Second Section Flashcards
Dunn’s sensory Processing. Framework
-two core ideas
Neurological thresholds - very single neuron respond based on a moment that that neuron has enough information to fire
-Self regulation (horizontal bar) - we either take action (active-manage) or we have passive patterns (let things happen and then they respond)
Seeking
- high neurological threshold, active regulation
- always want more
- They create excitement and change all around them
- skip instead of walking -doing things to add sensory input might touch the bricks when walking
- Routines are harder for seekers
Her example: wears two different shoes to work
Avoiding
-Low neurological threshold, active regulation
AVOIDERS want more of the same thing and nothing more
- They create routines to keep life peaceful and manageable
- this person wants less and less
- active behaviours to have less input
- they create routines - because it has the same sensory input
- hypervigilant or may act out to get out of an activity
Sensitivity
-Low neurological threshold, passive regulation (may get overwhelmed)
SENSORS keep track of everything
-They notice what is going on and have precise ideas about how to handle situations
-These type can get bossy
-letting things happen and then getting overwhelmed
- interesting that something like popcorn hitting against the box an bother someone
- Each sound affects participation
-Wears tights (compression - those neurons are stronger ) put more powerful calming overrides other sensations
Registration (BYSTANDERS)
-high neurological threshold, active regulation
Don’t know what they are missing
-They are easy going and can focus even in busy places
-they live under the threshold
-the challenge they don’t notice anything that might help them
Example: teacher wore two different shoes and didnt even know it (same colour but different shape)
Sensory Processing patterns reflect brain activity
-study
-Short sensory profile
86% of the time the kids fell into the proper group ( neuro science - the children are also different)
EEG brain activity discriminated groups with 86% accuracy
Sensory Profile 2
- lots of different versions
- lots of good ideas form the teachers or parents
- all the scores are built on the bell curve
- People fall somewhere on EACH continuum
- People have different patterns at work then out (someone could be a seeker when they go out for dinner, could be an avoider at work, bystander at home)
- remember sensory patterns aren’t just about you but the environment you are situated in
- We are complicated and its ok
- its about all of us not just people with autism
4 sensory patterns have something to contribute to a classroom
Seeker: Creates excitement and change
Bystander: Easygoing and can maintain focus
Avoider: creates routine to manage day
Sensor: Notices details and has precise ideas
Classroom setup
- observe a classroom
- What are the teachers sensory patterns
- not always thinking about the sensory for the students
only a little part of carpet - Seekers would be fine
Chairs have tennis balls to help dampen the sound
materials in the middle of the table
-Visually could be more distracting
- I want to take the teachers way (move the bins forward on to the table to create a visual barrier- kind of blank in the back of the bin) - could block out the business and the colour of the other students
- Child that has body movement -no space between desks -give children a little more room
Turn the comfy chair 90 degrees - to have a seperated area to move
classroom setup Auditory processing
- dropping things on wood resonates
- Put felt under the toys that make noise, we could line some of the shelving with rubber
classroom setup Touch processing
don’t have the smocs on
-Maybe that was an extra shirt he brought from home
might not like the material
some are using brushes, some are using pencil
some are standing some are sitting
-It is very close together than
Consider Visual Processing
- Very busy visual environment
- This would be great for a bystander (things on the wall, things hanging, colourful
the table on right could be pushed over to the wall
-someone who needs less input to focus
Consider Movement Processing
- these desks are very close together
- difficult for child that needs movement to keep aroused
- might have to set them up in a specific location
- might be someone that gets up and writes on the chalk board or give them assignments
Consider who might do well in this classroom
-Homogenous nature might impact seeker or bystander
loks of visual and lots of movement areas
Example using sensory profile 2 Taric
third grader - he is a plodder becoming more socially isolated
-teacher reacted out to the occupational therapist
-easy-going
clumsy, and not interested in tough and rough play
He likes animals, and being in the wildlife
Parents fill out the child sensory Profile –> just like other children in certain ways - the parents get the message that we know the child is capable
More than others range is that he is missing cues
-Movement and body position
-loses balance an unexpectedly
-Props to support self
paint a consistent picture that the child is missing more cues than other children his age
-he engages in less than other students
Teacher also filled out the school companion
-more on visual, movement, touch
- school factor scores
- school factors give us insight as teachers view students in their learning
Assessment of Basic Language and Learning Skills
is an educational tool used frequently with Applied Behavior Analysis (ABA) to measure the basic linguistic and functional skills of an individual with developmental delays or communication disabilities.
Accommodations:
Refer to the teaching strategies, supports, and/or services that are required in order for a student to access the curriculum and demonstrate learning. Accommodations do not alter the Provincial Learning Expectations, rather they reflect what is different from what is provided for other students in the class.
