Good Practices

It is a fun activity to apply when the level of readiness is adjusted. The student tells the ponpon which he picks up and accumulates it in the appropriate section. When one cheering is finished, the other cheerleader goes through the same process.

The students are asked to place colored fish in the color scale appropriate to the color scale. Students do this by coloring, grooming hand eye coordination develops fine muscle development, depending on the level of the student can be added to the color scale.

SPECIFYING THE DETAILED OBJECTS WITH THE APPROPRIATE PICTURES ... PROVIDING THE HAND AND EYE COORDINATION ... DO NOT CARE ... DO NOT ACCEPT THE DIRECTIVE ...

To create a sensory integration class for our autistic students who have difficulties in organizing, understanding and interpreting sensory information, organizing the Autism Children's Education Center (ACEM) within our school in a way that best suits the needs of our students.

We aim to develop attention and coordination while students are on the move, and to teach cognitively the concept of color in our Color Corner activity, which can be done easily and funly with autistic and special needs individuals, with the completion of preparations and pre-condition skills.

It is important to teach the children with autism the life skills to provide an independent life. Before starting self-service skills teaching program you need to determine whether the basic behaviors needed to help the child learn each skill and the necessary steps are acquired or must be taught. When setting goals, we must also take into account the average age at which typical developmental children manage to learn certain abilities. By the age of 6, a typical child should have acquired the majority of self-service skills, but each skill falls within a fairly wide chronological range, with environmental factors influencing the moment a child learns a particular ability.

Although many scientists define learning in different ways, learning in general defines "continuity as a result of experience as a relative behavioral change". Today there are many effective learning. But the common feature of almost all is that it is student-centered and based on learning by doing. The more channels are involved in presenting the information, the more options the child can offer to express what they learn, the more they will be interested, motivated and comfortable. It is aimed to play visual, auditory and kinesthetic channels through hand-eye co-ordination. In mathematics, it is aimed to teach numbers and simple operations in a fun way.

An adaptation to social life that children can practice in their daily life and a study in which they can gain independent living skills and responsibility

Origami is the first game for the child. The purpose of a useful game is to educate beside your fun. Origami is an essential educational tool for the child as it is perceived as a game rather than a compulsory dersten. Origami is an example of learning schematics with repetitive actions. In addition, the aesthetic aspect of your work becomes important to the child. The child will intensify his attention to making the pre-recorded video object, watch the model, and listen and perform the instructions. It aims not only to learn that the child needs to be patient to reach the end, but also to communicate, to observe and cooperate with other people, to develop empathy.

The most important thing for the team from Kindergarten “Daga(Rainbow)" – Debelt, Sredets was to create an environment that’s supportive and tailored to the individual needs of the child to ensure inclusion in the group. As for adaptation of Alex(child with autism) in the “Daga(Rainbow)" KG - Debelt, it was crucial to build trust and cooperation between the family, the specialists and the teachers in the kindergarten. Practice has shown that when parents and teachers from the group are actively involved in the process of coordination and harmony between all sides, significant progress can be made in terms of the child’s progress. The child was assisted during group work to facilitate its inclusion in gaming, training and daily activities and aid the correction of unacceptable behavior, the development of new adaptive models, and the ease of communication. Depending on the needs of the child, the teachers with the resource teacher…

This activity has been implemented to translate the sandpile into a training environment that provides relief for autistic students, to extend the focus period when the student is comfortable, and to provide a positive contribution to the extended course

Providing audiovisual stimulation creating sound awareness making the right and left brain together to make learning permanent social adaptation

Children play games together in Physical Education Lesson

The method of teaching that is related to the numbers used in everyday life.

The student wears a number of mandarin flowers.

It is an application designed to improve the skill of the hand and eye coordination for the student to acquire academic skills, to keep the pen correctly, to use, draw and write activities. Bee song was taught when this event was held. Summer came, Flowers opened, Bees always worked, Bee Viz Viz Viz, he rejoice.

Video modelling is a visual teaching method that occurs by watching a video of someone modelling a targeted behaviour or skill and then imitating the behaviour/ skill watched. It is one of the methods used to support teaching various skills to children and students with autism. The video modelling is a form of visualization and it helps children understand and successfully accomplish the task.

Process schemes is a visual support with a scenario created to compensate missing inner scenario of a child with autism. We can use process schemes to support: self care, hygiene, house work, food preparation, work skills. The aim of process schemes is achieving independence so the person does not rely on help of others. The aim of the process schemes is not detailed visualization of the process, but process schemes which maximize his/her independence in accomplishing the entire process.

The practice is about an 11-year-old boy who manifests a series ASD - as symptoms (Autism Spectrum Disorder - Asperger syndrome), communication and attention deficits, impulsive behaviour, including aggressive. It is overbearing - it works on its own terms. The boy has difficulties with a calm end of the business, and he reacts with anger inadequate. He has difficulty in understanding and feeling different emotions, such as sadness, compassion, shame and guilt. In our school (one of the largest primary schools not only in Warsaw but also in Poland), such children usually attend so called integrated classes where in the classroom there is always an assistant who works with children with special educational needs. In addition, a child diagnosed with autism has a special assistant called a "shadow" (usually a psychologist). The child receives maximum support and assistance not only during lessons but also during breaks.

The teaching practice observation is a deep and effective educational activity with long lasting effects. It enables and promotes the learning of different teaching practices in classrooms and schools and is a trustworthy way to contribute to teacher education.The teaching practice observation is one of the experimental practices that we have been doing in the CEFIRE of Valencia and that has had the best feedback and impact on teachers.One of the main goals is to create times where the teachers can be heard and enable them to share and reflect on different educational aspects. This promotes a dialogue between schools that can share their most successful educational practices. The teaching practice observation consists in spending time with an exert observing how he or she displays a lesson or an educational activity that is related with the work that is expected to be done. Having a teacher demonstrating a lesson and…