Showing posts with label Special Education. Show all posts

Monday, April 28, 2014

14 of the BEST Free Educational Sites

To use sites that require Flash player, use the Rover app as your web browserhttp://www.smartappsforkids.com/2014/04/ten-good-free-educational-websites-for-kids.html#

Updated!! Ten Good (FREE) Educational Websites for Kids - Smart Apps For Kids

www.smartappsforkids.com

Mom's reply

Nicely said Mom

A Bully Called This Mom's Son Ugly. You Have To Read The Mom's Reply. Priceless.

sftimes.co

Beware of what you say!

Tuesday, March 5, 2013

11 Fun & Free Places To Take Your Child With Special Needs | Friendship Circle -- Special Needs Blog

Friday, January 11, 2013

Getting Started: iPads and Special Needs

Follow link, must sign-up/subscribe, FREE online book, few steps to follow but great site and resource-tutorials, videos, lists........

http://ipads4specialneedsbook.com

Wednesday, January 2, 2013

Happy New Year
I shared this form below today with a family who is looking for an appropriate school program for their student. It's a great form and thought I should share it here.
I have also developed my own 4 page form that looks at curriculum, staff, specials, modifications and more. Email me at Sue@CommuniK-9.com and I'll send it to you.

Resource 6

Program Evaluation Form

Name of Program______________ Person making the rating___________

The following are key indicators of a quality program for students with autism.

Rating Scale Priority Ratings

0 = There is no or minimal evidence that this A = Needs immediate attention, of the

is happening highest priority

1 = There is some evidence that this is happening B = Important issue to address, but not

with at least some of the staff or some of the time. Immediate or urgent

2 = This clearly happening with most of the staff C = Not important or relevant now, but

most of the time. need to monitor for the future

Quality		Indicators	Priority
		1. Goals and objectives emphasize the functional use of language and communication in natural contexts, not simply teaching isolated speech and language behaviors.
		2. Goals and objectives are functional (the skill makes a difference in a child’s life) and match the developmental level areas of need.
		3. The child’s emotional regulation and its effect on communication and learning are consistently considered and arousal stated are monitored constantly.
		4. Approaches to problem behavior are fully integrated with social communication programming.
		5. Meaningful and purposeful activities are targeted daily.
		6. More than one objective is targeted for each child within each activity, and each objective is targeted within more than one activity.
		7. Data are collected regularly and tallied weekly so that all objectives are measured weekly.
		8. There is sufficient time available for the team to meet regularly to coordinate programming.
		9. The team meets regularly to collaborate, (written records, jobs targeted, people responsible noted.)
		10. Adjustments in programming are considered at least quarterly based on the data collected.
		11. The staff monitors the intensity of each child’s program and documents that each child is actively engaged in productive learning activities during school hours. 25 hours per week should be the goal.
		12. Adults are responsive to children’s communication and emotional expression in all learning environments.
		13. Adults encourage children’s initiation by offering choices, waiting, and facilitating shared control.
		14. Breaks and time for problem solving is allowed.
		15. Problem behavior is interpreted as meaningful.
		16. Protests are honored when appropriate and possible.
		17. Adults adjust language complexity and quality to match each child’s developmental level.
		18. Adults model appropriate language, communication, play, and behavior
		19. Activities are structured throughout the day to encourage children’s active participation.
	20. Augmentative systems are used to foster expression and understanding of language and emotion.
	21. Adults use visual and organizational supports to encourage children to participate in activities and promote smooth transitions across activities.
	22. Goals, activities, and the learning environments are modified to promote initiation of communication, emotional regulation, motivation, and independence.
	23. A priority is placed on the development of mutually respectful, positive parent-professional relationships.
	24. Staff participates in professional development activities within the school that are designed to further develop the staff members’ knowledge and skills.
	25. Staff participates in professional development activities outside the school setting, such as attending regional or national conferences and workshops.
	26. Professionals and paraprofessionals receive specific and direct instruction and supervision as needed regarding their responsibilities to students.
	28. Sufficient staff is available to provide the support necessary to accomplish IEP goals and carry out other programmatic responsibilities.
	29. Staff are monitored, evaluated, and given feedback regarding their effectiveness with students and participation as team members.
	30. Written behavior support plans are developed and implemented.
	31. Reinforcement menus are posted
	32 .A specific plan is in place for facilitating social interaction between student with autism and peers.
	33. Appropriate environmental modifications have been made.
	34. Materials and activities are developmentally appropriate and functional
	35. Differential reinforcement is used as appropriate (circle) (DRO DRA DRI DRL)
	36. Plans are in place for fading prompts and reinforcement as appropriate.
	37. Discrete trial teaching is used as appropriate
	38. Visual supports are present and consistently used.
	39. A plan is in place and implemented for regular communication with the parents/family
	Staff displays a variety of teaching methods that are appropriate for each child in the class. Describe:

An action plan should be formulated and a time line developed to improve any priorities with ratings of A or B.

