INTRODUCTION
This page will reflect my efforts in creating curriculum tips and tricks for children who have been diagnosed with the Autism Spectrum disorder. It will also display the process of how I developed my curriculum off of previous output projects.
I realized I wanted to create this output packet because of the lack of all inclusive classrooms and curriculum. It seems like everything is contingent on one goal, when in my mind, there should be multiple opportunities for learning and experimenting. To me, there isn't always one right way. This was the impetuous for me to generate this project. I wanted to demonstrate how easy it can be to add in successful learning techniques for special needs when you know what you're looking to add ( whether it's sensory, self-concept, math, science, literacy, or motor development). By compiling my tips and tricks from hand on experiences I was able to divide them into subcategories so that one can be able to add them into their own lessons or curriculum.
PROJECT SPECIFICATION
Who: This OP is self-directed and is in place to improve my capacity as a compassionate educator.
What: The goal of this project is to touch base on making curriculum and how you can adapt it to fit special needs. It focuses on embracing the principles of permaculture and how they can be implemented in a class.
Where: I will be using the town I currently live in to support the process of this OP. The town I live in is Stevens Point, WI, which is central Wisconsin, USA. I will also be moving to Madison, WI where I will present my information at a permaculture design course in June.
When: I began this process in April and will continue to forage ideas and tricks so I can apply them to everyday curriculum.
Why: To expand on the importance of education at an individual level and community level and the impacts of intentional teaching. I want to show others that you don't need to do much in order to support kids with special needs. This should already be built into your curriculum and you should adapt an intentional mindset.
To understand how to consciously teach, be aware of feelings and real needs and how to approach in a manner that depicts modeling behavior.
How: I am self-foraging through personal experiences, reconstructing permaculture principles and adjusting goals to embody Applied Behavior Analysis therapy tricks and tips for others to use.
~ Purpose and Process
I am the client for this project but the outcome can be utilized for anyone. It can be used for teachers, stay-at home parents, babysitters, etc. I want it to be a universal tool that will help others either create their own curriculum or adapt an existing curriculum into the format I have made.
Personal goals I had for this project were:
I felt like I was a lady of many facets for this project. I was a leader, supporter, and a follower. Even though some of my thinking was imitated by others I felt like I had a lot of opportunity for growth. Every day is an opportunity for growth and some days the kids are the teachers and you're following and supporting them and other days you're the leader and encouraging the pathway for them. Whichever position I landed in, I completely embodied and absorbed the responsibilities that coincide with the role.
I feel like this was more of an independent project and not really collaborative. I however utilized my co-workers support and feedback on information that I compiled. She also was there to just have open discussions about the topic and that felt nice to have. I considered collaborating with others but I felt like this is a specific topic and it is my niche and that I wanted to see what I could do with it on my own. I am happy with this decision.
I used colleagues and co-workers to review my thoughts and processes throughout the completion of this output packet. This helped during a moment of uncertainty and they helped me re-gain focus and understand that I wanted to focus more on the process than the outcome. Once I gained that understanding I had a lot more clarity with my overall project.
Tools, Tips and Tricks
- visuals to name things
- repetition
- songs
- written word paired with items(if reading)
- behavior management-avoid interruptions
- numbers
- lists (check lists)
- sensory regulation (give them ways to: ball, swing, hand squeezes, etc)
- directions should be black/white and avoid the gray area
- social stories
- video modeling
- encourage positive reinforcement
- encourage verbal and non-verbal gestures
- probe everything, where are they at? (which vs witch)
- patience
- slow talking/ direct
- avoid clutter with words/ LESS IS MORE*
- prepare for redundancy, practice the skills a lot
- forwards, backwards chaining
- allow time to process (it might take 30secs-1 min)
- get excited-be their cheerleader when correct OR engaged
- pay attention to body language
- find their motivators/reinforcers-use them to your advantage!
- change tone of voice (sing song, serious)
- give tools and techniques for problem solving
- don't underestimate or overestimate
- talk through to them at their level
- choices and ultimatums are great
- teach through playing/games (Natural learning)
I want to provide a series of examples of visuals and social stories that I use in order to role play situations when I work with kids on the spectrums. The kids use them as hands on tools during self-behavioral management. This is all a process in order for them to learn about self-regulating and understanding what's appropriate in social situations. If you continue to look below here are some visuals:
~ Outcomes
I have integrated permaculture, teaching, and Autism. These are my main areas of interest on a personal and educational level. I have found a way to develop my former projects into curriculum and put some of the permaculture principles to use. I showed ways to incorporate techniques easily into existing curriculum. My work is to show others the important areas to focus on when creating a curriculum.
