How Do We Teach Kids With Special Needs to Problem Solve and Think Critically?

Critical Thinking and Problem Solving.

21st Century Skills.

Autism Spectrum Disorder.

Buzz Words.

But when you are working with kids with moderate-intensive special needs, and your starting point is completing ANY task independently, how do you eventually move to critical thinking and problem solving?

I'll use Student A as an example.

Student A came to Kindergarten with autism.  Student A flapped his hands, jumped up and down, was relatively nonverbal with the exceptions of the approximations of the words 'yes' and 'mom' in the school setting.  Student A receptively knew all letters and letter sounds.  Student A did not complete any tasks independently with the exception of using the bathroom.

In first grade, Student A grew by leaps and bounds.  Starting with matching pictures and objects, pulling objects apart, putting objects together, putting together 2 piece puzzles, categorizing by color, pressing one object on the computer screen on a touch screen, pointing to the verbally named picture.  Contrastingly, Student A learned to read.  He receptively could show how he could read a text and choose the correct answer to a comprehension question.  He could use manipulative letters to spell words.  He could receptively choose numbers 1-100.  His expressive language grew by hundreds of words in the school setting.

In second grade, Student A grew even more.  He could read text on a second grade level and answer literal comprehension questions receptively.  He could complete up to 10 previously mastered tasks dealing with matching words and pictures, color and shape words, stringing beads, squeezing clothespins, tracing letters, completing puzzles, categorizing by color or shape, matching time to the hour with analog and digital clocks.  He could complete a 24 piece puzzle with minimal assistance.  He could play simple computer games on a touch screen on the computer.  He could communicate with words, gestures, and picture cues, and began to use an AAC device.

And now, as Student A enters third grade, while there are many skills that we will continue to focus on, I am becoming increasingly interested and focused on how to teach him critical thinking and problem solving skills.  He's proven that he can learn.  He's proven that he has many many skills.  He's proven that he can learn in many settings, that he can generalize skills, that he can communicate with "full communication..."

But how can a student with autism learn to problem solve and think critically?

We're going to start with the basics.  Here are my first ideas.  Please share more!

1. Take the chairs away from the table before working.  When we get to the "one to one teacher table," ask, "What do we need?"  If Student A does not get a chair, physically prompt him to go get a chair and bring to the table.  Continue until only gestural prompts are needed.  Continue until only verbal prompts are needed.  Continue until no prompts are needed.  Use visual schedule for prompting if needed.

2.  When completing work that requires scissors or pencils, move items farther away from Student A.  Repeat prompts from idea #1.

3.  Teach Student A how to turn on the computer.  Once he has mastered the process, begin to leave the computer off.  When it's computer time, say to Student A, "What should we do now?"  Fade prompts.

4.  Student A LOVES to play with cards.  Spread student's favorite cards on the table.  Leave one with a large rip in it.  Leave the tape dispenser next to the cards.  Wait for student to initiate problem solving.  If he does not, show Student A how to repair the card with tape.  Repeat process with faded prompts.

5.  In the Independent Work Station, items are always lined up correctly and appropriately to minimize frustration and increase motivation for success.  Move items around in the station.  Watch for frustration level.  Adjust as needed.

6. Continue work with feelings.  Look at a face.  Ask, "What is this girl feeling?"  "WHY could she be feeling this way?"  Make a list of reasons for a particular feeling OR a list of feelings or a particular "face."

7.

July 4th Preparations for Kids with Special Needs

It's a Holiday Weekend, "Woooooo Hooooo!"  Right?

Maybe, It's a holiday weekend, "OH NO!"

Ever stopped to think what life might be like if you had a child with special needs during a holiday weekend?

What if your child thrived on routine, a sense of structure, a calm atmosphere, and/or a predictable social script for every situation?

Now, throw in a holiday, especially one like July 4th.  July 4th is all fireworks, parades, fire truck sirens, and polka bands, candy, and swimming, and outdoor grilling, new smells from the neighbors' backyards, and cars lining your ever so quiet little road.

