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| Monitoring the environment
restructuring so that there are some natural ways of having inclusion work
work on making a classroom community
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| -Provide some general ABA training with supports
-Help implement some basic reinforcement strategies for the classroom
-Look into some special education supports as needed since inclusion is brand new to him
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| Test
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| Paraprofessional Support & Training, Adapt the Environment, Structured Routines Within a Relaxed Setting, Peer Engagement, Ecological Assessment, Teacher Collaboration, Reinforcement & Motivation
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| All those checked above. A team meeting
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| Implement classroom-wide initiatives around predictable routines and expectations.
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| Instruct staff on simple strategies for engaging the student
Prompt with a variety of initiations and responses
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| Modifying the environment. Providing more structure to the classroom or provide structure to the participant only.
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| Have the student join for activities where the class is behaving more appropriately, such as lessons.
Have the teacher put a little more structure into their lessons.
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| Create more structure for the class, provide more training for the para and teacher, suggest possible accommodations for the student.
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| This is a classic case of a “too much, too fast” transition. The intention was good—full inclusion with support—but the sensory, social, and structural demands of the new classroom are overwhelming. Here are specific, layered solutions tailored to the real issues at play:
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| More training & assessment needed
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| Ask learner for feedback, instruct staff on simple strategies for engaging the student
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| Utilize peer groups
Prompt with a variety of initiations and responses
Whole class initiatives
Group contingencies for cooperative interactions
The learner’s experience of inclusion is unclear
Ask learner for feedback
Document engagement across various inclusion activities and contexts
Ask parents about changes they have observed
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| capitalize on student preferences to have him engage in the classroom. Provide accommodations for the loud work environment
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| the teacher should talk with the student and asked about what are in the environment make him feel uncomfortable . then adjust the classroom environment more structured to adapt into the student's needs. provide the communicate opportunity to the student for the further problems.
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| Create structure where there is not. Requesting small breaks and increasing times in the room.
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