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REGULATION OF CONDUCT

OBJECTIVE: - Identify those aspects that provoke the behavior to regulate (certain activities, inflexibility, fatigue, hunger, ...) - Implement Token Economy, Work for ... with a positive reinforcer for the student. DEVELOPMENT - STEPS: First, we must identify what antecedents cause the behavior we want to regulate. For this we rely on the direct observation of the student and we also have a record table. In this table we find the following information: Date, time, place, teacher, activity, antecedent, behavior (hitting, falling to the ground, attacking a classmate, ...), function of the behavior (escape, obtaining desired objects ...) With this information, we know how we can act with students, and thus, be able to offer them functionally equivalent behavior. Once we have identified the behavior, we start an Economy of Tokens and Work for… First, reinforcers are established for the student (letters, computer, tweezers…) Next, the objectives to be achieved are set out. To later explain ...

COORDINATION OF INCLUSIVE SESSIONS IN THE ORDINARY CLASSROOM

OBJECTIVE: Coordination between all the professionals of the center to carry out the maximum number of meaningful inclusive sessions for students with ASD. DEVELOPMENT - STEPS: - Proposal by UECIL professionals of short and medium term objectives, related to inclusive sessions in the ordinary classroom. - Coordination and dialogue with tutors and / or specialists from ordinary classrooms. - Jointly assess the most enriching, fruitful, meaningful sessions both for the student with ASD and for the rest of the students. - Distribution of the different UECIL specialists in the inclusive sessions on a rotating basis. RESOURCES: - PERSONAL: * Teachers and / or Specialists of the Center. * Center's Diversity Attention Team (PT, AL, Educator). - MATERIALS: * Personal schedules of each tutor and specialists. CONCRETE ACTIONS: - Regular meetings with the teachers involved. - Training and guidelines for action for ...

Dining agenda

The objective is that students independently record the amount of food they have eaten in the dining room, as well as their state of mind. The agendas are made every day in the school center after finishing the dining room. Students have a space for the date (which can be filled in manually or by means of a stamp), a series of images that represent the amount of plate that has been ingested (everything, medium or nothing) that the students will color depending on what have eaten, and finally a series of images to represent their mood in the dining room, they will also color the one that identifies them daily. Note that the agenda also has a space in which you can note any incident or notification.

CAREER SOLIDARITY SAVE THE CHILDREN

SOLIDARITY RACE IN REQUENA (Ana María Fernández Felipe) A few years ago, in a school in Requena, they planned to carry out a charity race with all the students to participate in a charity event and promote sport. Each year since then, more centers in the municipality have signed up for this event and last academic year 2016-2017 and the four public centers for infant and primary education in this municipality participated in the solidarity race. It has become an important sporting activity for students, families and for Requena in general. In the main avenue of the town the start and the finish line are prepared and the distances that each course will take are very well organized, from where each course and center will start, where families are placed, etc. Families can make a donation that goes to an NGO, last year was for SAVE DE CHILDREN. Children know ...

Support for the acquisition of concepts and the follow-up of instructions.

Practice nº 3 OBJECTIVE: to promote the acquisition of concepts and the understanding of instructions. The acquisition of abstract concepts related to routines and the different areas of the curriculum; As well as following instructions, they pose difficulties for our students in an environment where the auditory-verbal channel is the dominant one. To do this, we use visual cues based on the combined use of pictograms and gestures (Benson - Schaeffer) or exclusively gestures (if we do not have pictograms at the time the need for use arises). Our claim is not that they carry them out; Rather, they are an aid that encourages the acquisition, recovery and maintenance of concepts (days of the week, months of the year, colors, animals, etc.), and the follow-up of simple instructions of the type: hang up the jacket, take out the agenda, save the card, let's go to class, etc. We carry out this practice throughout the school routine. The effectiveness of ...

Structuring the patio time.

PRACTICE Nº2 OBJECTIVE: To define actions that allow reducing the anxiety generated by long leisure and free time in the students assigned to the UECYL. This practice is intended primarily for leisure time in the dining room, as it is longer. However, it is applicable to the patio in the morning. Our students do not present, for the most part, functional play, and the games established at playground time by the rest of the school's students are not significant. This practice has been developed for a specific student; but, it can be used with the rest, adapting it to your personal preferences. The idea is to mark a time of play with colleagues and two periods of personal choice: one focused on playful objects and the other on liberating and de-stressing actions. Thus, the student begins by playing a game proposed by the reference adult, with other classmates from his / her circle of ...

Sensitization to the cloister: presentation of the students of the UECYL to the new members of the faculty.

PRACTICE Nº 1: This practice has two fundamental objectives: OBJECTIVE 1: introduce the new members of the faculty to the students assigned to the unit, informing them of their fundamental characteristics and peculiarities. OBJECTIVE 2: assess / evaluate the degree of knowledge of the rest of the UECYL student body. The practice is divided into three moments. An initial one, which serves as a playful start, through a mobile application called "Kahoot", through which an evaluation questionnaire is carried out on the students that allows establishing a "wisdom ranking" within the faculty. To do this, a mobile device per person is required (doing it in pairs or groups is also interesting). The fun approach, the curiosity it generates and the healthy competitiveness allow the creation of a pleasant and conducive environment for the reception of information by the faculty of the faculty. In addition, you can go back to clarify aspects that generate ...