Here are a few tips to set your child up for success and enjoy the "holiday:"

1. Social Stories.  Set your child up for success by sharing with him, far in advance, the plan for the holiday.  If possible, share the information in short, understandable sentences or phrases with simple visuals.  Read the social story every day leading up to the holiday.  Your child will be more comfortable with the forewarning.

2. Food Options.  The menu at the picnic is hot dogs and potato salad but your daughter eats only pizza or chicken nuggets.  Bring your own food.  Why stress out over the food menu when you can simply prepare what you know your child will already eat?  If your hosts are offended, they simply do not understand your world.

3.  Bring at least one or two comforting and familiar 'toys' or objects that your child favors.  Optimally, you've already forewarned him that there would be a trampoline, many kids, and lots of taking turns, but, maybe in the moment, it was a little overwhelming.  Comfort him without a scene, then try the trampoline again later.

4.  Don't force it.  Your child is different.  Different IS NOT BAD.  Different is NOT WRONG.  Don't force her to participate in any new activity that she is uncomfortable with today.  Today is already a hard day.

5.  Provide for sensory needs.  If you know that your child hates loud noises, bring ear plugs or head phones.  If you know that the smells of candy will drive her crazy, bring an "If-Then" board (If you watch parade, then you eat candy).

6.  Skip the Live Fireworks.  Did you know that you can watch a lovely fireworks show from Times Square ON TV???  Sometimes adults put way to much emphasis on this tradition when, in reality, it's a dangerous tradition that is scary to both typically developing children and those with special needs.

7.  Use a visual (or object or written) schedule.  Show the plan for the day.  "First car, then grandma's house, then parade, then candy, then chicken nuggets, then trampoline, then home."  Show when each "task" has been completed.

8.  If it's too stressful, treat the day like any other summer day.  You can "celebrate" the 4th in your heart, and skip the picnics, parades, and razzle dazzle.  If you don't miss it, they certainly won't.

Happy 4th of July to you, in whatever way you choose to "celebrate." :)

Can You Help Me With a PLN?

So I'm really getting into this whole notion of having a PLN (Personal Learning Network).  Having a PLN almost seems like a necessity now that I am truly understanding and learning and reading about it.  I was already using Twitter, Facebook, Glogster, Wordpress (http://staff.bbhcsd.org/kolism), this blog, and other tools, so why not reach out to some people and offer suggestions while taking some advice in the process?

I am pretty sure I was already doing this by following larger organizations like Autism Speaks (@autismspeaks), Mayer-Johnson (@MayerJohnson) and the Upside of Downs of Greater Cleveland (@USODNEO) on Twitter and Facebook and then reading the articles that were posted.  I was doing all the learning, but not contributing much.

What I learned is that, I can follow regular people who tweet and retweet their own blogs.  I can tweet my blog too, and hope that someone will find my messages worthy of retweeting as well.  I can keep learning about the digital tools that we can use and ask for advice and it's okay.

You see, in our district, asking other teachers for help is a weakness.  You never show this weakness.  Collaboration is almost nonexistent.  Sure, we are united for common causes.  We always pull together for charity and philanthropy.  We are friends outside of school.  We are cheerleaders for each other when something great happens.  But when it comes to your class or your students, we are closed door.  They are MY kids or YOUR kids.  It is MY room and YOUR room.  It is MY program and YOUR program.  There is certainly a minority of people who TRY to collaborate, but it is not commonly accepted.

And so, this notion of networking to become better is what I crave.  I crave this network of "strangers" to help me with ideas, to nurture what I can share with them, to understand that I can offer something without trying to boast or be any better than them.  I am so passionate about this work and want to know people who truly feel the same and want to share it.

So, here is my search for a PLN.  I'm on Twitter (@Room5Friends AND @morgank18).  I'm trying to friend lots of people and organizations.  I'm trying to stalk others' "followers" to see who I can follow with similar interests.  I joined The Educator's PLN Ning.  I invited teachers from my school and district to do the same.  And... now what?

