Lego Time

I bought a new Lego activity from Walmart. It provides the students with letters and a bunch of different legos to build with. This is teaching the students the letters of the alphabet, but also using motor skills to hook the pieces together. The activity is called, Lego Play With Letters.

This little girl had never seen legos before. I had to show her how to hook them together, but then we also reviewed the letters of the alphabet.

Not to for sure on what to do.

Hooking them together.

 

Exploring the legos

Happy little girl.

 

Since the legos came in a box that didn't seal. I put them into a container with a lid and put the pictures of what they could make.

 

Motivational Video: Autistic Boy Scores a Touchdown

This video almost had me in tears. Every time I look at my kids I'm so happy to see them grow and cross any challenges that are presented to them.  Unlike my own kids they don't have the disabilities.  This is why I teach special education.  Every student that walks in my room is like my own child.  I give them a home away from home.  Make sure they know that I care and love them like my own children.  For most students that are in my room, I give them hugs everyday, because they may not get that everyday or I pat them on the back and say great job.  I acknowledge them when they come in the room and we make a big deal out of it.  This is why I enjoy my job so much!  I would never give this up for anything.  So without further do....here is the video that I came across.

This video is about: Ryan Ostrowski (#1), who has Autism and Cerebal Palsy, fulfills his dream of playing football and scoring a touchdown. His brother's team, the Macomb Mustangs, added him as an honorary player and set up a play for him against the NE Detroit Shamrocks. Michael (#24) leads his brother into the end zone, and both teams demonstrate what sportsmanship is really about....It was a priceless and unforgettable moment! undefeated to the Maryland State Championship game with their special team mate.

Autistic Boy Scores a Touchdown

Pipe Dreams Activity

This activity is set up for a child to complete independently. This can be a challenging task at the beginning. The student is required to pick a card and recreate it using the pieces in the box.

 

Here is what the box looks like when you open it up.

These are pictures that come in the box. They are required to use the same color pieces.

Here is what it looks like in action:

 

At the beginning I always take out the card I want them to complete and the color pieces they are to use.

 

This is what it looks like once the student has completed it.

 

 

 

Name Recognition

Here is another example of the name recognition activity that I posted earlier, except this one has a student completing the task.

 

At this point, the student was just getting started with it. She was unsure of were to put the first letter. I was helping her by directing her what letters to pick up and to find one that look liked that one.

She started to get the hang of it and was able to do this take a little bit more independently.

 

More Social Skills

This time around when we did social skills, it was a little more unstructured and they were required to work together to build something. When I normally start this you see the kids not wanting to work together and take blocks away from the other students that are in the room. To help with this I give them guidance along the way and than slowly stop and let them work together. I do remind them that they need to work together and talk. This way they can determine who is completing what part. So here are a few pictures of what it looked like.

At this point, they were just taking blocks away from each other and not using their words.

Here they started to talk more and work together as a group. You can see the picture on the floor. I was having them use that as a guidance as to what they were building.

This is what it looked like when they were all done. Nothing, but happy faces.

 

Extra time at the end to work independently to see if they watch each other as to what they are building or try something on their own.

 

Motivational Tuesday

I came across another special education blog that does a motivational quote, movie or whatever she can find and i thought it was a great idea. I originally came across this video on Facebook and thought it would fit perfect for a motivational day. I know everybody out there needs encouragement and some times just a little pick me. So here's a video that is worth watching. Make sure to watch the whole thing.

 

 

4 Functions of Behaviors

I came across this chart in Pinterest and found it interesting and helped me understand the SEAT process.

Social Skills Time

In my room along with working on academics, we also work on social skills. By the way, did I mention we have FUN?!?!?!? I just got done working with two students on social skills. They always like the board games that require thinking, cooperative work and that brings lots of laughs. I thought I would share with you what we do. Beware, the students thought it would be fun to take a silly picture!

They are working very hard and thinking what card the are going to move next to get the dogs home safely.

 

 

Then they had to take a picture together!

Here comes them being silly!!! They make me giggle every time the come in my room!

 

 

Angelman Syndrome

This has been a new disability area that I have never heard of, until I started working with a wonderful boy who has it.  Everyday can be a challenge, but that's what makes the fun.  Since, I was unaware of this type of disability, I wanted to share some information about it with you guys.

What is Angelman Syndrome?

