DON`T TEACH ANYTHING YOU HAVE TO UNTEACH……..LATER

DON’T TEACH ANYTHING YOU HAVE TO UNTEACH……..LATER
From Good to Great: Enhancing Quality of Life for People with Down Syndrome
The Down Syndrome Research Foundation’s 20th Anniversary Conference and Celebration
October 23-24, 2015 Coast Plaza Hotel and Suites, Vancouver, B.C.
Presenter : Barbara Laird BEd. www.beyondtheboxbasics.com [email protected]
A. Who are we talking about?
B. Rationale…..why am I saying “ Don’t teach anything you have to unteach?”
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Always ask yourself, would I want a person doing “this” 5, 10 or 20 years from now? What would
ensure appropriateness and safety?
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For many individuals the changes and transitions we all experience in life are so difficult.
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Teach, plan for changes, new routines, appropriate behaviour etc. BEFORE they become a necessity.
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The best emergency management procedure is to avoid the emergency in the first place. Tom Willis
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Sometimes we want things to be different, but we don’t want to do anything different. Linda Hodgdon
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IS IT UNFAIR TO TEACH STUDENTS DIFFERENTLY? NO. IT IS UNPROFESSIONAL TO TREAT
THEM THE SAME.
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Remember, if you ever think that you are too small to make a difference, think about spending a night
cooped up with a mosquito. Swahili Proverb
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GO WITH YOUR GUT!!!!
C. What are the long term goals for all individuals?
They include :
1.
Independence in all aspects of their daily life.
We want this, in all things and especially in the self care / hygiene areas. There is no reason why most people
cannot be taught to be independent in all routines and transitions. Support from visuals will enable them to be
independent from all the cueing ( mostly verbal ) that we adults seem to think we need to give. Being
independent gives a person such great feelings of self worth and accomplishment.
LET THEM ACCOMPLISH!
Independence from ADULTS and / or PAID STAFF is one of the biggest challenges for all of us. We want to
encourage this, we need to do this, we all need to work ourselves out of a job!
Some strategies to accomplish this include - using visuals for cueing
- do not always be in close proximity, be across a room
or at least 3 feet away
- teach them to ask 3 peers for help first, before they
ask you
- ignore, play “stupid,” give a wrong answer, to encourage
thinking, talking, self motivation
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2.
Being able to make decisions and empowerment. Both are directly linked to being
given the opportunities, over and over to make their own CHOICES.
CHOICE, choice, choices in everything ...this will empower an individual to know that they have the right to say
no in the future, and to make decisions. This is especially important for their personal safety. If someone does
try to abuse them they will know they have the power and right to say no. THAT IS HOW POWERFUL GIVING
CHOICES IS!
Hopefully because of all the choices you have given them, because of the respect you show for their opinion,
they will grow up to become assertive adults.
At first, limit the number of items in a choice…..start with two.
You can direct some of the choices for example, by saying, you have to wear jeans...which pair do you want to
wear today? Choices bring COMPLIANCE because they make the choice.
We are thinking years ahead here……..preparing from an early age for the “later.”
3.
An inclusive life - Integration + Participation / Involvement = Inclusion.
IF there is no PARTICIPATION and INVOLVEMENT with their peers, there is no
INCLUSION.
4.
To EXPECT that they will have a life of quality.
5.
A good self esteem, feelings of self worth and success.
If a person feels good about themselves it will give them confidence. Confidence allows them to take risks, to
reach out to people, gives them the ability to negotiate, to say no, to have an opinion.
We also want them to understand their disability and to learn to accept who they are, their strengths and
challenges.
6.
Meaningful relationships.
7.
Being able to problem solve, to think critically.
8.
Ability to self correct, to self regulate, to handle their anxiety, stress and anger.
THIS NEEDS TO BE DIRECTLY TAUGHT.
Through using a program like the ALERT program an individual can learn to self regulate their need
for breaks. This is a skill that most of us learn through osmosis and /or trial and error. This process
needs to be facilitated for many individuals. There is nothing worse than losing face in front of your
peers. Self regulation skills, breaks, stress relievers and the use of them can prevent this
demeaning situation from happening over and over.
9.
Being allowed to goof up, to learn from their mistakes, just like we do.
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D. The big question is how to we change the behaviours / routines, procedures,etc.
that we have taught.
It takes at least 6 weeks or 600 times for a "typical" individual to learn a new behaviour
or routine.
1. Expect SUCCESS….it may take time and lots of practice and review.
Start small to ensure success. Work on one goal / support / tool / strategy at a time, the one closest to
success and the one most needed for inclusion, for understanding, for participation, for independence and
/ or of possible future necessity.
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The definition of insanity is doing the same thing over and over and expecting
different results.
2. Have EXPECTATIONS, expect that they can learn or relearn. It may take longer and they may need
more support, but expect that they CAN! Expect also that they too have the right to and will have loving
relationships.
3. Use HUMOR to teach, LAUGH a lot, have FUN, play GAMES. Use anything that the person loves to do
or is obsessed with to help with the learning.
4. Do a TASK ANALYSIS / CHUNKING of the skill / material to be taught. Many individuals cannot learn
the “whole thing” at once……think in small steps.
5. In teaching any skills, subjects etc. you have to always be ADAPTYING AND MODIFYING the
material. Material needs to be at the right level for the individual for learning to be successful.
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GOGGLE Universal Design for Learning, Differentiated Instruction for more ideas.
