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Open doors of the UECYL to sensitize the students of the educational center

It is a program of visits to the classroom cyl by the rest of the students of the center in order to know the classroom in the first person. To make the visits are chosen two or three days in which they go in an organized way the different classes. According to the age of the students they are informed of what is the classroom cyl, how they work and they are made part of a exhibition of works, works of art etc made by the students of the classroom.

CELEBRATION OF THE DAY OF THE CENTER BY CHILDREN'S STUDENTS

At the Gabriel Pérez Cárcel school, we believe that it is so important to equip people with autism with tools and strategies to be able to cope with the world they have to face every day as people who live with them understand, understand and respect the reality of these people. One of the many activities that we develop with this objective focuses on the day of San Gabriel. Day in which the center is dressed in blue for a fun and dynamic way to make everyone aware of the difficulties and abilities of their peers with autism. The center owes its name to a child with autism enrolled in the center. The 29 day we try to carry out diverse activities that involve the smallest in this world, creating empathy towards the abilities and needs of these students.

The social scripts to work in the area of ​​Physical Education

In students with low intellectual abilities or students with ASD, the entry of information through the visual channel is the best way to carry out the learning. For this reason, for many years it has been verified that the anticipation of the events or activities that are going to be carried out by means of images or pictograms is the most useful in relation to these students. Based on pictograms and following a logical structure, the structure of an activity or game that is going to be developed in the area of ​​Physical Education is anticipated as a script or social history.

The global reading for the acquisition of reading and writing by students with ASD

The specialized literature of authors and the own practical experience with students with ASD have been the impellers so that the method of global and visual reading becomes a good practice at the time of intervening with students of these capacities. For this, the interests of the student should be known with whom this apprenticeship is to begin, to elaborate work material based on these interests or reinforcers; create a work routine; and generalize the learning in other contexts and with other people. In addition, it will require fungible and manipulative material of various types to achieve the goal of acquiring literacy.

SOCIAL HISTORY

When a child leaves his / her home or school environment, fear of the unknown creates a lot of confusion and nervousness. Good practice: A social story of where you are going to hike, what activities you are going to do, and in what order. You will also have to say that there is no school that day. He will take it home a few days before so his parents can show it to him. On the day of the excursion, you will be anticipated little by little about everything we are going to do.

PROBLEMS OF SOCIETY

Make the children understand that they do not hit constantly and make them understand that when they hit they hurt other classmates. A good practice would be: Pictograms, to explain to him that he does not hit and that when he hits he hurts his classmates. With the parents' permission, a video was recorded of the child glued to his / her classmates, so that she could see herself and realize what she was doing from another perspective. A social story was also made with pictograms, where on the one hand it stated that when he / she hit the children they felt sad and on the other they cried. We start from the fact that the child felt a certain empathy for his / her peers and became sad when others cried.

Project on the harvest in children's education

PARTICIPATION IN THE PROJECT ON HARVESTING IN CHILDREN'S EDUCATION https://youtu.be/VmJX7vyEylI (THE HARVEST IN CHILDREN'S ED. 5 YEARS OLD) Produced and edited by the UECYL educator: Ernesto Martínez. The objective of this inclusive practice was that one of our students with ASD enrolled in Infant Education could fully participate in all the activities carried out in the Harvest project that was being carried out in his ordinary classroom. To carry it out, the activities to be carried out were planned and the professionals of the UECYL were informed of the specific hours of each activity. One of the teachers came to the classroom with our student when: - It was explained what the grape harvest was. - Elements and objects related to the vintage. - View of a farmer who showed the process of making wine. - Make vintage-related crafts. - Participate in the activity ...

DISORDERS IN FOOD

There are children who have hypersensitivity to noise and cannot stand going to the dining room, and they also have eating disorders. A good practice would be: Work on introducing food at the same time at home and at school. Anticipation through pictograms at home and at school. Walk with him or her through the dining room calmly so that they can see and feel that it is a safe place, and that they know everything that is inside it. Play symbolic games in class. But above all a lot of patience and of course always work at your own pace.

TEACCH corners in ordinary classroom

Ana María Fernández Felipe https://youtu.be/fYRUcWdpw54 (author of the video: Educator of the UECYL Serrano Clavero-Requena: Ernesto Martínez) Given that on many occasions the activities carried out in the ordinary classroom are very different from those that our students can be carried out and the methodology used is very far from inclusive methodologies, it was decided to create work corners with the TEACCH methodology in all the classrooms where our students are being included. The objectives of doing this activity are: - Have a work area where the student with ASD feels more autonomous, relaxed and safe. - To introduce the rest of the students to another way of working with adapted materials. - Standardize the different ways of working that may exist and this specific methodology. - Create an area and provide the ordinary classroom with attractive materials that all students can use whenever possible. The children…

Cushioning the stereotypisms / Deteriorating the stereotypes

Motor stereotypes are frequent in the students of our CiL classroom, sometimes these are an added difficulty when it comes to being in a group-class and making the inclusion. To muffle the sound of the uncontrolled blows that our student gives on the table and that cause a loud noise and alter the classroom climate, we put a non-slip cloth correctly hooked and without preventing them from carrying out school tasks (as can be seen in the attached photo) The motor stereotypes are frequent in the students of our CiL classroom, in these vegades they are a difficulty affected at the time of being in a group and to make it included. For such a demise the so of the uncontrolled cops that our student donates damunt the taula and that they cause a fort soroll and alter the climate of the classroom, we will pose an antirelliscant battling correctly hooked and ...