Angelman syndrome is a genetic disorder that causes developmental delay and neurological problems. The physician Harry Angelman first delineated the syndrome in 1965, when he described several children in his practice as having "flat heads, jerky movements, protruding tongues, and bouts of laughter."

What are the characteristics, signs, and symptoms of Angelman syndrome?

• Infants with Angelman syndrome appear normal at birth, but often have feeding problems in the first months of life and exhibit noticeable developmental delays by 6 to 12 months.
• Seizures often begin between 2 and 3 years of age.
• Speech impairment is pronounced, with little to no use of words. Individuals with this syndrome often display hyperactivity, small head size, sleep disorders, and movement and balance disorders that can cause severe functional deficits.
• Angelman syndrome results from absence of a functional copy of theUBE3A gene inherited from the mother.

Is there any treatment for Angelman syndromes

There is no specific therapy for Angelman syndrome. Medical therapy for seizures is usually necessary. Physical and occupational therapies, communication therapy, and behavioral therapies are important in allowing individuals with Angelman syndrome to reach their maximum developmental potential.

What is the prognosis for Angelman syndrome?

Most individuals with Angelman syndrome will have severe developmental delays, speech limitations, and motor difficulties. However, individuals with Angelman syndrome can have normal life spans and generally do not show developmental regression as they age. Early diagnosis and tailored interventions and therapies help improve quality of life.

Some Facts:

Angelman syndrome is a genetic disorder with characteristic features that include severe speech impairment, developmental delay, intellectual disability, and ataxia (problems with movement and balance)

Angelman syndrome is named after the physician Harry Angelman who first delineated the syndrome in 1965.

Angelman syndrome affects an estimated 1 in 12,000 to 20,000 people.

Most children with Angelman syndrome have microcephaly (small head size) and epilepsy (recurrent seizures)

The developmental delay of Angelman syndrome generally becomes noticeable by the age of 6 to 12 months

Adults with Angelman syndrome have facial features that are distinct and are often described as "coarse.

Some of the characteristic features of Angelman syndrome are a result from the loss of function of a gene called UBE3A

The life expectancy for individuals with Angelman syndrome appears to be nearly normal.

Best Practices in Education

What does the term “Best Practices” mean?  It can be defined as “what works” in a particular environment or situation.   Grover J. Whitehurst, as assistant secretary for Educational Research and Improvement at the U.S. Department of Education in 2001, defined evidence-

BEST PRACTICES                                                                                                               

based education as “the integration of professional wisdom with the best available empirical evidence in making decisions about how to deliver instruction.”  The application of educational theory and research to make decisions for a child’s education involves more than how to deliver instruction, it also involves decision making for assessments and placement not just instruction.

            According to the State Education Resource Center (www.ctserc.org) there are nine standards to assess Best Practices:

1.       A Clear and Common Focus;  Administrators, teachers, students, and parents share and commit to clearly articulated and understood common goals based on the fundamental belief that all students can learn and improve their performance.  There is clear evidence of school practices to support this belief

2.      High Standards and Expectations:  Each teacher believes “all students can learn and I can teach them.” Staff members are dedicated to helping every student achieve challenging state and local standards.  All students are engaged in an appropriately ambitious and rigorous course of study in which the high standards of performance are clear and consistent and the conditions for learning are modified and differentiated.  This results in all students being prepared.

3.      Strong Leadership: School leadership is focused on enhancing the skills, knowledge, and motivation of the people in the organization and creating a common culture of high expectations based on the use of skills and knowledge to improve the performance of all students. Leadership fosters a collaborative atmosphere between the school and the community while establishing positive systems to improve leadership, teaching, and student performance.

4.      Supportive, Personalized Relevant Learning:  Supportive learning environments provide positive personalized relationships for all students while engaging them in rigorous and relevant learning.

5.      Parent/Community Involvement:  Parents and community members help develop, understand, and support a clear and common focus on core academic, social, and personal goals contributing to improved student performance and have a meaningful and authentic role in achieving these goals. The school community works together to actively solve problems and create win-win solutions. Mentoring and outreach programs provide for two-way learning between students and community/business members.

6.      Monitoring, Accountability, and Assessment:  Teaching and learning are continually adjusted on the basis of data collected through a variety of valid and reliable methods that indicate student progress and needs. The assessment results

BEST PRACTICES                                                                                                               

7.      are interpreted and applied appropriately to improve individual student performance and the instructional program

8.      Curriculum and Instruction:  Align curriculum with core learning expectations to improve the performance of all students. Students achieve high standards through rigorous, challenging learning. Staff delivers an aligned curriculum and implements research-based teaching and learning strategies. Students are actively involved in their learning through inquiry, in-depth learning, and performance assessments.

