Autism Program @ Fruitville Elementary School

success beauty of autism or the

difficult thing depending on how you
look at it but you have to know what
each kid needs and every person's
individual an individual but every
00:21
person with autism something even more

mostly when I see it fruitful is this

collective efficacy that happens on
their team

yes this collective efficacy that

involves the teachers the pair
professionals the therapists anyone who
is supporting that child what does this
one individual child need it's all about
what standards can that child address
how can we make that child succeed in
every level socially emotionally and
then succeeding with content at whatever
level

The video open up my awareness for autism program, not just the structure, effort but above all the
love for education. In the opening words, difficulty is up to the teacher’s perspective. She said, “Difficult
thing depending on how you look at it but you have to know what each kid needs and every person’s
individual…” this pierced me because I am so much comfortable with complacency in the department
and embarking this noble and beautiful profession of special needs I must be receptive of this humane
approach in teaching. This is not ordinary love, but a superhuman love!

TEACHING CHILDREN WITH AUTISM

In this video, it revealed to me that it is not only children with autism needs these strategies but even
the ordinary. I said this because, as it explained in the video, I recognized the lacking in my teaching
strategies in a classroom seating, though the focus is the children with autism, but more likely it is
applicable to all. However, what transpires me in this video is the ability to oversee all aspects or
dimension of a student need. Example, their interest, routines, language, communication, practicality,
social skills, reinforcement, process, time frame, stress management, external awareness and the
curriculum itself. It is a lot to take in but these strategies, I must say, it takes ones love to special
education or the education itself. That being said, I must be open and receptive for more of this
knowledge and skills.

inclusion

 or a favor we do for someone

 inclusion is embracing the fact that everyone has value to add
 it is not about fitting in to the social norms of a majority
 building a community that is accessible to everyone
 it is adapting the environment, method of instruction, conditions, to meet the needs of all
students
 inclusion is finding students strengths and intentionally planning for their success
 inclusion is an attitude, a belief, mindset
 inclusion is belonging

In this video, inclusion encompasses the reality of a special education teacher. It covers the whole
attribute of being a teacher per se, and a teacher to this special student. It manifest the image of a being
educator towards a better education in effect to that, a community building with harmonious
relationship between the teacher and the students. It struck me when it says, “inclusion is embracing
the fact that everyone has value to add”, which means, every person, may it be special or not, has the
right for education, respect and dignity as a whole person.

Modification vs Accommodation

Modification
Directly alters the material/curriculum
Ex. removing a difficult question on test (altered
the test material)
Too difficult for the student – modifications allow
Accommodation
Affect the way a student accesses the curriculum
Ex. extended time – longer access
Underlined notes (focus access)
 for removal of the question from exam Preferential seating (closer access)
Open notes testing – more material provided Book read aloud (verbal)

In this video, I learned that modification is directly alters the material/curriculum which means it suits to
the student capacity, dynamics and development, while accommodation, affect the way a student
accesses the curriculum which means, the curriculum must insist but being persisted in such a way that
the learning is approachable. Both modification and accommodation pushes the students to study in a
fashion where there are collaborative effort from the teacher and the students. I believed that what
matter most is the student must be driven to study and able to cope with their education. I also realized
that if and when one excess than the other, there are various disadvantages. Example, if modification
excess, the curriculum will be compensated and the students develop dependent attitude towards their
education. If accommodation excess, there are no rooms for gauging’s student apprehension or
retention and the level of difficulty will be too standard. Therefore, in my own understanding, it must be
both balance and use its proper function on a specific subject.

Meaningful Inclusion in early childhood

 classroom is an inclusion class

 roomenvironment factor
 classroom routines
 itinerant model – natural doing – interest
 needs individual
 teachers learn from other teachers
 community of teachers holds one desire
 open to opportunity – optimistic
 empathy – understanding – intuition

To be able to watch the video with an open mind and heart, it felt like there is an invitation for me to
embark a new environment where in I am able to push myself to greater understanding about education
especially in the special education. More or less, the video is a promotion of what could inclusion system
meant well in classroom settings especially in early childhood education. In the video, it said that the
every classroom is an inclusion class, which means everything must be consider from their interest, their
environment, the classroom routines, and even the community of teachers bind to each other for one
common goal that is the greater opportunity for the special and non-special children for right to school,
respect and dignity. What amaze me is the faces of the teachers; I can see in them the fullness of love in
their heart and the burning desire of their soul to give everything. Their empathy, understanding,
intuition and implicitly their love for the children. Looking also the parents that are hopeful for their
child and doing their best for their children is heartwarming and inspiring. I hope that I can be the same,
and looking forward to know more about inclusion and its details.
Accommodations and Modifications for Students with Disabilities

Accommodations and Modifications (longer version) 15min

Modification Accommodation
Directly alters the material/curriculum Affect the way a student accesses the curriculum
Ex. removing a difficult question on test (altered Ex. extended time – longer access
the test material)
Too difficult for the student – modifications allow Underlined notes (focus access)
for removal of the question from exam Preferential seating (closer access)
Open notes testing – more material provided Book read aloud (verbal)
Change the curriculum Access information
What is being taught Participates in school activities
What a student is expected to learn and Demonstrates learning
demonstrate Adjustment time
Depending on the multiplicity of intelligence Output expectation
Changes in the setting

Modify the curriculum?

