Expanding Learning Contexts, text only

Expanding Learning Contexts:

Ideas for meeting the needs of students with severe disabilities
Principal Authors:
Ann England, M.A., Speech-Language Pathologist
Rebecca Steinberger, M.A., Education Specialist

Why you should read this
This handbook has been developed to provide assistance and guidance to those who educate students with severe disabilities. It provides simple, direct, and practical teaching strategies to help special educators meet the wide variety of needs presented by the students in their programs.
We offer practical answers to those questions most commonly asked by teachers with whom we consult. The activities and strategies suggested have been implemented and found to be successful in many programs throughout Northern California.
Please copy pages from this handbook and share them with others.

SHARING IDEAS
If you have an idea you'd like to share we'd like to hear from you. E-mail your idea(s) to ???

For free copies of this handbook contact:
Diagnostic Center, North
39100 Gallaudet Drive
Fremont, CA 94538
(510) 794-2500
FAX: (510) 794-2513

I teach an SDC-SH class for students in third through fifth grade. I can't think of any age appropriate games for them to play during their leisure time. Any suggestions?
Leisure and recreational activities are important for all individuals. The following guidelines should be helpful:

When selecting a game, make sure that it is chronologically age appropriate. Find out what games same age peers are playing. Remember, when you select age-appropriate games the students' peers are more likely to interact with students with severe disabilities.
Make sure it's a game for which the student has a preference. And, make sure it's also one that the students' game partners (e.g. classmates, family members, teachers, etc.) will also enjoy playing.
Adaptations will often need to be made based on each student's individual abilities. Making simple changes in the rules can still allow the game to be enjoyed by all.
We have found that Connect 4, Jenga, Kerplunk and Topple are relatively inexpensive games that work well for this age group and require the fewest adaptations. Connect 4 and Jenga are especially good because the students can use these games in future settings as they grow older.

SHARING IDEAS
Assistive Technology: Consider using a voice output communication aid for nonverbal students. Program the device to make appropriate remarks during the game such as, "Your turn!"
Language & Communication: Ask the Speech-Language Pathologist to assist you in developing the language and communication skills necessary for the student to be successful during leisure skill development activities. This is an excellent time for speech and language services to be infused into the student's program.

What classroom jobs would you suggest?
Assigning classroom jobs is an excellent way to address goals in the domestic and vocational life skill domains. Keep in mind that classroom jobs should occur naturally throughout the day to ensure meaning and functionality for the student. For example, wipe the table after snack, sweep the floor after an art project, put cooking items back on shelves after the cooking project, and put materials away after use. The following are examples of classroom jobs:
Domestic Domain: watering plants, vacuuming, wiping tables, taking out the trash, washing windows and mirrors, dusting, putting chairs on desks, feeding class pets, and cleaning pet cages/boxes.
Vocational Domain: delivering messages to the office, answering telephone, filing, collating, sorting papers, setting table for snack, and putting library books on shelves.
When developing classroom jobs be sure to think of the skills the students will need when they are older and in future settings. Always remember that you are preparing them to be as independent as possible in the community and workplace. Teach them what they need to know. If you're not sure ask yourself, "Will they need it when they're 21?"

SHARING IDEAS
Language & Communication: Ask the Speech-Language Pathologist to assist you in developing the language and communication skills necessary for the student to be successful during classroom jobs. For example, while watering the student may need to request assistance to get more water or when delivering messages to the office the student may need to learn a language script to have a successful interchange with the office staff.
School to Career: It is not too early to begin using work-related language.

Help! My morning circle isn't working. Any ideas?
Before we answer this, we'd like to suggest that you change the name from "morning circle" to "morning meeting." Although this seems like a simple matter of semantics using this term serves as a daily reminder that you are preparing your students for the meetings they'll have as part of the community and world of work. Class meetings tend to be one of those activities that doesn't always work for all students with a wide range of needs and abilities in a single classroom. Think about the following factors when planning your meetings:
Length of Activity: Are you asking students to sit in a circle for longer that they are capable? As a general rule we suggest no longer than ten minutes.
Complexity of Activity: Are you presenting concepts that are too abstract or non-meaningful? For most students with severe disabilities reviewing the calendar and weather concepts out of context isn't recommended - teach them in more meaningful contexts. Instead, consider the following:
Have each student place his/her photograph next to his or her written name on a pocket chart as a way to indicate "Who's here today?"
Review the picture (photograph) schedule of the day's activities. Offer students a choice for a classroom job and then have them place their photograph and/or written name next to a picture of that job.
Student Involvement: Are the students given opportunities to be actively involved or must they simply sit, watch and listen? Make sure the students can get up and move (e.g. choosing a job) to keep them involved.
Flexibility: Are there ways that you can modify your daily schedule so that students who cannot sit in the meeting for the entire time can choose to participate in other learning activities when they can no longer attend? We encourage you to be flexible as most students with severe disabilities have a wide range of needs and abilities.
Selection of Materials: Are you providing materials that the students' enjoy?