WE MAKE A DEAL?

OBJECTIVE: TO ENCOURAGE POSITIVE BEHAVIOR THROUGH THE USE OF VISUAL AND ENHANCING STRATEGIES. EDUCATIONAL CENTER WHERE IT IS DEVELOPED: CEIP LES TERRETES (TORRENT). AGE TOWARDS THIS FOCUS: CHILDHOOD AND PRIMARY STAGE (all the ages at which it has been applied in our center, but it can also be applicable at any age depending on the individual characteristics of the person). This practice focuses on improving the development of positive behavior through the use of visual strategies and using positive reinforcers. When we speak of positive behavior, we refer in this case to the control of behavioral crises or challenging and provocative behaviors towards the adult; as well as a means to promote autonomous work through the use of positive reinforcers. We use the notebooks of the conduct of the workbooks (depending on the case and the student in particular) that began using in the environment of ...

IF YOU APPROACH MY WORLD, I TEACH YOU THE MAGIC

OBJECTIVE: TO FACILITATE THE GENERAL DEVELOPMENT OF STUDENTS WITH ASD IN THE ORDINARY ENVIRONMENT THROUGH THE APPLICATION OF SPECIFIC STRATEGIES. EDUCATIONAL CENTER WHERE IT IS DEVELOPED: CEIP LES TERRETES (TORRENT). AGE TOWARDS WHICH IT IS FOCUSED: CHILDHOOD AND PRIMARY STAGE (being the ages at which it has been applied in our center, but it can be equally applicable at any age depending on the individual characteristics of the person). This practice focuses on promoting the development of students with ASD (also applicable to other types of specific needs for educational support) through the application of strategies (techniques, visual supports, adaptations ...) Generally, people with ASD require certain strategies learning that enable them to maximize their capabilities. In the case of our students, they need visual cues in their immediate environment, as well as in the material used in their ordinary classroom in ...

We fit

OBJECTIVE: RAISE AWARENESS AND TRAIN THE EDUCATIONAL COMMUNITY IN CARING FOR STUDENTS WITH AUTISTA SPECTRUM DISORDER. EDUCATIONAL CENTER WHERE IT IS DEVELOPED: CEIP LES TERRETES (TORRENT). AGE FOCUSED ON: ALL AGES. This practice focuses on raising awareness, and at the same time training, the educational community in caring for students with ASD. When we refer to the educational community, we specifically refer in this case to students, teachers and families. For the implementation of this practice, these three essential blocks have been intervened that have an impact on the day-to-day life of students with ASD at the center. Note, before specifying the practice carried out, that we not only focus on the students with ASD from the Specific Unit of Communication and Language, but also on the students with ASD at the center (as well as students with Specific Support Needs ...

Behavior modification

Behavior modification is an issue that concerns us all, since our students are more prone to unwanted behaviors due to their inflexibility. At home or in the CyL classroom, the student has a controlled environment and is less prone, the problem arises above all when going outside, be it patio, bathroom, reference classroom, gymnasium ... where the greatest number of unwanted situations usually arise. In the first place we will try to modify it verbally, but if we observe that the behavior does not extinguish and continues to appear frequently, a strategy to deal with it is the use of the behavior keychain. Which aims to redirect and modify behaviors, always keeping in mind that each child is different. Each strip will refer to a behavior to be extinguished, so first of all we must express in the strip what behavior is not appropriate ...

GAME WORKSHOP

This practice takes place at the CEIP Les Terretes de Torrent. Inside the CiL classroom one day a week, specifically on Tuesdays after the playground, a workshop is held whose objective is to work on social skills, waiting shift, attention, rules and frustration through board games. In this session 4 students of different ages and cognitive levels come together. We have started with simple games such as goose, uno (adapting it to their levels), Parcheesi, and a dice game where written instructions are worked. As we saw that there were problems of frustration when deciding who started the game, and of attention to remember the color of the token, we made a board where it was visually what color each one had and the order of the throw. To find out who starts the game, roll the dice and place ...

MARKERS AND VISUAL SUPPORTS OF CENTER AND CLASSROOM

A. This practice takes place at the CEIP Les Terretes de Torrent. Students with ASD better understand, assimilate and retain information accompanied by an image, for this reason, both in the CiL classroom and throughout the center, markers were introduced. Within the CiL classroom there are: Visual agendas: to understand situations and know what is expected of them, thus reducing the anxiety generated by the new and unexpected. Task sequences: to guide the performance of tasks, improving their autonomy and independence. Rules of conduct: to improve your behavior and how you should behave in different situations. Visual markers (pictograms) in the lights, wastebaskets, digital whiteboard, work corners, speech therapy area, lunch tray, water and diaries, personal hygiene… Visual activities, etc. In the center there are: Visual markers in the corridors: in offices director, head of studies, concierge, ...

