Vinyl Table
• Piece of Folder - Group Time

Items like hairbrushes, toothbrushes, etc. can be used to indicate whatever schedule you desire. After some time, students may begin to show anticipation for the next activity. Using this schedule is a way for me to show my most severe students I care that they are ready to move on to the next part of the day. Since they cannot tell me whether or not they want to do something, the least I can do is give them a heads up that we are doing it.
I've experienced some students who when feel a certain object get extremely excited because they know a preferred activity is coming. It's... fantastic.