6. Do DIRECT TEACHING of the skills needed. Support all teaching with VISUAL SUPPORTS. Be
FLEXIBLE and CREATIVE in your planning, teaching, and in creating teaching tools. Sometimes it takes
time and lots of “heads.” Be creative in figuring out how to create lessons and tools that ensure
independence in all areas.
7. TIME - give time to think, to remember, to process information, to learn. Remember they are 45
second people ( or more ) in a 3 second world. When they are processing information, back away, give them
SPACE and KEEP QUIET, NO TALKING.
Everything will take more time, and remember it’s often two steps forward, one step back.
8. PRACTICE, practice and practice again, to “over leaning” or until it becomes automatic. AND even
then, do not expect that they will remember “forever.”
THINK : everyday is a new day.
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9. Use a variety of multi - sensory, tactile, materials and VISUAL TOOLS to
aid learning. Incoroporate MOVEMENT and TOUCH into all learning.
Visual strategies can become an integral part of both prevention and intervention.
Linda Hodgdon
In the typical classroom, the majority of directions are given verbally. It is not unusual for
teachers to need to repeat them many times and to redirect students repeatedly. Visual
supports help teachers accomplish their goal with much less effort.
Linda Hodgdon.
USE VISUAL AND AUGUMENTATIVE OR ALTERNATIVE COMMUNCIATION SYSTEMS, NO MATTER
WHAT THEIR AGE AND / OR NO MATTER WHAT THE SITUATION. THEY ARE EFFECTIVE ACROSS
ALL SKILL LEVELS, FOR BOTH VERBAL AND NON VERBAL INDIVIDUALS. WE ALL NEVER OUTGROW
THE BENEFITS OF USING VISUAL SUPPORTS AND TOOLS TO MANAGE OUR LIVES.
SYSTEMS CAN BE HIGH TECH, MID TECH OR LOW TECH.
REMEMBER THAT YOUR BODY IS A VISUAL TOOL, USE IT!
DO NOT TAKE THEM AWAY WHEN THEY ARE DOING WELL AND THERE IS SUCCESS. USE THEM
CONSISTENTLY ACROSS DIFFERENT LOCATIONS AND CIRCUMSTANCES.
USING VISUAL SUPPORTS BUILDS ON A PERSON’S STRENGTHS AND SUPPORTS
LEARNING,UDERSTANDING, COMMUNICATION, BEHAVIOUR AND A HOST OF OTHER SKILLS IN
THE MOST SUCCESSFUL WAY.
POWER CARDS
Cue cards or Power cards are visual reminders that are carried by the individual to various settings.
Power Cards include both a social story and a portable cue card. They also are
written with “help” from a person, thing or experience a person is obsessed / or interested in.
They, like Social Stories, are a reminder about appropriate behaviour, what to do or say,
where we are going etc. They can be used to ask for help, start a conversation, ask a question,
remember a name etc.
Resource : POWER CARDS: USING SPECIAL INTERESTS TO MOTIVATE CHILDREN AND
YOUTH WITH ASPERGER SYNDROME AND AUTISM by Elisa Gagnon
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SOCIAL STORIES
Social Stories can be one of your most valuable tools………..armed with a camera, write them, use them,
have them always available, at home and school or work.
Trademarked by Carol Gray, these are one of the most valuable tools a person can learn to write and to
use. She has a specific formula to follow if they are to be called social stories.
IF you write a story, that does not follow the format, people are calling them WRITTEN STORIES.
A written story also gives an individual information about how to handle different situations and how
to deal with life’s happenings.
“A Social Story™ describes a situation, skill, or concept in terms of relevant social cues, perspectives,
and common responses in a specifically defined style and format. The goal of a Social Story™ is to
share accurate social information in a patient and reassuring manner that is easily understood by its
audience. Half of all Social Stories™ developed should affirm something that an individual does well.
Although the goal of a Story™ should never be to change the individual’s behavior, that individual’s
improved understanding of events and expectations may lead to more effective responses.”
From Carol Gray’s website www.thegraycentre
For the formula of Social Stories and for more information, examples, scripts that you could adapt
and modify, pictures, both free and for purchase etc. Goggle Social Stories, Carol Gray, Autism.
Carol Gray also has several books available that explain social stories and give ones to adapt and use.
( see Resource list )
Social Stories may be presented in print, pictures, cartoons and comic strips, line drawings, audiotape
or videotape. An Audio tape or videotape of a Social Story is also useful if an adult or peer is not
available. The individual can then begin listening or watching the story in preparation for an activity.
“Carol Gray has also developed Thinking Stories, social stories that describe in detail what people
may be thinking. Thinking stories also follow a specific format, incorporating the “talk” and “thought”
symbols from Comic Strip Conversations. Each thinking story demonstrates that any given statement
may be accompanied by a variety of thoughts and motivations, and that the thoughts and motivations
of others needs to be considered to fully understand each statement. They are often used to explain
the actual meanings of slang phrases, or statements that would be confusing if interpreted literally.”
( Carol Gray, 1994 )
Carol Gray has also developed variations of Social Stories that address an individual’s specific needs
or a given situation.
Some of the variations are: Goal Stories, Judgement Stories, Stories addressing aggression,
Stories addressing fears, Stories addressing obsessions and compulsions, Question and answer stories,
Media stories and group stories.
Resource : SOCIAL STORIES. THE NEW SOCIAL STORY BOOK and COMIC STRIP
CONVERSATIONS by Carol Gray.
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Social stories focus on one issue per social story and increase the individual’s understanding, make
them more comfortable and suggest appropriate responses for the situation in question.
