A weekly half hour chat focused on improving access to education for PK-12 students through the use of Accessible Educational Materials (AEM), Universal Design for Learning (UDL), and Assistive Technology (AT).
Hi #PatinsIcam I am Kelli, currently a Specialist with @PATINSPROJECT of Autism, Specific Learning Disabilities, Chrome Accessibility, Accessible Ed Materials & Assistive Tech Integration.
Good Evening! Daniel here in Indiana. Director of @PATINSPROJECT, former SpEd Teacher, Behavior Therapist, A.T. Coordinator, and Paraprofessional! So happy to be here to chat! #PatinsIcam
I have a 2nd-grade student who isn't reading at grade level. Do we have to wait for our MTSS process or the special education evaluation to do anything? What can we do now? #PatinsIcam
I have a 2nd-grade student who isn't reading at grade level. Do we have to wait for our MTSS process or the special education evaluation to do anything? What can we do now? #PatinsIcam
I have a 2nd-grade student who isn't reading at grade level. Do we have to wait for our MTSS process or the special education evaluation to do anything? What can we do now? #PatinsIcam
A1: First...should be clear that MTSS does not equal SpEd Evaluation. Second, YES, strategies can/should definitely be implemented immediately! #PatinsIcam
Q2: I have a preschool student, it's difficult to get them to focus on any one activity. I'm spending more time telling her to sit one spot for 2 minutes than teaching. #PatinsIcam
A1: I wouldn't wait... I would do a modified schedule... have the student go to a Kindergarten or First grade Reading block. Meet kids where they are. #PatinsIcam
I have a 2nd-grade student who isn't reading at grade level. Do we have to wait for our MTSS process or the special education evaluation to do anything? What can we do now? #PatinsIcam
Q2: I have a preschool student, it's difficult to get them to focus on any one activity. I'm spending more time telling her to sit one spot for 2 minutes than teaching. #PatinsIcam
2nd grade! transitioning to chapter books. . . getting many options for them that mesh with their interest. Such a crucial time to develop a positive attitude about reading. #PatinsIcam
I have a 2nd-grade student who isn't reading at grade level. Do we have to wait for our MTSS process or the special education evaluation to do anything? What can we do now? #PatinsIcam
A1: It is never to early to see what accommodations or tools will benefit a student. Tools can be introduced that will benefit all students (UDL). #PatinsIcam
Only if you do not want your apple to drop (yes..in first grade we had an apple tree...you never wanted your apple to drop.
). Some days I made apple sauce with it...#PatinsIcam
A2: Look at where they are developmentally, don't focus on sitting so much and decide what it is you want. Sitting or participation in the activity. #PatinsIcam
A2: Take time to teach those Executive Functioning skills...students do not always come into school knowing the HOW...lack of one of many of those skills is often the barrier before anything else. #PatinsIcam
Q2: I have a preschool student, it's difficult to get them to focus on any one activity. I'm spending more time telling her to sit one spot for 2 minutes than teaching. #PatinsIcam
Q3: I've got a middle school student who is VERY prompt dependent to get himself organized for school and has 0s for missing work. We talk about responsibility and show him how to organize, but it's not sticking. #PatinsIcam
When we took time to read aloud a chapter book of interest to our children on a series of boat rides (aka leisure time), it ended up engaging them in reading! #PatinsIcam
A2: Gut reaction...probably TOO much sitting for ALL the Ss at PreK level. Shorter bursts of sit (with active engagement) broken up by FREQUENT movement. #PatinsIcam
A3: Something I learned, years ago, was to ask the student "What next?" rather than give them directions. It makes a big difference in decreasing learned dependency. #PatinsIcam
A3: first look at your level of prompting. Are you giving opportunities where you pull away and discuss what they do well independently and what you're working towards? #PatinsIcam
Q3: I've got a middle school student who is VERY prompt dependent to get himself organized for school and has 0s for missing work. We talk about responsibility and show him how to organize, but it's not sticking. #PatinsIcam
Q3: I've got a middle school student who is VERY prompt dependent to get himself organized for school and has 0s for missing work. We talk about responsibility and show him how to organize, but it's not sticking. #PatinsIcam
A3: I'd ask myself as the teacher if I was waiting long enough for the student to do what was asked. Had he learned prompt dependency b/c I wasn't patient enough? #PatinsIcam
Q4: My team is working with a family who really needs to understand how to use the assistive technology we're trying in school, but I can't get buy-in. Any ideas? #PatinsIcam
A3: Prompt Dependency is 100% our fault as the instructors and an easy mistake to make. It's hard to not help right away! We repeat in the SAME way, but with SHAPING, gradually away from high prompt intensity & intrusiveness. #PatinsIcam
A4: instead of focusing on "wow, look what he can do for us!" focus on their attitudes and beliefs. What do they want to be able to do? What would make a difference for their family, what is their why? #PatinsIcam
Depending on the AT does the company for that product provide in home training for parents?? Does school districts have an AT team?? Have u called @PATINSPROJECT yet??
