Visual report
PURPOSE:
When we begin to think about ways to provide supports to students with disabilities we can quickly get overwhelmed. We often “overthink” what supports might be needed. For example, many educators will create elaborate, color-coded, laminated charts for students to help them stay on task or select reinforcers. While these are totally fine (as long as they are age appropriate), always start small. Can just create a post-it they can point to for the reinforcer they choose (e.g., library time, computer)? Can simply have a post-it with the question staying on task right now?YES or NO” and point to it as walk around the room. Can provide a written schedule they can put in a notebook instead of a giant visual schedule with pictures that needs to be placed on a wall with velcro? Can put a reminder in their phone? Sometimes the answer is need the big elaborate support” and that isTOTALLY FINE.But hope this helps you think about different ways of supporting students. Ways that are more socially appropriate or don’t require so much planning and preparation on your end are ideal.
INSTRUCTIONS:
Respond to the following prompts. See rubric for scoring and specific items to include.
(1 paragraph minimum)
1. Think back to your own high school experience. If you were sitting through an IEP meeting with your parents about your future what would you find challenging about the meeting? What would you feel? (memes are encouraged) What supports might you need to participate? Get specific.
(1 paragraph minimum)
2. Some students we work with have complex communication needs (they might not use verbal speech, might use an augmentative and alternative communication device, might use images for comprehension instead of written text) or extreme behaviors.
We often think of these students as not being able to participate in the IEP process because they have challenges self-managing their behavior or aren’t able to communicate with IEP teams in traditional ways.
Post a visual support (develop on your own or find an existing support on the web) that might help a high school student with these challenges (you can choose behavior or communication challenges) to participate in an IEP meeting.
Think critically to discuss how it will be used, how it is socially appropriate, and which IEP steps it would support them through.
What is a technological support you might provide to help them (could involve a computer, computer program, phone, iPad, etc.)?
Think critically to identify how it will be used, how it is socially appropriate, and which IEP steps it would support them through.
Exclamation point.
This week’s technology alert activity is more about using the web to find resources than creating something.
Find and post a resource (e.g., website, blog, podcast, video) about self-determination.
Make sure to tell us why you selected the resource and how it might be helpful for other colleagues. If you want to get real wild you can speak to why self-determination is important for ALL students.