SOCIAL STORIES - DESCRIBE SOCIAL SITUATIONS
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detail what occurs
point out the most important social cues
explain the events
- EXPLAIN SOCIAL SITUATIONS
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how someone feels, thinks and acts
why someone fells , thinks and acts that way
- TELL SOCIAL EXPECTATIONS
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what to DO and what to SAY
SAMPLE SOCIAL / WRITTEN STORY:
COVERING MY PRIVATE AREAS
Everyone has private areas on their body.Mom and Dad have private areas. All adults and children have private
areas. I have private areas.
My breasts, bottom and genitals are my private areas. My private areas belong to me. People should not see
or touch my private areas. Most of the time , my private areas need to be covered with clothing.
Our private areas are covered by underwear and swimsuits. My underweard and bathing suit cover my private
areas. Private areas can have many names.
Being naked means wearing no clothes. It is not okay for all people to see me naked. Sometimes my mom or dad,
a doctor or a nurse may need to see my private areas.
It is not okay for friends or other adults to see me naked. It is not okay for my brother or his friends to see
me naked. I need to be naked when I take a shower or a bath.
After my shower or bath it is important to cover my privates before leaving the bathroom. I can cover my
private areas with a towel, a bathrobe or my clothes.
I will do a great job of covering my private areas when I leave the bathroom.
Taken and adapted by P. Collins form "Taking Care of Myself" by Mary Wrobel
This SOCIAL STORY on Covering my private areas may need to be shortened, have different language,
may be only one of several needed, covering only one concern at a time....on whatever issue needs
more understanding, reinforcement and explanation.
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ASKING OTHER KIDS TO PLAY
There are a lot of children to play with.
I like to play with other children.
We can play games and we can play outside.
Sometimes I want another kid to play with me.
This can be a lot of fun.
Sometimes I ask other kids to play with me.
I say “ Do you want to ___________?”
Sometimes the other kids say yes!
This makes me very happy.
Sometimes the other kids say no.
This makes me sad.
But other kids don’t always want to play what I want to play.
This is okay.
If another kid says no, I can ask them what they want to play.
If they don’t want to play at all I can play by myself.
This is okay.
I can have lots of fun playing by myself too!
E. What topics do we need to consider when we say, “Don’t teach anything you might have to
unteach?”
1. SEXUALITY
“Sexuality is a broad term encompassing many facets of who we are.
Sexuality involves our beliefs and feelings about being male or female and the roles and expectations associated
with them. It involves our behaviours, interactions, and relationships with others of the same and opposite sex.
It includes how we feel about our body and ourselves. Sexuality is a process of learning that evolves throughout
our lives, an active, inseparable part of who we are. Parents are the primary sexuality educators of their children,
which is how it should be. From birth we model and teach our children messages about love, affection, touch and
relationships. ………Who we are as a sexual adult is largely a result of how we received information as children……”
From Sexuality Education printed in Disability Solutions by Terri Couwenhoven.
Free Down load of the two articles, printed in 2001 from www.disabilitysolutions.org/
SOME OF THE DIFFICULIES FOR INDIVIDUALS WITH DISABILITIES IN LEARNING ABOUT ISSUES
AROUND SEXUALITY
a) Lower reading levels limit ability to access materials. Most material is meant for typical individuals. You will
have to “cut and paste,” chunk, modify, rewrite materials especially if the individual has an intellectual disability.
Make them personal, use a camera and include pictures of themselves in the materials.
b) They may not learn well by osmosis or incidental learning, need direct teaching. Too often we assume or they
know, DON”T ever assume that they know or remember.
c) Information needs to be taught as ”rules”, be very black and white, so that you lessen their decision making.
BUT don’t forget about the “gray” areas or “what ifs” of life.They will happen and you need to think about them
and even role play, talk about them.
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d) Generalization is often weak for these individuals. Add in ANXIETY and SENSORY ISSUES and there
can be a high forget rate of information taught. You need to practice in different situations and places.
And the practice and review needs to happen over longer periods of time. They may have to be retaught
many times over a period of months or years.
e) Individuals with developmental disabilities have difficulty with critical thinking ,in understanding cause and
effect. They can be very impulsive in their interactions and not fully understand the implications of their actions.
Often they may not understand the difference between reality and fantasy. They may not be very realistic in
their thinking. They also may miss and / or do not understand all the hidden curriculum of body language,
innuendoes, slang….the pragmatic skills of communication.
f) Teach, plan for changes, new routines, appropriate behaviour etc. BEFORE it becomes a necessity. Try
to plan ahead so that you are not teaching in a “crisis” situation.
Individuals with disabilities are always “under a microscope” and not given opportunities to goof up and / or
make mistakes. When they make a mistake in the sexual, personnel or private arena everyone gets REALLY
upset without understanding and remembering who they are, why the mistake was made, their cognitive level,
what needs teaching and what we have assumed they remember and know.
By viewing “mistakes and goof ups” as POSTIVIE learning experiences, they become a wonderful and much
needed teachable moment.
g) Language needs to be consistent from home, to school to community. There needs to also be
consistency in the values, skills and information shared.
h) We have not traditionally used a variety of multi - sensory, tactile, materials and VISUAL TOOLS to
aid learning. We need to do this, they are so powerful.
i) We often neglect to address the whole area of sexuality with individuals with disabilities. Society
often thinks they are “perpetual children,” they could never envision that they might someday want to
have a sexual partner. We end up leaving the teaching until its “crisis or panic time.”
j) Individuals with disabilities have fewer friends, social opportunities and interactions. They have fewer
opportunities to observe, develop and practice social / friendship skills. These skills are the basis for being
able to have a relationship, and to understanding around sexuality.
