Outreach Night
- Suyoung Kim
- Dec 2, 2022
- 5 min read
Outreach Night! : Communication Book Activity
We are working together for Beautiful students!
I invite you to the night activity using communication books and videos on how autistic students improve their learning.
Date: 6 pm 9th Dec 2022
Special guest: Consultant [Autism Specialist]
Participants: school autism parents, TA, teacher, consultant (Multidisciplinary team), school staff This will be an excellent time for all of us because we will also have a small buffet, which the agency donated. We will invite a special guest for the Autism Consultant: Specialist "How we can support Autism students with caring minds and work together?" with the below resources. We will discuss this agenda using FNMI CIRCLE: respect, relationship, responsibility, and wisdom. We will have time to create the photo calendar book using autistic students' photos, family, TA, and teachers. I will decorate a Christmas tree in front of the classroom, and you can find the easy way. The next session will be held through a virtual meeting, and the agenda is how to help Autism students' hidden curriculum.
Here are some resources Before you participate in the outreach night! 1. How can a teacher effectively collaborate with School agencies, Multidisciplinary team members, parents, Staff, TA
1) Seeking assistance from agencies
Community associations and agencies (Autism Ontario) /CCAC /Ministry of Children and Youth Services /Children's treatment Centres /Children's mental Health Centres
I think this is quite important for teachers to find the solution with public-based service, and they will have the know-how on how to resolve the issue and what steps teachers have to follow because it is disability law related. When teachers have to deal with an autism-family-related issue, overall mental health problem, and child human right related issues, they need insight and clues on how to resolve the autism issue as a whole picture. When hey open the seminar about the autism family and Youth mental health, teachers can participate in a virtual base or research their website to get valuable information, too.
2) Examine current students' profiles and add up the Multidisciplinary team number into IEP Member: a consultant, SLP psychologist, OT, and others. Student profiles can tell current students' strengths and needs. But I still lack knowledge because it is related to students' genes, sensory system, psychology, and morbidity, which are much more complex to deal with teachers by themselves. Suppo. e they need to get some professional advice from experts. In the t case, they need to prepare the annotating notes, behaviour tracking tool, analysis notes with pictures or any other evidence they want to know more about.
3) Conversation with parents with recording The teacher can get some advice from the parents, but teachers must listen carefully to the student's needs and which strategy is the best help for their accommodation. Teachers can get better ideas about autism's interest in designing an inclusive lesson plan. Ongoing g consultation will be helpful for teachers to know ASD students' behaviour expectations in the classroom. When parents advise about authentic tactics like dealing with tantrums, this will be helpful for teachers.
4) Building up a trustful relationship with staff and making a manual process Building trustful relationships with staff can help teachers communicate effectively when they support each other. They must assign the protocols or make a manual process to do this. In addition, they will have a communication tool using a school communication chat room. This collaboration can make it easy for the event of a transition, events, emergencies, and well-being for autism.
5) Working together with TA It is the most crucial part for teachers to prepare assessments, UDL, DI, and produce report cards. TA is the closest partner with autistic kids. When the teacher can regularly meet with TA and listen to what TA is saying, each teacher has a different job, but it is for making success for ASD students. They can share the feedback, how it can be improved, and what assistive tool would suit them. To pr duce report cards, the teacher has to ask about autistic kids' improvements and how accommodation was appropriately provided. To particular pare the assessment, the teacher asks about which formative assessment can be suitable for them and how to prepare the visual schedule, cue cards, and social stories to make them better understand according to their different case. The collaborative document can be helpful for recording if a sudden issue happens, like creating ABC together and trying to make an effort to open conversations to think about classroom management strategies.
2. What Assistant educational works for the classroom, and how can a teacher communicate with TA?
-Learning: Mutual advisor
-Self-regulation: Partnership to help students' emotional learning skills
-Well-being: Familyship
1) Learning: Mutual advisor
I need to get valuable advice on how I can change some expectations of autism, and what I missed the critical point about autistic kids is to prepare the emergencies. I have to ask for their thinking and experiential advice to have a more inclusive learning curriculum. We can share the idea of UDL and DI, like suitable assistant technology, groupings, and how I can add ASD's motivational topics. We share ideas openly and have the professional mindset to create a valuable learning environment. TA will have specialists in the emotional and caring parts of the learning. Teachers have to have consultations about creating a learning environment and classroom setting. TA can get some advice about the lesson activity, increasing students' engagement, or delivering the content effectively.
2) Self-regulations: Partnership to help students' emotional learning skills It relates to how we can support students' self-management, like time, behaviour, and emotions. If ASD cannot control emotions like tantrums, I must get immediate TA help. We can share the communication guidelines for what duties I have to support students' self-regulations about social-emotional learning skills and what portions I have to include in the next step for ASD time management after discussing it with TA. I can help students' exceptional cases by being in uncontrolled situations with TA. And I need to record the applied behaviour analysis to remove the intervention about autism. I must consult with TA and get some advice to help students.
3. Well-being: Familyship
To make ASD a safe physical and mental environment, we have a partnership mind and family ship. We are the leaders in the same community, and when there are emergencies, we need to contact parents or specialists following the policies. Without respecting each others' dignity and respect opinions, our community will face difficulties. Having a solid responsibility and sharing essential resources, and building up IEP, ASD's actual challenges, will foster students' welling and also create a trustful relationship between TA and Teacher.
3) What are the strategies for effective home/ school communication?
4) How can we communicate effectively with parents?
5) Hidden curriculum
6) How can peers communicate with autism with the program?
The resources and video will be great tips if you cannot participate in the outreach night. I will look forward to seeing you ALL in the class. Please leave a message here, or use communication chat if you have any questions.
Sharon
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