PROGRAM DESCRIPTIONS
CLASSROOM ENVIRONMENT
*reduced lighting
*calming music
*visually clean
To accommodate needs in sensory processing.
LANGUAGE COMPREHENSION
Use of visual supports to address needs in language comprehension, build in predictability and reduced anxiety.
*daily classroom schedule/spring & pictures – review daily
*individual schedules/objects, photos, pictures symbols, print
*visual sequences/objects or picture symbols, for large and small group activities
(circle, art direct instruction)
*visual sequence for task analysis (1st, next, then)
*visual sequence/objects or pictures symbols, of materials needed to complete
tasks
*word wall/high frequency words paired with pictures symbols
EXPRESSIVE LANGUAGE/FUNCTIONAL COMMUNICATION
Use of objects, picture symbol and print to support expressive language for acquisition of vocabulary, language usage and functional communication in a variety of school settings.
*picture symbols (as per individual needs), for responding during circle time
activities
*choice board for toys, activities, games with sentence strip”I want to
play________.”
*picture symbols to request snack (as per individual language levels) “I
want_____,”
“May I have ______?”
*picture symbols to request materials needed to complete activities “I
need _____
for my_______.”
*picture symbols worn on a “waist wallet” for functional communication
in a variety of school environments
*communication notebook
*augmentative communication devices
GENERIC COMMUNICATION BOARD
*picture symbols across a variety of categories that may be used for comprehension
or to make requests
*picture symbols that support expression of anger, frustration, need help want
to stop, etc.
INTERVENTIONS
Should be available and in place to accommodate individual social-emotional needs.
*bean bag chairs
*center
*sensory activities
*”alone”
DIRECT INSTRUCTION
Best practice in lesson presentation should included the consistent use of visuals, manipulatives, rhythm and movement, bodily-kinesthetic input, to support weaknesses in language comprehension.
TEACHER OF COMMUNICATION SKILLS PROGRAM
*train assistants in strategies/interventions/modifications needed for all
students in the program
*train assistants in use of additional strategies and modifications needed to
support students in the general education setting
*provide assistants with necessary training in the use of picture symbols, visual
schedules and communication systems to be provided in all school environments
*provide all necessary visual supports and communication systems necessary so
that students may be successful in all mainstream settings (music, library,
P.E., lunch, etc.).
*consult with site speech and language pathologist for program strategies and
individual strategies needed to support IEP goals and objectives.
The Transition Learning Center is designed for students that
have been unsuccessful in a less restrictive setting and require
a structured, predictable environment that provides strategies and intervention
to address:
*weaknesses in sensory processing
*difficulty with social interaction and peer relationships*
*difficulty with transitions
*continued academic growth and enrichment
PLACEMENT CRITERIA FOR TRANSITION LEARNING CENTER
*average cognitive functioning based on formal or informal assessments that are appropriate to the student
*weaknesses in sensory processing and responses that may include unusual behavior under normal circumstances and/or inappropriate interpretation of social interactions
*require individualized instruction, in a highly structured environment, a variety of teaching strategies, and supervision and facilitation to maintain organization, and for the initiation and completion of work
*difficulty adjusting to transitions from teacher to teacher or from task to task
*IEP shall determine that based on present levels of performance and goals and objectives, that a student's needs may be best met within the setting provided by the Transition Learning Center (see Program Components)
TRANSITION LEARNING CENTER/PROGRAM COMPONENTS
PHYSICAL ENVIRONMENT
The following characteristics and physical set-up is necessary to: reduce sensory overload, strengthen organizational skills and provide predictability, foster independence and improve self-regulation
*reduction in fluorescent lighting/supplement with lamps throughout classroom in in study carrels
*quiet, calming background music
*reduction in the amount of visual distractions on walls
*plastic milk crates or other containers with dividers for books, notebooks and subject-area materials (one for each student)
*study carrels available
*plants (spider plant or geraniums are best for aeration)