Friends are generally poor sources of accurate information….for ALL people.
TRY to increase the number of interactions they have, and also facilitate and encourage interactions between peers.
Too often the only people many individuals interact with are adults and /or paid staff.
Interactions are more than just hi, they involve facilitating back and forth talk, questions or discussion, they involve
reciprocity.
INTERACTIONS > RELATIONSHIPS > FRIENDSHIPS > INTIMATE RELATIONSHIPS
Relationships need to be worked on constantly. The reciprocal aspect is difficult for individuals with disabilities to
understand, they are the ones who are always “receiving.” Teach them to give to others, to help others, to feel empathy
for others.
Teach about feelings by taking pictures of their face, your face, make up books about feelings,use mirrors, identify feelings
in photographs, books and on T. V. Talk about how words, situations make a person feel, how would they feel?
Relationships can be voluntary or involuntary, and they need to learn the difference and that each kind is okay.
Relationships also change over time and that is also normal, but often hard for them to understand and accept.
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Many individuals have difficulty in understanding the difference between a friend and an acquaintance. Stress the
difference from the beginning, do not allow them to think that the cashier at Safeway is their friend, or the bus driver,
or the mailman.
Use correct terminology to distinguish and teach and “call them” on it, over and over.
Relationships when they move to the level of an intimate one, bring responsibilities and that too, is part of sexuality
education. You will need to ensure that they get teaching in dating, sexual attraction, safer sex, ( always wear a condom )
birth control, consent, safety etc.
Teaching the specifics of a sexual relationship is the last thing you need to teach.
2. TALKING ABOUT THE BODY
a) Body parts and awareness
Use the correct names of all body parts, use butt, vulva, penis, breasts etc.
If a person knows the correct names of body parts they are better able and more likely to report abuse. They
are also more likely to be believed because of the language they are able to use.
b) Awareness of the body, how it all works and the changes that will happen over their lifetime.
Includes being aware of the physical differences between males and females.
Includes health issues, understanding how to talk about them, share how they are feeling.
Includes information they will need for a successful and meaningful intimate relationship.
c) Puberty …it will come.
Common Physical Changes in both boys and girls
( from Margaret Newbury Jones, Shade Consulting, Vancouver )
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Acne
Perspiration - Body odour
Hair growth - public, arms, legs, under arms
Growth spurts
Voice deepens
Genitals grow larger
Enamel on teeth is softer
Emotional changes
Mood swings
Attraction to other people
Increased sexual thoughts and feelings
Puberty in Males
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Onset after 10, average 11 to 12 years
Shoulders and chest broadens
Muscles develop
Facial hair
Chest hair - may or may not develop - either is normal
Sperm development starts
Spontaneous erections - wet dreams
Healthy weight gain
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Puberty in Females
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Onset after age 8 - average 10 to 12
Beasts develop
Hips widen
Ovulation starts
Menses start
Healthy weight gain
d). Understanding private and public
When you are talking with an individual, in the car, at home, at school etc, continue to reinforce by saying this
is a private place, this is a public place, this is a private voice, this is a public topic etc.
Public and Private things to discuss, over and over……..
1.) Places
There are private places, bathrooms and bedrooms. Most other room in a house are public,
yet they are private compared to a restaurant. It’s confusing and you need to carefully teach them what is
acceptable behaviour in these different places. Remember there may be confusion when a bathroom for
example is considered private at home, but public anywhere else.
Everyone is entitled to private / personal space.
Everyone has the right to shut their bedroom door, people should knock and wait for permission to enter.
2.) Voice
A private voice is usually quiet, especially when talking about private concerns.
3.) Topics being discussed
This can also be confusing .As an example, you don’t talk about your period on the bus, that
is a public place. If you must, because of an emergency, you use private voice to one person. Who that person
would be is also important to talk about.
4.) Who you talk about private things with?
5.) Parts of the body
What are the private parts? - mouth
- anything covered by a bathing suit
6.) Behaviours - some common ones that get individuals into so much trouble because they
happen in “public places.”
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Touching private parts of themselves or others
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Girls sitting with groin area exposed when wearing skirts or dresses - wear
shorts underneath until they can sit properly
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Stalking, having crushes and sexual attractions
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Masturbation - the " M" Word
Talk about it, teach how to do it properly
( Dave Hingsburger on Resource List )
Only to be done in one place, the bedroom, alone and with the door shut.
Provide Kleenex, handwipes, towels and teach them how to clean up.
Hands in pants. Wear jeans, or tighter pants, tight underpants and a belt to
help them not be able to get their hand easily into the groin areas
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If there is continued genital touching and masturbation, and redirection, or moving them into their bedroom
doesn’t work consider that their might be a physical, environmental or behavioural cause.
Determine if it has become a behavioural issue caused by boredom, seeking attention, response to stress, a
new environment.
Rule out environmental causes from uncomfortable clothing, new underwear or chaffing or itching caused by
soaps and detergents.
Ensure that a doctor rule out a possible urinary tract or vaginal infection, a rash, or abuse.
Or maybe it’s just a new, exciting discovery!
7.) Modesty
Running around the house naked is perceived as “cute” and fun when an individual is little,
and can be a difficult behaviour to change. The best way to teach modesty is to model it. Ensure that modesty
is used by all family members. Make it a rule that everyone is dressed when leaving the private areas, doors
are shut, everyone knocks to enter a room, there is privacy in the bathroom etc.
8.) Touch
Everyone needs touch, but the job of families and workers is to teach an individual the
skills needed to make friends who will meet their need for intimate touch.