Applied Behaviour Analysis (ABA) :
The science of applying experimentally derived principles of behavior to improve socially significant behavior. ABA takes what we know
about behavior and uses it to bring about positive change (Applied). Behaviors are defined in observable and measurable terms in order to assess change over time (Behavior). The behavior is analyzed within the environment to determine what factors are influencing the behavior (Analysis).
Assessments:
An assessment of your child requires your permission, usually in writing. An assessment may involve: an observation of your child in class, a review of your child’s work as well as school(see ‘OSR’) and medical records, the administration of individual tests, and interview with parents and teachers. A report is written summarizing the findings with recommendations for programming strategies, further intervention or for referral to the Identification and Placement Review Committee (IPRC). Parents receive a copy of the report and, as well, a copy is placed in your child’s school RECORD (OSR). The types of assessments that may be completed include speech-language pathology, psychology and educational.
Bill 82
This law, introduced in 1980 in Ontario, requires school boards to provide special education programs. It is now known as the Education Amendment Act and is
part of the Education Act, which governs all education in Ontario. Under the Act, all school boards must provide or purchase special education programs and services for all school age children regardless of exceptionality.
Case Conference:
A case conference is a meeting held at school to discuss your child’s needs. It will include all professionals involved with your child, such as his/her
teacher(s), support staff and school administrators. Parents may choose to bring someone with them to take notes or speak on their behalf. The purpose of the meeting is usually to problem solve or plan before your child MAY BE discussed at an IPRC committee.
Curriculum:
The province of Ontario has outlined the program, or curriculum, that must be followed to educate children at each grade level. The curriculum describes the
expectations (skills and knowledge) that students must acquire as well as the achievement level ( mark or grade). The curriculum is divided into different subject areas ( Language, Mathematics, Social Studies, etc.) for both elementary and high school students.
Developmentally Disabled (Challenged, Handicapped):
Children who are described as developmentally disabled have learning needs that require highly specialized support and assistance. Children may have medical or health needs, may have difficulty communicating and extreme difficulty learning. These needs are usually identified by the IPRC and special education support services are provided
Education Act:
The Education Act is the provincial law that governs education in Ontario. All school boards must operate according to this law. The Act includes:
- Legislation:
These are the overall laws, passed as Bills by government, regarding education
- Regulations:
These are made by the Minister of Education to expand on the Education Act and give more details about how the Act is to be applied.
Memordana
These are instructions issued to schools and boards. They are sub-divided into Policy-Program, Business and Safety. They are issued by the Deputy Ministers of Education and are valid until revoked.
Monographs
These are issued to provide strong suggestions or clarification on contentious issues. They are not binding, but are viewed to be important.
Educational Assistant /Educational Support Personnel :
This term describes staff hired by school boards to work with individual students under the supervision of the classroom teacher. There is no specific training for Education Assistants, although some may have college or university training. Education Assistants may work with an individual or groups of students for part or all of the school day.
Exceptional Student
According to Ontario law (the Education Act), an exceptional student is a student who has been formally identified by an Identification and Placement. Review Committee (IPRC). An exceptional student has significant needs in the areas of behaviour, communication, intellectual, physical or multiple disabilities and meets the
provincial and school board criteria for identification. A student who has been identified
as ‘exceptional’ must be provided with the supports and services required to meet the
exceptional needs. In addition, an Individual Education Plan must be developed for the
student within 30 days of identification at an IPRC.
Identification and Placement Review Committee (I.P.R.C.):
The IPRC is a committee made up of three persons appointed by the school board (at least one of the committee must be the principal or superintendent). This committee identifies a student’s exceptional learning needs and recommends the special education placement for the student. The IPRC also documents students’ strengths and needs, which is sometimes called the profile statement. The IPRC can also recommend support services and equipment. The IPRC
process is outlined in a Ministry of Education regulation (Regulation 181/98) and includes an appeal mechanism for parents who are not satisfied with the decision.
Identified :
A student that has been identified as “exceptional” thr
Non-Identified :
A student that has an IEP and accesses Special Education Services, but has NOT been formally identified as an “exceptional student”
Individual Education Plan (I.E.P.): T
The IEP is the plan that outlines the assistance provided to students. It is developed by the school, in consultation with the parents. It must include specific educational expectations based on the curriculum, an outline of the special education program and services that will be received, and a statement about the methods by which the student’ s progress is reviewed. The IEP must be completed within 30 school days after a student has been placed in a special education program. Parents must receive a copy of the IEP.