My work will be presented at a Permaculture Design Course outside of Madison, WI in June. I will also get a chance to share my work in my end of the year presentation with Gaia. I have also had the opportunity to use old curriculum that I have made and tweaked it to fit the design of this project and I have then used it on my clients.
I reached out to teachers, families, and clients to hear their side of the story and what they that was important to help them work successfully. This process was great because I think it established a tool source of self-regulation.
I think this project helped develop me as a professional therapist within the field of Autism Therapy. I have developed the skill of writing curriculum as well as behavior management plans. With these skills I can independently work on a client's need to enhance their success through therapy and school. Granted my work can be done by anyone it is also about the rapport that is built between the clients and families. This rapport helps understand the child and their interests. I think the most important discovery I had was to not 'force' anything. If there is really no attention towards a topic, don't try to make them learn about it. It's not going to happen, and if it does, not much will be retained. Find certain sub-topics within a main topic and go off of that to feed them information and see what they bite onto.
Permaculture Principles in Use
As you work with kids, especially those on the spectrum these are the permaculture principles that seem to be effective in aiding in your role as a teacher and them as a learner. You will be setting each other for success if you put these principles into consideration.
- Observe and interact: It seems like a simple understanding if you take time to engage people and situations you will be able to develop practical solutions for them.
- Apply self-regulation and accept feedback: Encourage appropriate activity. "Let me know what I know, let me see what I don't"
- Design from patterns to details: This goes with observing and using your findings you can develop a home base to build off of and then branch off of it.
- Integrate rather than segregate: Put things in the right place and pair programs and activities together to feed two birds with one seed (i.e. integrate sensory and motor development)
- Use small and slow solutions: If you are doing things at a steady, consistent pace competency will be developed. You will be making better use of your time and will overall be more sustainable.
- Use edges and value the marginal: Just because something worked yesterday doesn't mean it will work again the next, explore the areas in-between and you might be surprised to find productive and diverse tools right before your eyes.
- Creatively use and respond to change: Change is one of the hardest things for kids on the spectrum. Make change a positive thing, prepare them for it the best way you can- a timer, a calendar, or even practice abrupt changes and reward them. They will learn that change isn't so bad and that it is a necessary part of life.
Above is an example of how I design and develop my curriculum. I highlight what the children will typically learn from the activity. I then share suggested props or items that will be useful in the actually activity. After that, I design my sun put in my main idea and then label the 8 core areas of development. I will then add activities that go with my main idea in each of the core areas. I find this technique to be really straightforward and consider myself designing from patterns to details.
~ Critical Evaluation
My findings throughout my work unveiled specific tips and tricks that created a beneficial working atmosphere for my clients. These tricks were pretty consistent with other people in the field, although most focus solely on self-concept, sensory regulation, and literacy. By foraging online and talking with colleagues/co-workers I was able to decipher what was some independent work and what was relatable.
For the independence, I have tied symbolism, permaculture and Autism all together. This is not something I have seen yet, or heard of other's doing. I have not come across anyone in this specific field to date. This was an elating experience as I realized I might have found my niche. I utilized people from each specific field to develop my work and my specific ways of thinking.
It was also a neat revelation to see the difference in thinking between the child, teacher and the parent. I discovered that they all had different goals and that they needed to approach this aspect first in order to have success.
~ Interventions
Interventions I faced during this output packet varied. I had anticipated getting this output packet in an April or May. I have decided to do June 1st, this was because I was still confused as to what I really wanted the output packet to be. Once I decided to focus more on my process rather than the outcome I gained a lot more clarity and was able to take actionable steps to meet my scheduled turn in of May 23, 2015. I found that May 23 felt less stressful as I will be moving on June 1st and don't want to commit myself to having computer access or internet access. Once I solidified the date I comfortably continued my process.
CONCLUSION
This project by far was my most challenging throughout the year. That is because I had a lot of uncertainty around the content that I wanted to develop and share. I had to figure out what I wanted my outcome to be and then I gained a lot more clarity. I made this output more on the process and when I present at my local Permaculture Design Course in June I will present my outcomes. I also plan to share my outcomes in my end of the year presentation. I feel really good that this was my last project of the year. It has summarized everything that I am passionate about and tied it all together. I also love that I am able to share both the process and outcomes separately.
My next steps:
I will develop and design my end of the year presentation. I need to contact Jennifer English to schedule my end of the year presentation. I also need to attend a middle of the year presentation, I am hoping to accomplish that before June. I will continue to work and finish my learning review output as I want every submitted by May 23 for the June 1st OP bus. This is in order to help me transition with my move with minimal impact and stress. I want to finish with Gaia because I have a lot of job prospects on the back-burner with completion of my bachelor's degree.