Touch from “staff” should be talked through. They should ask permission, then they
should describe to the individual what they are doing and why they are doing it.
Always encourage and /or talk a person through the parts of the skills that you are
teaching them to do independently. Use visuals, have them repeat instructions.
Staff should also wear gloves.
There are ways for people to get “legitimate” touch, hair washing, a massage, from a
friend, etc.
3. BOUNDARIES
Question : Why do individuals with disabilities have such poor boundaries?
Appropriate and inappropriate boundaries are taught by us. We violate their boundaries all the time
and insist on and teach them compliance.
Understanding the rules around touch, affection and boundaries is hard. From early on, boundaries are
violated. Adults, family, friends and professionals hug, pinch cheeks, touch, talk to these individuals
differently because they are “so cute and loveable, because they are doing therapies, keeping them safe, a
multitude of reasons.
They are not and will not be perpetual children or asexual.
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Boundaries and personal safety are intertwined.
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NO HUGGING …………WHO DO YOU HUG?
Be specific when teaching. To reinforce, make a book with pictures or use the Relationship Ripple. ( page 20,
21 ) Family and close family friends are the only ones who belong in the first ripple or have the right to be
touching, kissing and hugging. The people in this “ripple” will change over time and need to be updated.
Insist that all others.... including strangers, workers, friends, acquaintances etc. give greetings, such as high
fives, hand shakes, thumbs up, head nods, verbal greetings, whatever is considered “cool” and / or appropriate
at the time.
All Staff are “ rented strangers.” ( Michael Kendrick )
They are not friends, they are paid to teach an individual social / friendship skills and facilitate opportunities
for them to make friends.
Don’t hesitate to ask people to stop hugging these individuals and to start treating them “as adults” giving
adult greetings. This is for the protection both of the individual and the staff themselves.
There are so many social behaviours around boundaries they just do not understand. For example, at school
they see peers hugging, but don’t understand why they can’t also hug those same peers.
They do not learn by osmosis, in order to understand an individual needs to learn through direct teaching.
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DO NOT Teach Stranger Danger
In most cases people are not abused by a stranger, but someone they know. They need to be taught who to go
to if they need help and are in trouble. That person will probably be a stranger. A good person to ask for help
is a mother with children, people in uniform, in stores, the driver on the bus etc.
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Relationship Ripples ( See attachments ..page 20, 21 )
Circles - be careful if you use this tool, it was meant for teens and adults and usually
contains the Stranger ( danger ) circle. Modify it to only a few circles and eliminate the
stranger circle.
4. HYGIENE / HEALTH
Work towards independence in all personal care, hygiene and health issues.
Begin dealing with hygiene/ health/ sexuality / fashion issues before they need to happen.
eg. need for deodorant, menstruation, wearing a bra, wearing jeans, appropriate clothes for high school, wet
dreams, spontaneous erections, having a bath/shower and washing hair everyday, changing underwear and
shirts everyday, brushing teeth, taking medicine etc.
This is especially important if you know that they will have aversions to change, transitions, blood, etc., have
sensory issues or fine motor skills that make learning a skill and routine more difficult.
I personally believe that from a VERY early age we should encourage and teach the routines around hygiene
that we want them to be using at puberty and beyond.
Teach boys to use a urinal as early as possible. This can be difficult because of fine motor skills, and sensory
issues around fabrics, but is essential for their safety, independence and acceptance by others.
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Do not forget the rules of using a urinal, don’t look, stand the furthest away from someone else and for boys
using public washrooms, no talking!
Personal care should never be done by someone who is a substitute staff or a staff who is new to the
individual. Out of respect for the individual, personal care should always be backed up by two or three people
they know.
We want individuals to be well groomed, clean and dressed appropriately for their age and in sync with their
peer group. Fashionable clothes and good haircuts help with self esteem. They are “cool.”
5.
THE HIDDEN CURRICULUM
There is a “Hidden Curriculum” or rules that are not clear, in everything, from the classroom, to sexuality
issues, to friendship issues, to life at home, etc.
Many individuals do not understand, know or realize that they may be doing or not doing something that is
inappropriate.
Never assume they know the “hidden or silent” rules of life.
When teaching, think about what we automatically know, without being told, and then realize that these
individuals will need you to interpret, recognize and teach them these skills or routines directly.
Again, teach appropriately, so that later in life you don’t have to unteach.
Give positive feedback for following these “hidden rules.” Model what a rule looks like.
Make rules clear and concise, state in the positive and begin with an action word. Eg.“ Walk in the halls.”
Focus on ones that can be taught, measured and enforced. Limit to no more than 5 at a time.
Post the rules, and ensure that they are understandable, close to and easily seen by an individual.
Eg. When playing games, teach the correct rules from the beginning and don’t let them always win.
When ordering food at MacDonald’s, you have to stand at the back of the line.
You never peek under the stall doors in a public washroom….the list is endless!
6. TRANSITIONS
20% of any given day is spent in transitions, both large and small. Not planning for transitions is a huge
mistake. For many individuals transitions can cause huge angst and lead to inappropriate behaviours.
Most transitions can be chunked, supported with VISUALS and taught and facilitated in such a way that an
individual becomes independent. The visuals are the reminder, the schedule and the cue.
Ensure that transitions take into consideration their need for TIME, beginning early or late and other
accommodations that will ensure they are successful.
Ensure that they have something TO DO, especially while waiting.
Allow them SOMETHING IN THEIR HANDS OR POCKET ( like you carry your cell phone ) to hold and carry
during transitions. This also helps relieve their anxiety. It could be a stuffie, a book, a favourite rock......their
choice NO MATTER WHAT THEIR AGE and something that truly gives them a sense of comfort.
