Showing posts with label Autism. Show all posts
Showing posts with label Autism. Show all posts
Inclusion-make it real
Inclusive Programming
Nov 1 2019
Attendees from
Sutherland Libraries: Chris Newett and Ingrid Micallef
These notes and the slide presentation that links to them are in Objective----
in a folder called EarlyEd inclusion
Purpose: To
discover best practice for inclusive programming. To apply this to The Cubby
program and other programs for pre-school children.
Pre-amble: Diagnosis? Often children at this age are not
diagnosed and are displaying a variety of behaviours
The goal is to encourage participants into the mainstream
programs.
Inclusion-fully participate. Councils now have an inclusion
plan. (Check Suth Council)
Using Signs
KWS-based on Auslan but is not Auslan as Auslan has a
distinct grammar and syntax.
Incorporates natural gesture
Talk and sign together never just sign.
Some basic Signs
Toilet - Sign for letter ‘t’ and tap several times. Tap more
to indicate urgency!
Hot – hooked finger and wipe sweat and flick from brow
More – Cup hand to chest and pull away
Finish – Thumb up and wiggle side to side
Yes – fist nod up and down
No – fist nod side to side
My/mine – fist to chest (as if pointing but no pointing finger)
Your- fist turned out (as if pointing but no pointing
finger)
Like – circle hand at heart
Don’t like - circle
hand at heart, shake head and add negative facial expression.
Yum – circle hand at tummy
The needs of the child-under or over sensitive. Ask parent -
How can we support your child?
Change the environment to suit
Careful about demands placed on child
Have resources (lap toys etc) only if needed and if suitable
to child-parent will know.
Seating options
·
Stay in pram?
·
Facing parent?
Partnership with parent
·
Have books online to match those in program.
·
“Do you need extra help?”
Always ask who is new? Understand that anyone new will
display different behaviours. Behaviours of disabled child will be the same as
other children however delayed or longer in duration.
1. FOCUS ON ABILITY
What is the best way for the child to sit?
What do they like?
What can they do?
-Focus on the individual not the stereotype or label
-Multiple disabilities-Downs syndrome and hearing loss…
Consider
-range of movement
-co-ordination and motor planning
-support systems in place, assistive technologies
-strength and stamina
-hearing and vision
-sensory processing
-memory
-cognition
When talking about disability put the person FIRST e.g a
child with autism NOT an autistic child
Special support rather than special needs
(INGRID-work on
wording for our program, what is our target group?)
2. SUPPORT INDIVIDUAL
NEEDS
Structure with flexibility
Framework-scaffolds
3. THE RIGHT AMOUNT
OF SUPPORT
-Just enough/not too much
Can
confuse/distract/distress
Observe
what is happening
Respect
independence
Ask and
offer support rather than provide it
Make storyboards
consistent across branches
EVERY BEHAVIOUR IS A COMMUNICATION-intentionally
communicating a message OR unintentionally expressing an unmet need.
IDENTIFY BEHAVIOUR-sitting crossed arms, scowling
NOT INTERPRETATION OF BEHAVIOUR-grumpy, non-compliant
4. AMOUNT OF SUPPORT
- ASK FIRST.
What
can I do?
What kind of support does your
child need for this session?
Respect the parents control, they are the expert for this
child.
Managing difficult conversations-(This is where I disagree with the training as we are not in a position
as trained child behavioural experts to have this conversation. We can provide
resources and give feedback in a general or non-judgemental manner such as-your
child really enjoyed that song, we’ll use it again next week OR that song
seemed to cause your child some stress we’ll not sing it again.)
5. SUPPORTS TO HAVE
IN PLACE
Aimed
to help understanding – give instructions.
SUPPORT THE UNDERSTANDING OF WHAT IS GOING TO HAPPEN.
5A. Be face to face
5B. Show with visual
materials or gestures-this slows down the message; therefore easier to
comprehend.
5C. Wait (5
sections) Give time to process before giving more information
Observe Wait Listen
5D Visual Schedules
Includes mat and chairs (?)
Part of Plan
Something to show you
are the storyteller (Lanyard? Headband?)
Social Story
Puppet
Storyboard on paper to hand out
VISUALS
Sitting
on the floor social story
Moving
around the library social story
Going
to the toilet social story
Consistency in size and colour
Visuals also helpful to parents
Keyword Sign kwsnsw.com
Boardmaker
(1 month free trial)
Different
stripes of colour for different activity
MUSIC
Interest based
More engaged learning
Do less songs and do those 2 or 3 times
Use felt board for songs
Facilitate development of language and communication.
BOOKS
What makes a good book?
·
Clear setting
·
Problem/starting eent
·
Character reactions
·
Attempts to solve the problem
·
Consequences
·
Resolution
Who sank the boat/
Baa for beginners
Emily likes to bounce
Ducks away
WHAT NEXT?
Evaluate and consider
goals for program, who we are targeting? Are we being inclusive or exclusive?
Wording for notifying families of the program and it’s goals.
RESOURCES
Raising children website https://raisingchildren.net.au/?gclid=EAIaIQobChMIqJydq8jj5QIVGB4rCh1RXwT_EAAYASAAEgILlfD_BwE
Key Word Sign NSW
Hanen
Early Ed
Parachute
Puppet-child sized
Sign bank
Ingrid
Auslan
,
Autism
,
childrens programming
,
inclusion
,
KWS
,
reading
,
signing
,
singing
,
Special needs
,
storytime
,
support
,
The Calm Corner
,
The Cubby
Inclusion - make it real
Inclusion - make it real
Penrith NSW Nov 1, 2019
Presented by EarlyEd.
Chris Newett and Ingrid Micallef attended this workshop in order to gain some more understanding of Inclusion best practice to support The Cubby storytime and The Calm Corner.
Inclusion – Making it Real
– Inclusive Story Time – Professional Development for Public Libraries
Friday 1st
November Penrith Council
Diagnosis – autism?
Barriers – how to manage
Early Connections –
collaboration
Keyword sign – Signbank
Challenges – demands on the
child. What can we change? Environment? Seating?
Booking – when booking add a
question – Do you need any help? Special needs?
We welcome …
Environment work for you
Raising Children Website
Chat first. Everyone has bad
days
Focus on child’s ability non
disability
Say …a child with
autism/downs syndrome …
Not… autistic child
Special needs? Additional
needs? Target group? Inclusive/exclusive
Support the child’s
individual needs.
Structure-framework-flexibility
Adapt
Not too much support –
confuse, distract. Even too much praise.
Use strategy that is broad.
Ask parent do they need support.
Behaviour- how to manage it
Profile – behaviour eg finds
it hard to concentrate, rocks back and forth.
Could say “he enjoyed that
song today”
Wait so the child can process
a song eg Twinkle Twinkle little star how I wonder what you are……pause…………….Up
above etc
Use visuals – glasses, hat
Prepare/explain/show/finish
Social story – photos/videos
Boardmaker Spectronics
Social impact UTS
Kwsnsw.com.au
Autismapp.org.au
Auslan signbank
Music is a great tool as it
helps develop language – it doesn’t teach language
Interest based learning
Repetition – less is more
Rhyme and rhythm
Narrative is important
Don’t talk/interrupt the
story too much – read it
Hanen
Siblings – give them a role
be inclusive.
Chris
Auslan
,
Autism
,
childrens programming
,
inclusion
,
KWS
,
reading
,
signing
,
singing
,
Special needs
,
storytime
,
support
,
The Calm Corner
,
The Cubby
Subscribe to:
Posts
(
Atom
)