This program evaluation is modeled on the SAP Quality Indicator Forms from Prizant, B, Wetherby, A., Rubin, E., Laurent, A, and Rydell, P. (2006). The SCERTS Model: A comprehensive educational approach for children with autism spectrum disorder; Volume II Program Planning and Intervention. Baltimore: Paul H. Brookes. This form shares both some formatting and content with the SAP forms but is considerably less detailed and comprehensive.

Thursday, December 13, 2012

24 Great Toys For Kids Who Don't Play with Toys

Super suggestions here http://www.friendshipcircle.org/blog/2012/12/13/24-great-toys-for-kids-who-dont-play-with-toys

Monday, December 10, 2012

Smart Games toys

Smart Games Loving these toys
Check out Day and Night, Trucky3, Smart Car and Castle Logic
All address visual, spatial, color and shape matching skills. Whether your child needs to copy the answer from the guide provided or solve it on her own, much can be learned.

Be on the look out here for a followup post regarding Trucky3 as I am creating low tech visuals for this activity (to pre-teach parts) and a communication board to assist with the language while playing.

Thursday, November 22, 2012

8 Tips for Special Needs Holiday Toy Shopping

Great suggestions :

8 Tips for Special Needs Holiday Toy Shopping

8 Tips for Special needs Toy Shopping

Thursday, November 15, 2012

The Top 50 Special Needs Resources and Products | Friendship Circle -- Special Needs Blog

The Top 50 Special Needs Resources and Products | Friendship Circle -- Special Needs Blog
Well organized, fantastic list for all kinds of special needs

Tuesday, November 13, 2012

Disabilities Etiquette for kids

Great reminder for many adult too. This is a book that is now this short video. Please share

Click here to view on You Tube

Monday, October 15, 2012

90-year-old mother shares experiences as inclusion advocate for son with Down syndrome in new book - Wheaton, IL - Wheaton Leader

90-year-old mother shares experiences as inclusion advocate for son with Down syndrome in new book - Wheaton, IL - Wheaton Leader
Great story

Tuesday, September 4, 2012

iCreate: Creating Custom Digital Content for your iPad

iCreate: Creating Custom Digital Content for your iPad

Friday September 21, 2012
9:00 AM until 2:00 PM

In this hands-on workshop, Sue Drouin will help participants create and edit images, make collages, create written materials, annotate readings, record and edit audio and video, create screencasts, digital stories, content specific flashcards, and vocabulary games. In addition they will also learn how to use iPad as a digital notebook, a study tool and organizational device. This workshop will be taught using mostly free apps. Participants will be emailed a list of free apps to download prior to the workshop. Resources for BYOC (Build Your Own Content) apps, lists of Paid apps and teaching with your iPad will be provided. If you are interested in taking your iPad to the next level, this is the workshop for you! There will be a light breakfast and lunch served. The cost for this workshop is $100 and checks or POs should be made payable to ERCSD-SPDC.

Location: 30 Linden Street, Exeter, NH

Click here to go to the Seacoast Professional Development Center calendar.

Tuesday, August 28, 2012

Differently-Abled Toy Guide, Toys for Special Needs - Toys"R"Us

Tuesday, August 14, 2012

Re Posting- Special Ed Apps Workshop Opportunity

Sue is presenting:
Apps, Apps and More Apps for SPED

Monday August 20, 2012
9:00 AM until 2:00 PM

In this workshop, experienced iPad users will explore over 60 applications for student’s with special needs from PreK-to 5th grade in all curriculum areas. Special emphasis will be on expressive language apps and apps that can be personalized for individual needs using your own images and voice recordings. Participants will learn how to customize individual apps and strategies for organizing, recording, and sharing students work. This is an exciting workshop that highlights the best of the best apps for specialized learning. The cost for this workshop is $100 and checks or PO's can be made payable to ERCSD-SPDC. A light breakfast and lunch will be served.

Location: 30 Linden Street, Exeter, NH

Click here to go to the Seacoast Professional Development Center calendar.

Monday, August 6, 2012

RePosting! Apps Workshop Opportunity in Exeter, NH

Sue is presenting:
Apps, Apps and More Apps for SPED

Monday August 20, 2012
9:00 AM until 2:00 PM

Location: 30 Linden Street, Exeter, NH

Click here to go to the Seacoast Professional Development Center calendar.

Monday, June 11, 2012

Tools You Can Use | Family Services | Autism Speaks

Tools You Can Use | Family Services | Autism Speaks
Must check out the resources here, all pdf files, extensive information

Wednesday, March 28, 2012

5 Reasons Why Every Parent Should Be Familiar with Executive Function

5 Reasons Why Every Parent Should Be Familiar with Executive Function: It’s not a common topic, but executive function is something that parents should understand. The term refers to working memory, inhibitory control, cognitive flexibility, etc.—skills and qualities that help people succeed in everyday life.
Nice article explaining EF for all