Learning Disability:
This term is used to describe students who exhibit learning and academic difficulties that are greater than would be expected from assessed intellectual
ability. A psychologist usually diagnoses a learning disability. The learning disability may include difficulties with the use of spoken language, reading/writing, non-verbal learning disability, and/or mathematics
Modifications :
Refer to the changes that are made to grade-level expectations for a subject or course in the Ontario Curriculum in order to meet the needs of the student.
Modified expectations may be drawn from a different grade level, or they may include increases or decreases o the number and/or complexity of the grade-level expectations.
Ontario School Record (O.S.R.):
This is the student file that contains all documents on
your child. The contents of the OSR and access to the information are authorized by the Education Act. Report cards and assessment reports are kept in the OSR. Your child’s teacher(s), the principal, and others working with your child have access to the OSR. Parents can ask to see the contents of the OSR by contacting the Principal.
Parent Guide:
Every school board is required to develop a guide for parents that outlines the special education services provided, as well as the procedures for the IPRC, deciding the student’s placement, or appealing these decisions.
Placement:
The term ‘placement’ can refer to a program offered to a student in a regular classroom or may refer to an alternative location within the school board, purchased from another school board or in a provincial school. Placement options (as defined by the Ministry of Education) may include:
Fully self contained classroom
where a small group of students with similar needs are
together for the majority of the day.
Partially integrated or partially self-contained
when a student is in a regular class for at least one class but not more that 50% of the day. The remainder of the student’s tie is in a self contained class.
Withdrawal assistance
when a student is withdrawn from the regular class, for less that 50% of the day, for instruction from a Special Education Teacher in a small class or individually.
Resource assistance
when the student is receiving direct specialized instruction, individually or in small groups, in the regular classroom.
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Indirect services
where special consultative services are provided to the classroom teacher only.
Provincial Demonstration Schools:
The Ministry of Education operates special schools
throughout Ontario for children who are deaf, blind, deaf-blind, and severely learning disabled, as well as those with attention deficit hyperactivity disorder (ADHD). Most of these programs are residential regardless of where the student lives.
Psychological Services (Psychologist and Psychometrist/psychological associate):
School psychologists, psychometrists, or psychological associates are the personnel charged with administering psychological and educational tests. Psychologists and psychological associates interpret results and assist with behaviour management; provide counselling, and consult with school staff
Resource Withdrawal (Resource Room):
This is a special education program where the
student is in the regular program for most of the day, but is also withdrawn from the classroom for regularly scheduled assistance from a Special Education Teacher.
School Health Support Program:
This refers to services provided within schools for
students with health needs. The program is funded by the Ministry of Health and often administered through the local Community Care Access Centre (CCAC). The types of services provided include nursing care, physiotherapy, occupational therapy, and speech
therapy for students with specified medical needs who meet the criteria for these services.An application form is initiated by the school and requires parent consent.
School Team:
This team is composed of teachers and support staff for the school. The purpose of the team is to plan for students with special needs within each school.
Children should not be discussed at the school without the parents’ knowledge and consent. Parents of children being discussed are usually invited to attend the team meeting. These teams have various terms in different boards. Your child’s principal can let you know the proper term (e.g., Program Development Team, In-School Team, School Based Support Team).
Special Education Funding
Special Education is funded in two different ways in
Ontario:
Special Education Per Pupil Amount. (SEPPA)
Special Equipment Amount (SEA)
Special Education Per Pupil Amount (SEPPA):
School boards receive money from the Ontario government based on the number of students enrolled in their school board. This funding is intended to cover the education costs for students with mild learning needs.
Special Equipment Amount (SEA):
With proper documentation and professional
recommendations, school boards can apply for SEA funding to assist with the cost of recommended specialized equipment for students.
Special Education Program:
Special education programs range from support programs for students in regular classroom settings to self contained classes. Across Ontario, there
is a trend toward integrating special education students into regular classes. The Ministry of Education supports integration whenever possible but requires school boards to maintain a range of special education placements. Students in a special education program must have an individual education plan (IEP).
Special Education Services:
These are the resources, including support staff and
equipment, needed to develop and implement a special education program
Special Education Teacher (Education or Learning Resource Teacher):
Special Education Teachers have additional training in the education of students with exceptional learning needs. They are usually assigned to work with groups of students throughout the school day. Some Special Education Teachers work with a specific group of students for the majority of the school day (e.g., learning disabled, language impaired, multiple
handicapped). In addition, Special Education Teachers may also look after IPRC preparation, arrange case conferences, assist in ongoing assessment, evaluation and reporting, facilitate placements, act as a liaison with service agencies and arrange for
transportation.