#PatinsIcam
Q4: My team is working with a family who really needs to understand how to use the assistive technology we're trying in school, but I can't get buy-in. Any ideas? #PatinsIcam
We think it is about us and our time reference. In fact, if we pay attention to the students, they will give us permission to back off and give them time to respond. #PatinsIcam
Q3: I've got a middle school student who is VERY prompt dependent to get himself organized for school and has 0s for missing work. We talk about responsibility and show him how to organize, but it's not sticking. #PatinsIcam
A4: I'd probably invite family into my classroom and/or take & send LOTS of video samples to family. Ss learning it differently at home, than what I'm doing in class turns into to DIFFERENT tasks! #PatinsIcam
Q3: I've got a middle school student who is VERY prompt dependent to get himself organized for school and has 0s for missing work. We talk about responsibility and show him how to organize, but it's not sticking. #PatinsIcam
Sometimes its all about what we dont know. Meeting the family where they are, having them see what it does first hand, showing the possible benefit and where it could take the student. #PatinsIcam
Q4: My team is working with a family who really needs to understand how to use the assistive technology we're trying in school, but I can't get buy-in. Any ideas? #PatinsIcam
Q3: I've got a middle school student who is VERY prompt dependent to get himself organized for school and has 0s for missing work. We talk about responsibility and show him how to organize, but it's not sticking. #PatinsIcam
A4: AT is not a one shot deal. It is complicated and involves steps. One cannot just provide a "thing" and expect expertise. Training and support is needed for all stakeholders. #PatinsIcam
Q5: I have a 4th grader who had "No Mode of Communication" on the last state assessment. She doesn't appear to communicate anything right now. Do I even try to jump into AAC, or should we try cause and effect activities first? #PatinsIcam
Q4: My team is working with a family who really needs to understand how to use the assistive technology we're trying in school, but I can't get buy-in. Any ideas? #PatinsIcam
That's a different skill, should be measured and have a true natural consequence. Failing math on organization merit isn't natural, it's cruel. I freely admit I've turned in things late at work, no pay docked, I get other natural consequences. #PatinsIcam
Q5: I have a 4th grader who had "No Mode of Communication" on the last state assessment. She doesn't appear to communicate anything right now. Do I even try to jump into AAC, or should we try cause and effect activities first? #PatinsIcam
A5: This Student MOST likely IS communicating already! ...perhaps not in the way WE prefer. Identifying that com., and then shaping it gradually. I'd jump straight to varying levels of AAC myself, collecting data and video samples along the way! #PatinsIcam
There is NO "need cause and effect" prerequisite for AAC. Accessible language is vital for all humans, starting as newborns. Do not wait, they've waited long enough. It will look different for every student #PatinsIcam
Q5: I have a 4th grader who had "No Mode of Communication" on the last state assessment. She doesn't appear to communicate anything right now. Do I even try to jump into AAC, or should we try cause and effect activities first? #PatinsIcam