9.      Professional Development:  Ongoing professional development aligned with the school’s common focus and high expectations to improve the performance of all students is critical in high-performing schools. These professional development offerings are focused and informed by research and school/classroom-based assessments. Appropriate instructional support and resources are provided to implement approaches and techniques learned through professional development.

10.  Time and Structure:  Flexibly structured to maximize the use of time and accommodate the varied lives of their students, staff, and community in order to improve the performance of all students. The structure of programs extends beyond the traditional school day and year as well as beyond the school building. The program draws on the entire community’s resources to foster student achievement.

Also, another book I have found to be very helpful is:  "Angelman Syndrome" by: Bernard Dan

A couple of Quotes I like...

Even after they leave my room they are still part of my family.  With my special education classroom I have the joy of having them for more than one year and also getting the joy to see them grow and sprout into a whole new person!  LOVE MY JOB!!!!

Updates

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Another Board book

Here is another option of taking a children's book and making it into a book you read to the student along with them having to match the pictures to the page they belong on.

 

 

 

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Mr. Potato Head Activity

Here is an activity teaching the body parts. I used Mr. Potato Head for this activity. The first thing you want to do is make a list of the order you want the student to put the parts on along with a checklist that they can check off when they have done that step. So, it would look like this.

 

 

Close up of what the cards would say.

 

Then you put it into action. With the student I'm showing you, he is just starting out with this, so at the beginning he may not follow the directions the way you want them to until you continue to show them what they are expected to do.

 

 

 

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Video

Megan Bomgaars, a Denver youth with Down Syndrome whose forceful message of "DON'T LIMIT ME!" is a rallying cry for EVERYONE!

Megan is a force of nature. She made the State Cheerleading finals at the Denver Coliseum, as part of the Evergreen High School Cheerleading Squad.

She was a Guest Model at Global Down Syndrome Foundation's 2010 Be Beautiful, Be Yourself Jet Set Fashion Show in Denver.

She traveled to Washington, DC to accept the 2008 National High School Spirit of Sport Award, as an "individual who exemplifies the ideals of the positive spirit of sport.

Megan's message of "Don't Limit Me!" applies not only to those with Down's Syndrome, and not only to students with challenges, but to all kids and all adults.

http://www.youtube.com/watch?v=YOwDfnoek6E

Hope you enjoy!  

Name Recognition

Sometimes it can be hard for a child to understand what their name is or even how to recognize their own name. With this activity, it starts out with a piece of construction paper with the letters of their name glued at the top. I then laminate that for sturdiness. Then I make letters to match the letters in their name. I Velcro a spot below the letters of their name and I also put Velcro on the card they are matching it too.
Once this process is complete, I have them identify their name, say it and than match their letters to their letters that are glued down. When this process is going on, I have them say the letters of their name.

Once they feel more comfortable with their name, I put Velcro on the back of the construction paper with no example and just Velcro dots to spell their name on their own.

Hope this gives you an idea to try!

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Board Books

When I'm working with students who are trying to get used to books and pictures, I first start out with this book. I found these books on Carl's Corner. She also has lots of other free books plus CDs you can buy.  I would highly recommend her!

Here is the book what it looks like when you first open it.

Another page

At the beginning when I'm first starting out with a book, I will pull off the pictures and then read the story to the child. Once they are more familiar with the process I will have them take all the pictures out than read the story and find the picture that matches. This is where the Boardmaker program comes in handy.

With all of these books, I cut them out and laminate them. Once they are cut out, I will bind them together to make a book. Using the Boardmaker program I find the pictures and print them out. I also have them laminated. Everything I print out I used card stock paper. This way it makes sure the books will last.
I have found that these books work wonders with my Autistic students, Down Syndrome and some of my nonverbal students.

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Classroom View

View as you walk in the room!

The crates is where I keep the students work for the day, books needed and lesson plans.

This space is for a student to come in and work on different tasks.

This spot is my library area/rest time if a student needs calming down time. Notice the curtains....they are switched out for every holiday.

Mrs. Beck's area

This is where the students come to work.

This area is used for students who might need less distraction or if I have a student that's in here most of the day.

Mrs. Beck's Rules

Saying we go by in the classroom.

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