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Time Card

The student picks up the 'time card'; the teacher will start the activity or give the main direction from the day to day, the student puts the appropriate day cards on the lower side to the places that write 'yesterday-today-tomorrow'.

TRAINING NETWORKS

OBJECTIVE: To raise awareness about students with ASD about the importance of offering an educational response tailored to their needs. AIMED AT: Students in teaching internships, speech therapy and masters related to education. TEMPORALIZATION: Throughout the course. The activity that we propose consists of five phases. DEVELOPMENT: Phase 1. Reception. The trainees are received by the management team in a meeting, where one of the teachers of the specific unit presents the TEA classroom. Phase 2. Presentation of the TEA class. After school hours, students attend the specific unit to receive more detailed information on the operation of the unit and the characteristics of the students. Phase 3. A day with ASD. Individually, trainees spend a day of work in the specific unit. Phase 4. Documentation. They are given a folder with bibliography and web pages addressed to the ...

REGULATION OF CONDUCT

OBJECTIVE: - Identify those aspects that cause the behavior to regulate (certain activities, inflexibility, fatigue, hunger, ...) - Implement Economy of Records, Work by ... with some positive reinforcement for the student. DEVELOPMENT - STEPS: In the first place, we must identify what antecedents cause the behavior that we want to regulate. For this we rely on the direct observation of the student and we also have a registration table. In this table we find the following information: Date, time, place, teacher, activity, background, behavior (hitting, throwing oneself on the floor, attacking a partner, ...), behavioral function (escape, obtaining desired objects ...) With all this information, we know how we can act with the students, and thus, be able to offer them a functionally equivalent behavior. Once we have identified the behavior, we start an Economy of Tokens and Work for ... First, reinforcers are established for the student (letters, computer, clips ...) Followed, the objectives are achieved. For later, explain ...

COORDINATION OF INCLUSIVE SESSIONS IN THE ORDINARY CLASSROOM

OBJECTIVE: Coordination among all professionals of the center to carry out the maximum number of significant inclusive sessions for students with ASD. DEVELOPMENT - STEPS: - Approach by the UECIL professionals of short and medium term objectives, related to the inclusive sessions in the ordinary classroom. - Coordination and dialogue with tutors / s and / or specialists from ordinary classrooms. - To value jointly the most enriching, fruitful sessions, significant for the student with ASD as well as for the rest of the students. - Distribution of the different specialists of the UECIL in the inclusive sessions on a rotating basis. RESOURCES: - PERSONAL: * Teachers and / or Center Specialists. * Center's Diversity Attention Team (PT, AL, Educator). - MATERIALS: * Personal hours of each tutor and specialists. CONCRETE ACTIONS: - Periodic meetings with the teachers involved. - Training and guidelines for action for ...

COORDINATION INCLUSIVE SESSIONS IN THE REFERENCE CLASSROOM

OBJECTIVE: Coordination among all professionals of the center to carry out the maximum number of significant inclusive sessions for students with ASD. DEVELOPMENT - STEPS: - Approach by the UECIL professionals of short and medium term objectives, related to the inclusive sessions in the ordinary classroom. - Coordination and dialogue with tutors / s and / or specialists from ordinary classrooms. - To value jointly the most enriching, fruitful sessions, significant for the student with ASD as well as for the rest of the students. - Distribution of the different specialists of the UECIL in the inclusive sessions on a rotating basis. RESOURCES: - PERSONAL: * Teachers and / or Center Specialists. * Center's Diversity Attention Team (PT, AL, Educator). - MATERIALS: * Personal hours of each tutor and specialists. CONCRETE ACTIONS: - Periodic meetings with the teachers involved. - Training and guidelines for action for ...

Dining agenda

The objective is that students independently record the amount of food they have eaten in the dining room, as well as their state of mind. The agendas are made every day in the school center after finishing the dining room. Students have a space for the date (which can be filled in manually or by means of a stamp), a series of images that represent the amount of plate that has been ingested (everything, medium or nothing) that the students will color depending on what have eaten, and finally a series of images to represent their mood in the dining room, they will also color the one that identifies them daily. Note that the agenda also has a space in which you can note any incident or notification.

CAREER SOLIDARITY SAVE THE CHILDREN

CAREER SOLIDARITY IN REQUENA (Ana María Fernández Felipe) A few years ago, in a school in Requena, they planned to run a charity race with all the students to participate in a charity event and promote sports. Each course since then have been pointed to this event plus centers in the municipality and last year 2016-2017 and the four public centers for early childhood and primary education of this municipality participated in the charity race. It has become an important sport activity for students, families and for Requena in general. In the main avenue of the town, the start and finish are prepared and the distances that each course will take place are organized very well, from where each course and center will go, where the families are placed, etc. The families can contribute a donation that goes to an NGO, the last course was for SAVE DE CHILDREN. Children know ...

Support for the acquisition of concepts and the follow-up of instructions.

Practical nº 3 OBJECTIVE: to promote the acquisition of concepts and the understanding of instructions. The acquisition of abstract concepts related to routines and different areas of the curriculum; As well as the follow-up of instructions, they entail difficulties for our students in an environment where the auditory-verbal channel is the dominant one. To do this, we use visual cues based on the combined use of pictograms and gestures (Benson - Schaeffer) or exclusively gestures (if we do not have pictograms at the time the need arises). Our pretension is not that they make them; but that they suppose an aid that promotes the acquisition, recovery and maintenance of concepts (days of the week, months of the year, colors, animals, etc.), and the follow-up of simple instructions of the type: hangs the jacket, removes the agenda, save the file, go to class, etc. This practice is carried out throughout the school routine. The effectiveness of ...

Structuring the patio time.

PRACTICE Nº2 OBJECTIVE: To delimit actions that allow reducing the anxiety generated by long leisure and free time in the students assigned to the UECYL. This practice is intended, fundamentally, for leisure time in the dining room, as it is longer. However, it is applicable to the morning yard. Our students do not present, in their majority, functional game, not being significant the games established at the time of the playground by the rest of the students of the center. This practice has been developed for a specific student; but, it can be used with the rest, adapting it to your personal preferences. The idea is to mark a time of play with companions and two periods of personal choice: one centered on playful objects and, another, on liberating and de-stressing actions. Thus, the student begins playing a game proposed by the adult reference, with other classmates from his circle of ...

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