Planning for transitions can include transitions around people, places, clothes, holidays, expectations, changes in
routines, expectations, hygiene, bodily functions, etc.
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7.
ROUTINES
Life is full of routines, that we teach and / or learn from an early age.
In teaching any routine, try and think about any future ramifications of how the skill or routine is being taught, and
if it will be appropriate at a later time in their life.
For many individuals the routines become their behaviour and are very difficult to change. In fact you sometimes
can not change it…..you have to think of a new routine.
REMEMBER : It is easier to teach a new routine than it is to change an old behaviour. Linda Hodgdon
In all the routines of daily life, support the teaching with visuals. Carefully make sure the routine is one that will be
appropriate and safe.
Routines may have to be chunked eg. how to brush your teeth and be taught in small steps, increasing the
individual’s participation gradually.
Routines that ensure independence from adults and safety can be taught for any setting or place.
Examples can include things like:
•
independence at lunch and snack times, washing hands, opening their own containers, cleaning up
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organization of materials for the day, subject, homework, Put a list or schedule in the locker, backpack,
folder, easily accessible for them to look at
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organization of their locker or desk, color code books, materials needed
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use of a cell phone eg. turn on while traveling, phone home when you arrive, turn off, phone when leaving,
keep on while traveling, turn off when home
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steps in writing a test
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anxiety, stress or anger self regulation
8. QUESTIONS / THINGS TO PONDER AROUND TEACHING OF ACADEMICS
AND /OR LIFE SKILLS
This is a personal rant from me, an area that I just hope will make you think about the WHY of so many things that
we do or think we have to do. You may totally disagree….but thanks for reading. Barbara
It is such hard work for many individuals to learn. They also, for many reasons ( cognitive, physical, related to
disability etc. ) may not be ready to learn skills until a much later time in their life. It takes them longer, yet
somehow we get caught up in thinking we have to teach skills they may not be ready for or are useless because they
do not use them on a consistent basis. These individuals have a high forget rate, if they don’t use it, they lose it.
So, we need to think carefully about “why” we are teaching something.
Is the knowledge necessary for a quality of life, can it be taught differently, do they really need to know this at
this time etc?
Does it lead to the most important facet of life, having friends and relationships? If not, why are we doing
this?
I believe that the second most important LIFE SKILL is literacy. We should never stop teaching the skills of
literacy, no matter what their age. Yet, for many reasons, for many individuals, direct teaching of all the literacy
skills stops after the primary years.
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•
Material needs to be age appropriate. Use ESL or the high interest low vocabulary books, make individual
books, journals etc based around them or their interests to teach reading. Teach mainly with whole words,
label everything, no matter what their age, give them words they want to know. Give them a camera and
use their photographs in creating books and journals.
•
If a person can print well, has mastered this skill, why do they need to learn cursive writing? Consider
even teaching cursive writing to begin with, for some individuals it is easier than printing. Or compromise
on a style like calligraphy, where the letters flow together, again easier for some, and you are not
reteaching a skill.
Let them use a computer, with appropriate sized keyboard, or have a scribe.
Why do we teach and make all individuals take notes? For many, taking notes means that they
work so hard at the note taking that they are not absorbing any information. Or they may not
even be able to keep up. A teacher can give students their notes, then they can simply
highlight as they listen. Handwriting is such hard work for so many individuals. If we spend time
forcing them to write , we never find out what they really know.
Teach them directly how to write tests. Don’t assume they know what to do, when faced by a
test. Allow them more time, a quiet space. They may need help in chunking the test, looking at
only one question at a time. They may need a scribe, or someone to talk them through the test.
They may need to stand while writing, chew gum or drink water. They may need lots of breaks.
An Occupational Therapist consultation can offer enormous help in ensuring success in these
areas.
Math, so many questions about math.
•
•
•
•
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Why do we make individuals spend years and years doing sheets of adding, subtracting etc. over
and over again. Some individuals may never learn to add 2+2, but they would enjoy, learn and can
participate well in the other branches of the “math tree.” Areas around geometry, weights,
measurements, etc. are hands on, visual and often done as group activities.
If they are doing math work, have them do it using manipulatives and then teach them to use a
calculator. They can use the calculator to check their answer or to do the math work from the
beginning. We ALL use calculators, teach them too.
Math is “stuffed” with language, and we assume they know all the meanings of the words.
Consistent language would help. Think about it…take away, subtract, minus, less than…the list is
endless.
Money, money, money…….you cannot understand money until you understand the numbers to 100.
Yes, keep teaching the coins, values etc. But then leave it….instead teach a safe routine around
how we use money. Teach them to pay with their $20 bill or debit card and to ALWAYS bring
home the receipt. By looking at the receipt you will know if they have been cheated or not, and can
go back to the store / restaurant with them.
Time is so difficult. Again, it is confusing and filled with language. Eg. quarter after,
5 ;15, but the hand is on the 3,how does that make sense? Buy a large
clock with clear numbers. Put a cardboard circle around the outside and write the
numbers 5,10, 15, 20 etc. beside the corresponding number on the clock. Place in a place
they look often….mine is by the TV. And just keep talking over and over, letting them
see it over and over. Eventually they may make the connections, in the meantime give
them a digital watch!
Life Skills, what do we mean by this?
•
Think about why you are teaching life skills and where.