SHARING IDEAS
Assistive Technology: Use a single switch message device and record a language script so the nonverbal student can participate in meeting activities. For example, when they are asked, "How are you today?" the student can use the switch to answer, "I'm fine!"
Family Involvement: We encourage you to interview the family to find out specific interests of the student.

How can my students be successful during recess?
We agree that recess is usually a challenging time for students with severe disabilities. In most instances students need to be taught the skills and strategies for recess. We were faced with the same challenge recently at an elementary school. Maybe our solution will help you:

First, the teacher, speech-language pathologist (SLP) and the adapted physical education specialist (APE) met to discuss the issues surrounding recess. Everyone agreed that the students needed to have direct instruction to learn the necessary skills and strategies for successful recess participation.
At this school, the 8-10 year old students played tetherball, kickball and played on the play structure.
It was decided that a successful and high-interest starting point would be to teach the students tetherball. The SLP observed the general education students and collected the language scripts used during a typical game (e.g. "Poison!" "Hit it!" "C'mon!"). The SLP, teacher and classroom assistants modeled and taught these language scripts to the students during APE instruction.
Eventually, the students (supported by the teaching team) were integrated into the tetherball game during recess with the general education students. Some adaptations of the rules were necessary.
This turned out to be great intervention that allowed the students to successfully participate in recess with their peers, learn a traditional childhood "sport" and have lots of fun.

SHARING IDEAS
Assistive Technology: A nonverbal student can have scripts recorded on a small, voice output communication device worn on the waistband so that the student's hands are free to play the game.
Peer Interaction: This is a perfect setting for students with severe disabilities to be involved with small groups of peers in a natural context and in a manner that promotes a sense of pride and belonging.

How can I address more I.E.P. goals and objectives during snack?
Snack is a perfect time for addressing IEP goals in all areas. Here are a few suggestions we have found to be effective:
Language and communication skills can be taught and opportunities are abundant. To encourage requesting make sure to give just a small amount of snack so the student has to request more. When passing out napkins don't give enough. Teach students how to make appropriate comments during snack such as, "It's good!" and "That's sticky!" Have students learn a language script so they can offer a snack (e.g. "Want cookie or apple?"). There are also many opportunities to teach them how to reject a food item, indicate that they are finished, and use social phrases ("Thank you").
Fine motor skills can be addressed through spreading with a knife, pouring juice, peeling or cutting fruit, stirring batter or operating appliances.
Functional math can also be addressed. One-to-one correspondence and counting skills can be taught while students pass out a napkin and cup to each student. Ask a student how much of a food item they want. For students who are capable, give them one less item and then ask them how many more they need.
Functional reading skills can addressed by having the students read the recipe while making the snack. The basic steps can be written on a large sheet of paper and accompanied with pictures. Refer to the chart each step of the way.
Life skills can be addressed by having the students sweep the floor after snack, wash and wipe tables, and other activities students would encounter throughout their day.
We often recommend that snack be a thirty-minute event! The teacher, speech-language pathologist and classroom assistants all participate and consider this an incredibly important intervention time from beginning to end.

SHARING IDEAS
Language and Communication: Consider using a topic communication board to assist less verbal students to make and express choices. Show the student pictures of a few food and drink choices on a topic board and have him/her indicate what he/she wants.
Assistive Technology: Think about using switches (to operate the blender, microwave, popcorn popper) for those students who need them.

I'd like to add cooking to my curriculum. Can you help me get started?
Cooking projects are an excellent way of addressing IEP goals in all areas (e.g. language, functional academics, social skills, fine motor, independent living, prevocational, etc.). For example, measuring ingredients, setting the table and requesting a specific number of food items teaches and reinforces math skills and concepts. Keep in mind that cooking projects should be simple, functional, of high-interest, age and ability appropriate. Here are some ideas to help you get started: spreading cream cheese on a bagel, making simple sandwiches such as peanut butter and jelly, cheese, deli meats, popping popcorn using a microwave, spreading pizza sauce on an English muffin, topping it with cheese and then heating in a toaster oven, combining milk, yogurt and juice in a blender to make fruit smoothies, making ice cream sundaes.
We suggest that you start by scheduling cooking for one or two times a week at first and make the same item each time. Some teachers do the same project for the entire month! This repetition ensures that the student learns, retains and will be able to actually make the project independently.

