Interventions and Strategies for Educating Young Children with .ppt
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1、Interventions and Strategies for Educating Young Children with Autism in the Public SchoolsKathy M.Small,M.A.1Developmentally-Based Public School Program for Young Children with Autism Provides:以發展為基礎的學校方案Normalized educational experience 普通教育經驗Enjoying normal educational experience,however adapted
2、合適且有趣的普通教育經驗Opportunity for social interaction 社會互動的經驗Daily experience 日常經驗Same players 相同的玩伴Structured 結構化Broad educational approach 廣泛的教學方案Multiple learning experiences 多元學習經驗No single approach 非單一的方案Opportunity for spontaneous imitation 給予模仿的經驗Familiar environment 和蔼的環境Peers,experiences increase
3、possibility of learning to imitate 同儕學習經驗的模仿2Developmentally-Based Program以發展為主的計畫Opportunity to benefit from peers as models 製造從同儕中學習的機會Learn to respond to others 學習回應他人 Incorporate peers into daily learning experiences 把同儕當做每日學習的經驗Opportunity to develop play skills 製造發展遊戲技巧的機會Play emphasized in de
4、velopmental program 遊戲著重在發展性的計畫Familiar peers,relationship熟悉的同儕和關係Childs interests and strengths as source of information for program planning:設計計劃要考慮孩子的興趣及能力Motivation considered要考慮動機Consideration of child in developing curriculum/learning experiences/daily activities 考慮孩子的發展性課程/學習經驗/每日例行活動Good for
5、 all children,critical for children with ASD 對每個孩子都有益,尤其是ASD兒童3Developmentally-Based Program以發展為主的計畫Opportunity to develop and use language 製造發展和使用語言的機會Familiar environment with familiar peers provides context for language 使用熟悉的環境和同儕做為語言的內容Daily activities reinforcing for language 利用每日例行活動可加強語言Paren
6、t support and advocacy 家長的支持和擁護Parent and educator can share knowledge,concerns,triumphs and goals 親師可以分享新知、要事、喜悅和目標Supports generalized learning 家長的支持可以概括到學習4Specific Classroom Practices in an Early Intervention Program for Children with ASDASD兒童早期介入方案中的特別教室練習Evaluate communication and language abi
7、lities 評估溝通和語言能力Non-verbal and verbal by observation/parent 透過觀察及家長得知有無語言Behavior is communication行為是一種溝通Communication priority as core deficit/challenge 視核心缺陷/挑戰發展溝通的優先順序Physically structure room so verbal directions are supported by physical realities 製造結構化物理環境以利於口語發展Defined areas in room 教室中定出固定空
8、間Planned areas can reduce distractions/escape 設定的區域要能降低分心/離開位子Visual schedules 視覺化功課表5Specific Classroom Practices特別教室練習Create environment where relationships are possible and frequently unavoidable 製造一個經常有人際互動產生的環境Children in proximity鄰近的孩子Partners for transitions同伴的轉換Activities/materials/toys stag
9、ed to increase shared participation and enjoyment 多種活動/物品/玩具以增加分享的參與度和享受能力Support childs desired outcomes as contingent upon adult/peer interactions 以大人/同儕互動為條件去支持孩子想要的結果Set up routine and be faithful to it 設定例行活動並遵守Crucial in development of ability to predict and anticipate activities/events in the
10、 day 能力的發展很重要,它可以預測一天中活動/事件的發生6Specific Classroom Practices特別教室練習Curriculum that is meaningful and appropriate 課程是有意義且適當的Thematic teaching for natural context 對自然情境內容做主題式教學Consider child as concrete learner:objects/materials 以小孩為學習者:物體/材料Incidental teaching:Embedded learning experiences(e.g.Music fo
11、r motor imitation,mechanical animals for language,rainbow ribbon for turn-taking,participation)附帶教學:學習經驗印象加深Incorporate interests and motivations 合併與趣和動機7Specific Classroom Practices特別教室練習Incorporate other programs and approaches to provide a broad but philosophically unified program 参加其它計劃及方法使其更廣但哲
12、學上統一化的計劃Develop a clear educational philosophy for educating your students on the autism spectrum 發展一套清楚教育哲學來教育ASD學生Avoid implementing methods and strategies learned in trainings that arent paired with a foundation of knowledge and educational practices for the child with ASD 防止實施那些和教育ASD學童理論相違背的方法及
13、策略8Specific Classroom Practices特別教室練習Individualize expectations and tailor,as much as possible,expectations and demands for each child 儘量依個別學童訂定個別化的期待Each child different though share common core challenges 雖然有一樣的核心缺陷,但每個孩子都不一樣Understand childs strengths/weakness to help maximize strengths and minim
14、ize weakness 了解孩子優弱勢,幫助增加優勢減少弱勢9Specific Classroom Practices特別教室練習Expect student to be part of class during ALL activities 期待每個學生在所有活動中都能參與Not negotiable不可妥協Physical participation may precede active interest in participation 肢體參與可以在參與時增進活動興趣 Benefits from activities cannot occur without being part o
15、f activities 假设無參與活動則無法從活動中獲益May seem easier to let child entertain self but short term gain with long term consequences 似乎讓孩子自己玩較容易,但短期長期結果When child with autism not expected to participate in classroom activities,child may be satisfied for the moment,but has gained no internal strategies to achiev
16、e greater goal of being part of a social environment 當ASD孩子如預期不參與活動時,他可能一時會感覺滿足,但無法獲得社交所需的更進階的策略10Why Incorporate Other Programs and Approaches into the Classroom?為何要参加其它的計畫和方法於教室中Children with autism have unique ways of learning,relating and communicating that influence their ability to learn 自閉症孩童
17、有其獨特的學習方法及溝通方式會影響其學習能力Educational supports needed to accommodate core deficits/challenges in children with ASD 需要教育的支持以適合ASD孩童的核心缺陷/挑戰Classroom curriculum that is enjoyed by most students may not be appreciated by the child with autism who may retreat into self-absorption,apathy or difficult behavio
18、r 適合大部份學生的課程不一定適合自閉症學生,他們可能會自我刺激、表現冷淡、出現嚴重行為問題Individualized learning experiences(e.g.TEACCH)can contribute to childs educational experience 個別化學習經驗(如TEACCH)有助於孩子的學習經驗11Other Programs and Approaches其它的計畫和方法Opportunity and proximity do not always translate into successful learning 提供機會與時常接觸並不一定會得到成功的
19、學習Core challenges of ASD can make educational experiences inaccessible without specific support 假设無特殊支持,由於ASD的核心缺陷將使得教育成效難以達成Classroom is natural environment for introducing tools for learning/overcoming core challenges 教室是個天然環境可供學習及克服其核心缺陷Integrating other programs and approaches allows the child w
20、ith autism the ability to express himself in his most idiosyncratic ways while providing him with skills to ultimately abandon those idiosyncratic ways and replace them with more useful and acceptable behaviors and learning strategies 在統合其它計劃和方法時,在教技巧時,允許ASD學童用他獨特方式表達他自己,最終希望可以改掉怪異方式而以更有用且可被接受的行為和學習
21、策略來取代。Accept the student you have,understand her challenges,and develop methods and approaches that target those challenges defined by ASD 接受你的學生、了解他困難、發掘方法去解決那些ASD的缺陷12The Importance of Structure and Some Forms Structure Takes in the Classroom結構化的重要性和在教室中可使用的結構化做法Map in new town新市鎮的地圖Student master
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