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Displaying items by tag: apoyo visual

VISUAL SUPPORT FROM THE SCHOOL THAT TOUCH ME stars

Description: Visual support aimed at clarifying to which school corresponds to go to students with autism enrolled in combined modality Prepared by the CPEE_Latores within the CREEME Project (Resource Center for Special Education and other Specific Measures). This project consisted in the conversion of the specific center into a resource center for the ordinary reference schools of students with autism enrolled in a combined modality.

This visual support, in particular, was used by the families of the participating students to explain to their sons or daughters which school they had to attend according to the day of the week and for this they were advised by an itinerant teacher from the specific school who was traveling to the ordinary center to said work.

VISUAL SUPPORT PREDICTIBILITY TO EAT stars

Visual support aimed at clarifying what food to eat to facilitate predictability in students with autism and food selectivity Prepared by the CPEE_Latores within the CREEME Project (Resource Center for Special Education and other Specific Measures). This project consisted in the conversion of the specific center into a resource center for the ordinary reference schools of the students with autism enrolled in combined education.

This visual support, in particular, was used in the canteen of the ordinary center of the student to whom it was addressed and put into practice with the help of an itinerant teacher from the specific school who traveled to the ordinary center in advisory work.

VISUAL SUPPORT TO GO TO THE BATHROOM stars

Visual support aimed at clarifying the steps to continue to go to the bathroom (task analysis) Prepared by the CPEE_Latores within the CREEME Project (Resource Center for Special Education and other Specific Measures). This project consisted in the conversion of the specific center into a resource center for the ordinary reference schools of the students with autism enrolled in combined education.

This visual support, in particular, was used in the environment of the ordinary classroom of the student that was directed and put into practice with the help of an itinerant teacher from the specific school who moved to the ordinary center in advisory work.

VISUAL SUPPORT CALCULATION stars

Visual support aimed at clarifying the concepts of the calculation Prepared by the CPEE_Latores inside of the CREEME Project (Resource Center for Special Education and other Specific Measures). This project consisted in the conversion of the specific center into a resource center for the ordinary reference schools of the students with autism enrolled in combined education.

This visual support, in particular, is used in the environment of the ordinary classroom of the student body to which it was addressed and put into practice with the help of an itinerant teacher from the specific school who traveled to the ordinary center in advisory work.

implementation of visual supports with social norms to minimize dependence on the professional

The presence of the professional in the reference classroom to help the student with autism to fully adapt both curricular and social level, can sometimes lead to an effect contrary to what we want. Once the student knows the dynamics of the reference classroom, his colleagues and different professionals, it is important to gradually normalize the professional's withdrawal. With this we will achieve that the student with autism is one more in the classroom, without depending on a professional that accompanies him at all times.

As we know that one of the biggest difficulties of our students lies in the problems when relating to their peers, once the reference professional is retiring, there may be situations that make us turn back in the integration of the student. To do this, we began to substitute this presence with permanent visual support at the students' table where you can see them as many times as you need and thus manage both your interventions in the classroom and with your classmates. In this way and in a less invasive way for the student will be present so many times need strategies, social norms and different visual supports that normalize their presence in the classroom, since the maximum purpose is the withdrawal of the professional.

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