Hours – meaning of keyword
Strategies for the parents Again the change of both depends on the
- guide, facilitate, modification must be development of the children
aligned - be creative and involve
- documentation
- know their children
Accessibility features, accommodations, and modifications are all examples of adaptations
Why adapt?
To adjust or alter the classroom, instruction, and /or curriculum to help all students become
successful learners in the classroom

Do fundamentally alter or lower expectations or Do not fundamentally alter or lower expectations

standards in instructional level, content or or standards in instructional level, content, or
performance criteria performance criteria

Provide student meaningful and productive Provide equal access to learning and equal
learning experiences opportunity to demonstrate what is learned

Grading and credit may be different Grading and credit are the same as for other
students

Practices that change, lower, or reduce learning Practice and procedures in the area of
expectations - presentation
Can increase the gap between achievement of 1. large print
students with disabilities and grade level 2. magnification device
expectation 3. braille
May result in implications that could adversely 4. tactile graphics
 affect a student throughout his or educational 5. digital recorder or cd
career 6. audio books
May have unintended consequence of reducing a 7. audio materials
students opportunity to learn critical content - response
1. scribe, word processor, speech to
1. requiring a student to learn less material text
2. reducing assignments – easiest problem 2. calculator, visual organizers, graphic
3. revising assignments to make them organizers
easier - setting
4. giving the student hints or clues to 1. change in location
correct responses on assignments/test 2. reduce distractions to the student or
other student
- timing/sked
1. change the allowable length
2. extended time
3. multiple or frequent breaks
4. change skeds or order of activities

provide equitable access during instruction and

assessments for students with disabilities – level
the playing field

reduce or eliminate effects of student’s disability

do not reduce learning expectations

instructional accomodations and assessment

accommodations must be intertwined

Special education law

Elementary and secondary education act 1965

 free and reduced lunch program

vocational rehabilitation act and section 504 (1974)

 prohibits discrimination againsts students with disabilities in terms of federal funding

 provides a definition for the term appropriate education

educational amendments act (1974)

 gives students and their familites the rigfhts to due process in special education cases
 grants federal funding for gifted and talented students
 Education for all handicapped children act (1975)

 defines the least restrictive environment

 individualized education programs
 requires free and appropriate public education for students with disabilities

Education of handicapped act amendments (1986)

 free and appropriate education for students with disabilities (3-5)

 early intervention programs for children with disabilities from birth age to two years old

Americans with disabilities act (1990)

 prohibits discrimination against people with disabilities in the work force

 provides equal opportunity to employment, accommodations, services, transportation, etc.

Individual with disabilities education act IDEA (1990)

 transition program at age 16

 bilingual edication programs
 extends special education services to include social work, rehabilitiation
 due process in education
 confidentiality in student info

Individual with disabilities education act IDEA (1997)

 mediation to resolve differences

 general ed teacher part of IEP team
 students with disabilities take state tests
 behavior management plans
 students with disabilities continue services even if they are expelled from school

No children left behind act (2001)

 early intervention reading programs

 school choice for students from failing schools
 highly qualified teachers
 increased accountability on schools

IDEA improvement act IDEIA (2004)

 higher standards for special education teacher license/certification

 increased funding to early intervention services
 use of RTI – response to intervention

Every Student succeeds act – ESSA (2015)

 gives more control to the states in terms of the standardized testing and consequence for low
performance
 only 1 percent of students overall can be given alternative assessments
  bullying prevention plans

Landmark cases

 honig v. doe
o schools cannot expel students for behaviors related to their disabilities
 parc v Pennsylvania
o states cannot deny mentally retarded children access to free public education
 Hudson v. Rowley
o schools must provide sufficient, but not the best possible education for FAPE
 Mills v. BOE
o schools must provide supplemental services needed for children to attend school at no
cost to the parent

Independent Work Area in an Early Childhood Special Education Classroom

two station

every kid has a drawer

stab – can I play?

every week there are items to do

timer – depends
Early Childhood Care and Development - Community Based Approach

The Save the Children Fund,[2] commonly known as Save the Children was established in the
United Kingdom in 1919 to improve the lives of children through better education, health care, and
economic opportunities, as well as providing emergency aid in natural disasters, war, and other
conflicts. A century later it is a global movement made up of 29 national member organisations
which works in 120 countries.
The organisation promotes policy changes to gain more rights for young people [3] especially by
enforcing the UN Declaration of the Rights of the Child. Save the Children members co-ordinate
emergency-relief efforts, helping to protect children from the effects of war and violence. [4] Save the
Children has general consultative status with the United Nations Economic and Social Council.

Save the children focuses on the inclusion of children in basic education and early childhood care and
development, with the goal of creating equal opportunities for all children

children – young formation

community based – sources also in the community (municipals) – integrated, health and educational
services

teachers training in the community

What is Head Start?

rage 0 to 3

a lot of preplay- verbal and physical interaction

women pregnant – education

interactive play – help developmental milestone – ready for pre-school

home visitation program

family meals – head start