•
The greatest life skill is to know how to have and to be a friend. These skills are what I believe we should
be spending the most time facilitating and teaching. If the activity or skill does not lead to involvement,
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participation and interactions with peers, why are we doing it? The activities should also not always be
passive activities, like watching movies or going to a hockey game. Activities, like joining a club, a band,
volunteering in a library, a choir, a gardening group, a dance group, a soccer team, lead to more active
participation and interactions and opportunities for friendships to begin.
•
Life skills do not have to be taught in separate places with separate people. They can be taught in the
arena of real life, the school, the community centre, the church etc. They can be activities that all the
members of the school, church or community centre also participate in. Buying lunch and eating in the
cafeteria, ( teaches using money ) changing in the locker room, ( teaches self dressing ) helping wash
dishes in the church kitchen, ( a lot of talking usually happens ) playing with the toddlers, ( teaches
empathy )learning to skate in the public sessions at the arena. ( lots of helpers around to talk and skate
with )
So, I question ( and remember this is my rant, you don’t have to agree ) why we teach individuals for example to
ride a bus route that they will not ride consistently ( they will forget ), to run a washing machine that is different
than the one they use at home, to endless folding of clothes and matching socks? Often, they never even do these
things at home, unfortunately the paid staff feel that is their job.
____________________________________________________________________________________
LEARNING IN INCLUSIVE ENVIRONMENTS: WHAT IS IMPORTANT TO TEACH
STUDENTS?
Unit 2: What to Teach? Learning Opportunities for Students
Paraprofessional Handout6 – New Learning
•
PARTICIPATING IN ROUTINES AND TRANSITIONS
In general education classrooms and throughout the school, there are common routines that all
students follow. For example, gathering materials to begin a task, using materials appropriately, or
following classroom rules. In addition, all students need to transition
( move) between activities in a classroom and between places in the school. For example: moving in
the cafeteria line, finding their way around the school or the community, or using the elevator. By
increasing PARTICIPATION and INDEPENDENCE during common routines and transitions,
students are establishing useful skills that are necessary now, and useful for different situations in
the future.
•
ENGAGING IN ACADEMIC AND FUNCTIONAL ACTIVITIES
Academic activities and objectives primarily focus on student instruction in language arts,
( reading, writing, listening and communicating ), math, and other subjects. Functional activities and
objectives focus on life skills that students need to “ go out and function“ in school, at home and in
the community. Examples include using a microwave to cook a meal, taking care of personal hygiene,
playing a video game, browsing through a magazine during leisure time, using money, and following a
schedule. Some students primarily have academic objectives, some have functional objectives, many
have both. The best time to learn functional skills is when they are required throughout the day.
For instance, a student would practice dressing skills in the locker room or determine the correct
amount of money to make a purchase in the cafeteria or during a school field trip.
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•
INTERACTING WITH OTHERS
Learning how to appropriately interact ( communicate) with classmates and adults is crucial for
students who have disabilities. Students need to learn how to request assistance, share, their ideas,
answer questions, and simply be able to join in a conversation. It is through interactions with
classmates that students develop an understanding of what is appropriate or required in various
situations and how “fit in.” It is how students develop friendships which is a basic need in all of our
lives. It is also through interactions with others in daily routines and activities that students have
opportunities to make choices. Communication is an essential skill development focus throughout the
school day. How we interact and communicate varies. For example, a student may point to a picture
on a communication board to choose an activity, make eye contact when entering a classroom to
acknowledge friends, or actively participate in a small groups activity by stating an opinion.
From: Supporting Students with Disabilities in Inclusive Schools.
A Curriculum for Job-Embedded Paraprofessional Development
_______________________________________________________________________________________
E. SOME OF MY FAVOURITE BOOKS / WEBSITES
The best place I have found to buy books is either from Amazon.ca or Odin Books in Vancouver
www.odinbooks.ca . Click to Books / Children and then Child and Youth.
If possible I would purchase as many books around sexuality, health and hygiene. Have them lying around at
home and school... to read and look at over and over.
Both children and adults will absorb different material at different times. And they also need to be able to
look at them privately and without adult interference.
I would also photocopy many of the books, cut and paste and use the pictures, ideas to make Social
Stories that do not include too much information or drawings and pictures at one time. Include them and
their photographs in the Social Stories you make.
1.
TAKING CARE OF MYSELF: A HYGIENE, PUBERTY AND PERSONAL CURRICULUM FOR YOUNG PEOPLE
WITH AUTISM by Mary Wrobel
2. TEACHING MATH TO PEOPLE WITH DOWN SYNDROME AND OTHER HANDS ON LEARNERS, Book One
and Book Two - DeAnna Horstmeier
3. THE HIDDEN CURRICULUM; PRACTICAL SOLUTIONS FOR UNDERSTAND RULES IN SOCIAL
SITUATIONS ,ASPERGER SYNDROME AND SENSORY ISSUES, SIMPLE STRATEGIES THAT
WORK! HELPFUL HINTS FOR ALL EDUCATORS OF STUDENTS WITH ASPERGER
SYNDROME,HIGH FUNCTIONING AUTISM AND RELATED DISABILITIES and WHEN MY
WORRIES GET TOO BIG: A RELAXATION BOOK FOR CHILDREN WHO LIVE WITH ANXIETY all
by Brenda Smith Myles
4. TEACHING CHILDREN WITH DOWN SYNDROME ABOUT THEIR BODIES ,BOUNDARIES AND
SEXUALITY and BOYFRIENDS AND GIRLFRIENDS : A GUIDE TO DATING FOR PEOPLE WITH
DISABILITIES by Terri Couwenhoven
5. NO B.O! THE HEAD TO TOE BOOK OF HYGIENE FOR PRETEENS by Marguerite Crump
6. Down Syndrome Scotland at www.ds.scotland.org.uk/Let’s Talk about Puberty, Let’s Talk
about Periods at Publications for persons with a Learning Disability. Free to download.