SHARING IDEAS
Assistive Technology: Use a switch so the student can activate the blender, microwave, popcorn popper, toaster oven, etc.Use a switch activated pouring device so the student can help in making the snack. Consult with specialists to determine what adaptive eating utensils would make it easier for the student.

My students have a very difficult time with transitions. Any suggestions to help them go from one activity to the next?
Many students with (and without) severe disabilities have great difficulty transitioning from one activity to the next. Using a picture schedule of the day's activities can help students better understand what it is they are to do next. Oftentimes students resist going to the next activity because they do not know what they are to do.
It is important to review the picture schedule throughout the day. The pictures should be clear photographs (rather than black and white icons) that depict the students, staff and/or the environment in which the activity occurs. As each transition occurs the teacher should show the student(s) the picture and tell the student(s) what is going to happen next (e.g. "Time for snack.")
Another factor to keep in mind when you notice transition problems is the content of the program. Ask yourself if you are having the student transition from a highly desirable activity to one that is somewhat less desirable. For example, we like to schedule snack after recess to ensure that the student will want to eagerly return to class.
Something else to consider when planning smooth transition is staffing. Make sure the paraprofessionals are also aware of their specific roles and responsibilities. Simply adding the paraprofessionals' duties on the picture schedule ensures that everyone in the program knows what's happening and what are the expectations.

SHARING IDEAS
School to Career: Teaching a student to understand and follow a schedule is an important skill that will increase the likelihood of success in school, home, community and vocational settings.

Web Resources
The following are just some of the Web sites which would be helpful to those who educate students with severe disabilities.
Center for Accessible Technology
This is a non-profit organization that works with children and adults with disabilities, their families, teachers, counselors, and employers to explore computer systems, adaptive devices and software. You can gain the knowledge and expertise needed to make the best decisions about selecting and using adaptive computer equipment.
Children's Software Revue (CSR)
Visit this Web site to dramatically improve the odds of purchasing high quality, worthwhile software. The most popular feature is the searchable database; the Children's Software Finder. This free resource puts thousands of the latest reviews at your fingertips, and many times, you'll find useful comments left by someone else who has already used the program.
Closing the Gap: Computer Technology for People with Special Needs
This is an internationally recognized source for information on innovative applications of computer technology in special education and rehabilitation.
Council for Exceptional Children (CEC)
The Council for Exceptional Children (CEC) is the largest
international professional organization dedicated to improving educational outcomes for individuals with exceptionalities, students with disabilities, and/or the gifted.
Educational Resources Information Center Clearinghouse on Disabilities and Gifted Education (ERIC EC)
The ERIC Clearinghouse on Disabilities and Gifted Education (ERIC EC) is a nationwide information network sponsored by the U.S. Department of Education, Office of Educational Research and Improvement (OERI), and administered by the National Library of Education (NLE). ERIC EC focuses on the professional literature, information, and resources relating to the education and development of individuals of all ages who have disabilities and/or who are gifted.
Family Village: A Global Community of Disability-Related Resources
This Web site integrates information, resources, and communication opportunities on the Internet for persons with mental retardation and other disabilities, their families, and those that provide them services and supports.

Assistive Technology Resources
Ablenet Inc.
Source for switches and voice output communication devices.
1081 Tenth Avenue S.E.
Minneapolis, MN 55414-1312
(800) 322-0956
CASE/TAM Assistive Technology Policy and Practice Series
A guide that compiles information essential to have a working knowledge of assistive technology; what is it, why it may be needed, information on the laws which direct it, and a framework to guide the IEP team as they consider the assistive technology needs of a child with exceptional education needs.
The Council of Administrators of Special Education, Inc.
615 16th Street, NW
Albuquerque, NM 87104
(505) 243-7622 Order #AT-12
Toys for Special Children
A catalog dedicated to switch adapted toys and other equipment for children with special needs.
(800) 832-8697
http://www.enablingdevices.com/
Toys R Us Toy Guide for Differently Abled Kids
A catalog dedicated to toys for children with special needs.
(800) 732-3298

Special thanks to:
Jill Rivers, Diagnostic Center, North
Mary Anne Nielsen, Director Diagnostic Center, North
Jean Darnall, Diagnostic Center, North
Sunny Fratus, Graphic Design, Diagnostic Center, North
Permission to copy, disseminate or otherwise use this document is granted to noncommercial entities as long as ownership is attributed to the Diagnostic Center, North.
Any mention of a commercial product or services provider in this handbook is for example only and should not be construed as an endorsement of any kind.

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