4. It takes a village to raise a child.
African Proverb
Coming together is a beginning;
keeping together is progress;
working together is success.
Henry Ford
6. Student Information for the Classroom
Student Information Sheet for the Classroom
Student’s Name:
Birthday:
Allergies/Health Concerns:
Child’s Special Interests:
Concerns about school:
Parent/Guardian Names:
Preferred phone # for message or contact:
Are you interested or able to use the internet to access
the classroom website:
Yes ___________
No ___________
13. Parental Involvement in
Individualized Planning for
Children with Special Needs
Information Teachers Collect:
1.
2.
3.
4.
5.
6.
Previous Assessments
Report Card Grades and Comments
Information gained from Observations
Selected Work Samples
Information provided by Parents
Information from other Professionals
14. Parental Involvement in
Individualized Planning for
Children with Special Needs
The Role of Parents:
1. Read the IPP
2. Make Changes (if felt necessary)
3. Ask Questions
What to Bring to A Meeting:
1. Your Child’s IPP
2. A List of Questions
3. Your Child’s Report Card
4. A Calendar
5. Paper or Note Pad to Take Notes
15. Parental Involvement in
Individualized Planning for
Children with Special Needs
Good Questions to Ask:
1. What teaching strategies are being used to help my
child fulfill the learning goals?
2. What support staff are available to help my child
reach the goals?
3. What can I do at home to help my child reach the
outlined goals?
4. What accommodations are in place for my child to
help him or her reach the outlined goals?
16.
17. Adjusting to a Regular School Setting
How much do we “push” a child to work?
It is normal and OK for children to feel slightly challenged and even mildly frustrated.
Incentives may be needed such as a Happy Face Chart:
Mon.
9:15-9:30:
Arrival
9:30-10:30:
Block 1
9:30-11:00:
Block 2
11:00-11:10:
Snack
Tues.
Wed.
Thurs.
Fri.
18. Adjusting to a Regular School Setting
Teachers Achieve Success by:
1. Providing a Structured Environment
2. Being Patient
3. Setting Clear Expectations
4. Working Along Side A Student
5. Allowing for Natural Consequences
6. Giving Rewards and Incentives
7. And Most Importantly, BUILDING RELATIONSHIPS
19. What Does the Behaviour Look Like?
One or More of the Following May Be True for Your Child:
Is very quiet in class
Appears to blank out
Often tunes out
Does nothing for several minutes of time
Has difficulty getting work finished
Takes a long time to respond to a question asked
20. How To Keep Children Focused and On Task
Use a multi-sensory approach by:
1. Writing down key points so they can see what
you are discussing.
2. Using pictures or diagrams to highlight your
message.
2. Reading information aloud so they can hear the
information.
3. Having students stand and repeat messages
they have heard or seen.
4. Teach using concrete materials and providing
lots of hands on learning opportunities.
21. How To Keep Children Focused and On Task
Repeat and Paraphrase Essential Information
Prompt students either verbally or physically
(e.g., “Let’s start with” or provide a word bank)
Use a Strategic Seating Plan
Provide a Structured Environment
22. Helping Children Deal with Anxiety and Frustration
Provide a predictable, structured learning environment
Offer reassurance that they can do it if they give it a
good try. It is the teacher ‘s job is to make sure they can.
Ensure the goals in the IPP are obtainable.
Don’t allow their feelings to stop them from achieving.
Don’t offer “I’m not going to do it” as a choice.
Teach children that it is always better to do their tasks
sooner than later.
Teach that it’s OK to feel frustrated or anxious, but they
need to deal with this feeling in a healthy manner.
23. Ways to Help Alleviate Feelings of
Anxiety and Frustration
Squeeze a stress ball
Take a short break by going for a walk around the
school, going to the water fountain or the washroom
Read books about frustration and anxiety
Do breathing exercises
See a trained Student Support Worker or Counselor
in the school (if option available)
Seek counseling services outside of school
24. Learned Helplessness
Learned Helplessness is the behaviour of seeking
adult support even when it isn’t needed. The child is
afraid or does not think he or she can the achieve goals
independently.
Children with learned helplessness can either “shut
down” or continually seek adult approval and
attention… or they may choose both behaviours.
25. How to Deal with “Learned Helplessness”
Set clear, realistic goals
Immediately reinforce and praise any attempts at
independent work
Begin with very small goals and gradually increase
expectations
Gain the child’s trust that you will be there to help
when it is needed
Reassure that it is ok to make mistakes
Use a concrete plan if necessary
(e.g., 5 popsicle sticks)
27. http://www.youtube.com/watch?v=ss2hULhXf04
A Word About “Shutting Down”
“Shutting Down” is not an acceptable option.
I remind students of the other more effective choices
they have to cope with a problem:
1) Taking a small break and then trying again.
2) Asking for help.
3) Skipping the section they are struggling with and
trying again later.
If a child is unwilling to cooperate and try, then they
will need to do it later (the question I ask is not “Do
you want to do it?” but rather “When will you do it”?
Reassure, praise and reward “on task” behaviour.