So what are my interests?  I LOVE teaching special ed., I love kids with autism, with Down syndrome, with genetic disorders, and all kinds of special needs.  I love trying to integrate technology into the classroom.  I love trying to figure out how to integrate web 2.0 tools with special needs kids.  I love attacking 21st Century Skills for kids with special needs.  How can we get them to problem solve?  How can we get them to critical think?  (while still working on functional living skills and basic reading skills and math skills...)  I LOVE this work. (Oh yeah, and I like long walks on the beach, candle light dinners, etc., etc.)...

And again... now what?

Teaching (and Differentiating) with Technology 2010

Last week I taught a technology class for teachers in our district called "Teaching (and Differentiating) with Technology 2010."  While I was discouraged by the low attendance of these FREEEEEEEEEE classes, I was also encouraged that maybe the few people that attended might begin playing with and using the technologies that we worked on.  Also, one administrator came, so I was really encouraged by that!

Seems to me that, in a district where we boast about our high test scores and student successes, more teachers, administrators, and staff members would be interested in learning about tools that would help them become more efficient, effective teachers.

Regardless, here's a run down of the classes that we offered:

1. Blogging and Homepages (Setting up your own blog through WordPress or your own Homepage using Protopage).  What are the benefits of using a blog or homepage?  What are the differences?  Step by step set up.

2. A Re-Introduction to the SMARTboard (After 3 years of having SMARTboards in our classrooms, you'd think we've have the Basics down by now.  This was the most highly attended class.)

3.  Social Media for Education (By far, I was most excited about teaching this class.  6 people came.)

4.  Beyond the Basics: SMARTboard Tips and Tricks

5.  Flip Cameras (Even teaching this class seems silly because they are so easy and self explanatory, right?)

6.  Digital Storytelling

7.  Google Apps (Oh how I wish more people had attended this!)

8.  Where do you find this stuff?  Web Exploration time (I showed the 5 people that came how to use Wordle, then spent the next hour re-teaching Twitter and explaining our new email.)

9.  BoardMaker Plus v.6 (Mostly for Special Ed. teachers/ Intervention Specialists, but some reg. ed. folks showed too, thank goodness!)

10.  Grant Writing for your Technology Needs

10 Things Special Ed. Teachers Should Be Able To Do...

After reading the post What Teachers Should Be Able To Do on the "What Ed Said" blog tonight, I got to thinking...

If I made a list of 10 things that every special ed. teacher should be able to do, it would go something like this:

10. Write a legally defensible IEP using the IEP writing software provided by his/her district. (i.e. When learning the new software, do not ask, out loud, how to log in to the computer.)

9.  Give a reasonable learning objective for every activity planned throughout the course of the school day.  (Sure, you might see my student playing Wii Bowling once a month, but I have at least 5 objectives tying to his IEP objectives, developmental stages, and academic content standards that explain why.)

8.  Proofread an IEP written by someone else and ask questions/provide suggestions/find errors.

7.  Explain and/or demonstrate how he/she stays up to date or gets the latest research or information on best practices in special education.  (Can you say PLN?)

6.  Describe how your students can use at least one new piece of technology in making life/communication/ social skills/ social situations/ academics easier.

5.  Relay the relevant background information and likes/dislikes of each student on your caseload without having to look it up.

4.  Describe, demonstrate, or provide evidence of the research based strategies/ interventions/ methods used in your classroom.

3.  Describe or demonstrate assessment and data collection for each student on the caseload.

2.  Create student schedules, special education aide schedules, therapy schedules, and a personal daily schedule from the school master schedule keeping in mind the exact minutes of pull out or inclusion each student has listed on his/her IEP.  Execute and tweak that schedule.

1. Communicate with parents!  Blog, twitter, daily reports, Friday folders, progress reports, notes home, phone calls, emails, etc., etc., etc...

But yikes, this list could go on and on and on and on....