根据学生的年龄和功能水平,教学功能技能看起来会有很大差异。对于残疾的年轻学生来说,真正的问题是在他们典型的同龄人之后很久就能获得这些技能。尽管如此,这些技能的成功仍然是学生需要落后的一英里标志。在许多情况下,父母过度使用残疾儿童,并且通常由特殊教育者通过自我穿衣,刷牙和独立所需的其他技能来鼓励和指导父母。对于具有更严重残疾的年龄较大的学生,他们的老师有责任在他们的IEP的现有水平上解决这些功能需求,并创建能够在功能领域取得成功的计划。这对于帮助残疾学生充分发挥潜力无疑是必不可少的,因为如果他们不能照顾自己的牙齿或自己打扮,他们将无法生活在受监督的群体环境中,这将为他们提供就业的可能性和他们的拥有最高水平的独立性。应用行为分析谈论行为的“地形”,没有比教授功能技能更清楚的需要。任务分析将成为您数据收集的基础,甚至是您在学生的IEP中定义成功的方式。至关重要的是,您不仅要描述流程中的每个独立步骤,而且要以对任何人都清楚的方式进行,即助手,替代者,替代助手和父母可以清楚地理解。同样了解学生也很重要:他们是否有良好的接受性语言?他们会回应建模还是需要手动提示?您是否选择词汇来描述可以成为简单视觉或图片提示系统的任务?应用行为分析谈论行为的“地形”,没有比教授功能技能更清楚的需要。任务分析将成为您数据收集的基础,甚至是您在学生的IEP中定义成功的方式。至关重要的是,您不仅要描述流程中的每个独立步骤,而且要以对任何人都清楚的方式进行,即助手,替代者,替代助手和父母可以清楚地理解。同样了解学生也很重要:他们是否有良好的接受性语言?他们会回应建模还是需要手动提示?您是否选择词汇来描述可以成为简单视觉或图片提示系统的任务?

英国华威大学人文社科Essay代写:为残疾学生教授功能性技能

Teaching functional skills will look very differently depending on the age and level of function of the students. With young students with disabilities, it is really a matter of creating structure for acquiring those skills not that long after their typical peers. Still, success in those skills are a mile marker those students need to put behind. In many cases parents over function for their children with disabilities, and it is often left to the special educator to encourage and coach the parent through self dressing, tooth brushing and the other skills required for independence. For older students with more significant disabilities, it is incumbent on their teachers to address those functional needs in the present levels of their IEP’s and create programs that lead to success in the functional areas. These are unquestionably essential for helping students with disabilities reach their full potential, for if they can’t care for their own teeth or dress themselves, they will be unable to live in a supervised group situation that will offer them the possibility of employment and their own highest level of independence. Applied Behavior Analysis talks about the “topography” of behaviors, and there is nowhere the need is clearer than in teaching functional skills. A task analysis will be the foundation of your data collection and even the way you define success in your student’s IEP. It is essential not only that you describe each discrete step in the process, but that you do it in a way that is clear to anyone, i.e. aides, substitutes, substitute aides, and parents can clearly understand. It is also important to also understand the student: do they have good receptive language? Will they respond to modeling or will they need hand over hand prompting? Have you chosen vocabulary to describe the tasks that you can make part of a simple visual or picture prompting system? Applied Behavior Analysis talks about the “topography” of behaviors, and there is nowhere the need is clearer than in teaching functional skills. A task analysis will be the foundation of your data collection and even the way you define success in your student’s IEP. It is essential not only that you describe each discrete step in the process, but that you do it in a way that is clear to anyone, i.e. aides, substitutes, substitute aides, and parents can clearly understand. It is also important to also understand the student: do they have good receptive language? Will they respond to modeling or will they need hand over hand prompting? Have you chosen vocabulary to describe the tasks that you can make part of a simple visual or picture prompting system?

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