7. Puberty for Boys, Puberty for Girls and other free downloads, need to be
modified and / or adapted from Family Planning Queensland www.fpq.com.au#
8. Kotex at www.kotex.com has some articles and pictures / photos that might be
useful for Social Stories.
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9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
39.
Augmentative and Alternate Communication packages on Menstruation, Friendship and
Sexuality from www.shinesa.org.au/...but I can’t seem to find them free online anymore. I
have them on files and if you want them email me. Lots of resources at this site to look at or link to.
BOOKS ON SEXUALITY -- I OPENERS :PARENTS ASK QUESTIONS ABOUT SEXUALITY
AND CHILDREN WITH DEVELOPMENTAL DISABILITIES by Dave Hingsburger, JUST SAY
KNOW by Dave Hingsburger, SEXUALITY: YOUR SONS AND DAUGHTERS WITH
INTELLECTUAL DISABILITIES by Karin Melberg Schwier and Dave Hingsburger. More
resources available at www.diverse-citypress.com/
GOOD TOUCHING AND BAD TOUCHING , WHO CAN I TOUCH, GOOD GUYS AND BAD
GUYS www.daviesandjohnson.com
THE FACTS OF LIFE AND MORE Leslie Walker- Hirsch
WHERE DO BABIES COME FROM by Margaret Sheffield
WHERE DID I COME FROM? and WHAT’S HAPPENING TO ME? by Peter Mayle.
Usborne Books : need to be modified and adapted. WHAT’S HAPPENING TO ME for Boys
and WHAT’S HAPPENING TO ME? for girls and UNDERSTANDING THE FACTS OFLIFE.
THE CARE AND KEEPING OF YOU The Body Book for Girls by AMERICAN GIRL
IT’S PERFECTLY NORMAL by Robie H. Harris Needs modification
WHAT’S THE BIG SECRET by Laurie Krasny Brown and Marc Brown
AM I WEIRD OR IS THIS NORMAL?
BOYS, GIRLS and BODY SCIENCE by Meg Hickling
WHATS HAPPENING TO MY BODY FOR BOYS by Linda Madaras
MY BODY, MY SELF FOR BOYS
WHAT’S GOING ON DOWN HERE?
IT’S PERFECTLY NORMAL, TEEN SEXUALITY
WHAT’S THE BIG SECRET?
IT’S SO AMAZING
AUTISM & PDD ADOLESCENT SOCIAL SKILLS LESSONS HEALTH AND HYGIENE by Pam
Britton Reese and Nena C. Challenner
DAWN REITAUG - ORCHESTRATING ACADEMIC SUCCESS [email protected]
VISUAL STRATEGIES FOR IMPROVING COMMUNICATION:VOLUME 1:PRACTICAL
SUPPORTS FOR SCHOOL AND HOME 1996 and SOLVING BEHAVIOR PROBLEMS IN
AUTISM;IMPROVING COMMUNICATION THROUGH VISUAL STRATEGIES,by Linda Hodgdon
Presenter:
BARBARA LAIRD BEd. is a “retired” teacher, who has a 38 year old son Matthew, and a 31 year old daughter,
Melanie. Mel has Down Syndrome. Barbara has been supporting children, parents and professionals through
personal and group consulting with parents and professionals. She is involved in advocacy and support to
individuals and groups and in presenting Awareness / Demystification Workshops to students in individual
classrooms at all grade levels.
She has also presented workshops at conferences, for school boards, parent groups and other agencies and
societies across Canada and in the United States. In August, 2006 Barbara was honored to be an oral and a
poster presenter at the 9th World Down Syndrome Congress held in Vancouver, British Columbia.
She has also written articles that have been published by several non profit societies.
In 2009 she was honored to win the Champion of Inclusive Education Award from the Canadian Living
Association and the B.C. Community Living Association for her service, support and advocacy for Inclusive
Education in preschool, elementary, secondary school and post secondary institutions.
In 2012, Barbara was honored to receive a Queen Elizabeth 11 Diamond Jubilee Medal for her advocacy on
behalf of all persons with disabilities, and for her passionate belief in and promotion of Inclusion for all.
Barbara provides professional development for educators, professionals and parents that supports all
students with diverse learning needs.
www.beyondtheboxbasics.com
[email protected] 604.325.9990
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FEW WILL HAVE……..
Few will have the greatness to bend history itself,
but each of us can work to change
a small portion of events,
and in the total of all those acts
will be written the history of this generation.
It is from the numberless diverse acts of courage and belief
that human history is shaped.
Each time a person stands up for an ideal,
Or acts to improve the lot of others,
Or strikes out against injustice,
they send forth a tiny ripple of home….those ripples build a current
that can sweep down the mightiest walls
of oppression and resistance
Robert Kennedy, 1966
OPEN YOUR MIND
New ways of thinking
can expand your possibilities.
It’s easy to fall into ruts and routines
to stay where we’re
competent and comfortable.
But if you don’t challenge yourself
or seek challenges from others,
your world and thinking
can get progressively smaller.
And that’s a shame
because your mind has incredible potential.
And a fresh perspective can improve
every aspect of your life.
Being healthy if about finding balance…..
between working and playing,
between thinking and feeling,
between believing and doing.
And if you neglect one area,
you will often pay the price in another.
Author Unknown
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RELATIONSHIP RIPPLES
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