Communication through the exchange of images / Communication through the exchange of images

Working on communication through the exchange of images (PECS) is a complex task since during the day in ordinary school we do not have as many opportunities to carry out the communicative exchanges that the student needs. For this reason, as hearing and language teachers, we have to select key moments in which functional learning takes place that we know continue with the practice of this system and help its generalization. With this objective in mind, we adapt games, motivating for the student, in which they could complete the practice of this communication system. The steps to follow would be: - evaluate the student's interests - choose a material in which two parts are needed (sender and receiver) - adapt the selected material according to what we want to work on As can be seen in the attached image, EL POTATO It is one of the optimal toys to continue with ...

Workgroup

Coordination among teachers is an essential factor for success when working with TEA students. Many times we have the feeling that we do not have time or hours to be able to perform this task properly. To try to solve this problem, we decided this year to create a working group in the center. All the teachers involved with these students will participate in this group. These sessions will be used to develop material, share experiences, speak and seek solutions, program, etc. All the material prepared will be registered and uploaded to the google drive platform. Every week we will meet to address a topic (what we want to work with the student), to find the solutions / materials that we will use with the student, among the teachers involved we will prepare the material both to be used in the UECIL and in their reference classroom . A coordinator, weekly, will make a record of the sessions, as well as schedule the following ones. ...

We use Tic for greater coordination

USB flash drives are a widely used tool among teachers. We record and pass materials daily. But, what happens if we lose the USB or do not have it? To avoid these small problems, we share all the material through the Google Drive platform. It also allows us to create documents online, allowing us to prepare the documents of each of our students. On the platform there are different folders, grouped by curricular areas (matte-language-social / natural science), also the folder of pictograms and social histories, legislation, classroom organization, TEACCH materials, schedule and schedule folders and reference books. Each of these folders will be shared with the teachers who work with the TEA students. Together, we are building a very broad and complete material bank.

Out of town

Many things happen in our centers every day. Surprise activities, which stand out from the normality of a school day. Our children need these activities to be anticipated and explained to them what is going to happen. In our center, we anticipate them in the following way. A few days before, we gave the social history to the families, who will work at home with the children. The day of the activity (excursion or activity center, theater, festivals, etc.) Children bring with them this social history, a person in charge during the activity will explain what happens and if you need anything. The social stories are plasticized, sequenced by parts (presentation of the activity, activities to be carried out and end of the activity) and all of them are hooked with a ring. After use, we store them in a drawer, to be reused in subsequent activities.

Coordination with specialists and tutors to jointly carry out personalized action plans for students of specific modality.

The objectives that we intend to achieve with these good practices are the following: -Unify the format of the personalized action plan of our students in all areas. -Establish a schedule for the delivery of the action plans as well as their evaluations. -Giving support to the tutors and specialists who attend to our students when making and carrying out these action plans. At the time when our specific modality students participate in the sessions of: Music, English, PE, Plastic, Social Sciences, Natural Sciences and Mathematics, the need to unify a personalized action plan format as well as to establish a Coordination calendar to carry it out jointly with the rest of the specialists and tutors. The organization by steps would be the following: 1.The professionals of the cyl classroom provide a standard format for all areas ...

Adaptation of Social Sciences and Natural Sciences materials for non-readers in the first cycle of primary school.

The objectives that we intend to achieve with these good practices are: -The non-reading students with Tea can follow the book used in their ordinary classroom in each area, adapting the statements and activities with pictograms. -The students with non-reader Tea can follow the explanation on the PDI in their classroom with the rest of their classmates. -The students with non-reader Tea can access the evaluation of the different criteria in the same way as their classmates in the ordinary classroom (written test). At the time when our students reach the first grade and begin to use books in the areas of Natural Sciences and Social Sciences, we are faced with the need to seek an optimal adaptation of the material that allows them to follow the classes in their ordinary classroom. In our case, the adaptation of the material will be in the statements and in the format of some of ...

Tours

In all the centers the students carry out trips during school hours. For TEA students, this situation causes a lack of control in their daily routine. So that this situation does not become a problem for the student, the following adaptations can be made: Anticipate the excursion through a social history several days before both at home and at school. In the classroom show images and videos about the activity we are going to do and talk about it. Following these guidelines the excursions can become a pleasant moment. It would be advisable that the teacher take an object that is meaningful to the student and that at the time the student may need it is at their disposal.

The dining room time

The dining room for some students can cause a problem caused by having to eat food that is not pleasant for them, the amount they have to eat and the burden that not controlling the time they have to eat can cause them. A good practice to help with this problem can be: Anticipate with a social story from home and from school the beginning of the dining room. Work in the classroom through games at lunchtime, using kitchen toys and food. Anticipate the child's menu of the day with pictograms. Be flexible with the amount of food. Decrease if necessary so as not to provoke this overwhelming situation. Accompany with a clock that marks the time they have to eat. These points can help the child to cope in an easy and calm way the moment of the dining room. It is very important that we are always calm and ...

Ideal

 

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 

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