PATIOS (FIGURE STUDENT TUTOR)

It takes place at the CEIP Les Terretes de Torrent. Knowing the difficulties that our students with ASD present in social interaction and communication, we observed that the patios was a place where our students isolated themselves and did not share moments with the rest of their peers. Seeing that some classmates from our students' ordinary classrooms had a great interest in being with them, we took advantage of this interest to implement the intervention in the patios. The objectives that we set out to work on were the following: Develop social skills through a playful and natural space. Promote the inclusion and normalization of students with ASD in the center and in their own reference group. We propose some games such as the handkerchief, sambori, potato run, the slipper from behind, etc, we usually look for the students from the ordinary classroom to see if they want to play and ...

Sphincter control

Toilet training is of great importance both for the family and for the correct integration of the student in their social and school environment, but above all for the student since they achieve great progress in their personal autonomy. The previous actions to carry out a toilet training will be: Meeting with the family and teachers, to inform about the guidelines and strategies to follow. (It is important that we all act in the same way) Conditioning the bathroom (fixing the visual sequence and eliminating distractions such as toilet paper). Data collection panel by the students. It will be within your reach and it will be very visual. Development of the process: The process is started by the family at home (it can be a weekend or a short vacation period) and later it will continue at the school. Once started, it should not be altered by putting on the diaper. It's very important…

TRAVELING AGENDA OF THE DINING ROOM

As we well know, our students have many problems communicating what they have done throughout the day at school, as well as being able to tell their parents what the dining room menu has been or if they have eaten a lot or a little. At the same time, I believe that it is very important for parents to know what their children have eaten since many times the menu changes and they cannot inform their parents. That is why a good practice that I carry out is to prepare a traveling agenda for each of the students with different food pictograms. The objectives that we can find are: That students can develop communication skills. That they can share with their parents a moment in which they can see what they have eaten. Being able to use the agenda as an anticipator for the parents of what they are going to eat.

IF YOU APPROACH MY WORLD, I TEACH YOU THE MAGIC

OBJECTIVE: TO FACILITATE THE GENERAL DEVELOPMENT OF STUDENTS WITH ASD IN THE ORDINARY ENVIRONMENT THROUGH THE APPLICATION OF SPECIFIC STRATEGIES. EDUCATIONAL CENTER WHERE IT IS DEVELOPED: CEIP LES TERRETES (TORRENT). AGE TOWARDS WHICH IT IS FOCUSED: CHILDHOOD AND PRIMARY STAGE (being the ages at which it has been applied in our center, but it can be equally applicable at any age depending on the individual characteristics of the person). This practice focuses on promoting the development of students with ASD (also applicable to other types of specific needs for educational support) through the application of strategies (techniques, visual supports, adaptations ...) Generally, people with ASD require certain strategies learning that enable them to maximize their capabilities. In the case of our students, they need visual cues in their immediate environment, as well as in the material used in their ordinary classroom in ...

WE'RE GOING TO THE PONNY CLUB

JUSTIFICATION With this practice we try to develop actions and programs adapted and aimed at enabling students to enjoy different activities. Hippotherapy uses the horse as a fundamental element and includes different techniques aimed at finding solutions to learning and adaptation problems. OBJECTIVES: Provide physical benefits, the psychological benefits that the person who practices this activity receives are numerous, helping to improve basic aspects such as motivation, empathy, self-control, stimulate affectivity, improve attention and concentration, stimulate sensitivity tactile, visual, auditory and olfactory, and help the learning of actions to also increase the capacity for independence. DESCRIPTION: One day every 2 weeks, the students from the classroom cyl and the classroom teachers go to an equestrian center in our town to carry out this activity. This activity is subsidized by the city council and also includes a bus adapted for our ...

ORGANIZATION OF THE DAY

JUSTIFICATION With this practice we try to facilitate the time organization of the students to anticipate the activities of the day. Thus they are more autonomous and feel more secure. OBJECTIVES - Work routines. - Develop autonomy. - Promote safety. DESCRIPTION Once the students have entered the classroom, we greet each other, they leave the backpack and jacket on the hanger. Students automatically go where they have their schedules. Depending on the level of the students, we do it in two ways: 1.- Use of the TEEACH methodology. The students have a velcro strap with their photo and name on the top. Under the velcro strip they have a schedule with different colors depending on whether they go to the ordinary classroom, classroom classroom or hearing and language classroom. In this schedule the subject that attends is specified. The students have an individual tray with the pictograms for the different activities and / or subjects. Go…

Awareness program for the students of the ordinary center

Said program contemplates that all the students of the center participate in a real way within the UECYL, doing once a week one lesson time in said classroom. For this, each student of infantile ed from four years old spends one day a week at the time of the assembly to carry it out in the classroom instead of in their class. Every day at a specific time a primary school student goes to the cyl classroom to collaborate with the students in carrying out the tasks proposed by the tutors. The aim of this program is that all the students of the center come to understand the needs of the students in the classroom and have the capacity to help them and understand them from the proximity developed during the collaboration time. At the end of the course all the children of the center have really worked with their ...

Ideal

 

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