*calming aroma (candle or candle warmer or other)
*pastel paint on walls instead of white
*bookcases covered to reduce “visual Clutter”
*daily schedule using picture symbols and print, posted on a clear wall
*individualized schedules on each student's desk
STRATEGIES TO ADDRESS SENSORY NEEDS
*consult Occupational therapy staff and build in appropriate sensory activities/strategies as prescribed
INTERVENTIONS TO MEET PERSONAL/SOCAIL NEEDS
*set up an “Alone Zone” that may be accessed by students as needed to manage stress, anxiety, anger, etc. and to encourage self-monitoring and self-regulation
*include in this area: calming scents, quiet music, reading materials, drawing materials, resistive chewing items, breathing activities, resistive exercise equipment, bean bag chair, rocking chair (this list is by no means exhaustive)
SMALL GROUP/DIFFERENTIATED INSTRUCTIONAL
*study skills strategies for all content areas
*individualized meaning strategies based on learning style(s)
*use of visuals to support comprehension
*breaks and sensory strategies built into schedule during small group or individual work periods
*movement built into work periods and throughout the day
*enrichment activities as appropriate to individual students
SOCIAL SKILLS COMPONENT
*social skills training should be implemented and on-going
PLACEMENT CRITERIA FOR CSEP (COMMUNICATION & SENSORY ENRICHMENT PROGRAM) PRESCHOOL
*child must meet eligibility criteria for SEPS (starting Early Preschool)
*demonstrates severe weaknesses in communication and sensory processing
*may carry medical diagnosis of Autism or Pervasive Developmental Disorder
*may display a combination of several developmental challenges in the areas of social interaction, play and behavior that may be the result of challenges in communication (comprehension, expression, and functional), and/or sensory processing
*IEP Team determines that goals and objectives amy be best met in a small, structured, predictable environment that provides strategies and intervention to address weaknesses in sensory processing
*child requires a structured, predictable environment that provides strategies and intervention to address weaknesses in sensory processing
*child has difficulty with transitions
*child requires direct instruction using individualized teaching strategies to meet goals and objectives and to address the acquisition of pre-readiness skills
COMMUNICATION AND SENSORY ENRICHMENT PROGREAM (CSEP) PRESCHOOL/ELEMENTARY LEVELS
PROGRAM COMPONENTS
PHYSICAL ENVIRONMENT
The following characteristics and physical structure are necessary to: reduce sensory overload, reduce anxiety, and increase self-regulation.
*significant reduction in overhead lighting/use of lamps
*quiet, calming background music
*calming aroma
*clean, clear environment, free of visual distractions and clutter
*individual work stations (study carrels) with lamps
*quiet, calm verbal input from staff to students
*individual sensory strategies and materials as prescribed by occupational therapy staff
*Structured Teaching Model in place, consisting of: INDIVIDUALIZED SCHEDULING for each student that moves the student through a hierarchy of levels toward independence, WORK SYSTEM that provides structure, increases visual attention, provides a process for task completion, and increases independent work skills, DIRECT INSTRUCTION from teacher of program, SENSORY DIET to address needs in sensory intergration and processing
LANGUAGE COMPREHENSION
Consistent use of visual supports is critical, to address needs in language comprehension, reduce auditory bombardment, build in predictability, and reduce anxiety.
*reduction in use of auditory and verbal input (use visuals)
*use of visual sequence (objects, photos, picture symbols) for individual instruction, small and large group activities
*use of visual sequence for task analysis (first, then, last)
*use of visual sequence (objects, photos picture symbols) to represent materials needed to complete a task
EXPRESSIVE LANGUAGE/FUNCTIONAL COMMUNICATION
Use of augmentative/alternative communication systems, objects, photos, picture symbols and/or print, to support the acquisition of vocabulary, language usage, and functional communication in a variety of setting.
*augmentative communication devices (as per individual needs for responding, requsting, participating
*functional sign language
*choice boards (objects, photos, picture symbols, print)
*communication notebooks, "waist wallets," photo albums with picture symbols
GENERIC COMMUNICATION BOARD
*accessible to all students
*objects, photos, picture symbols, print across a variety of catagories, that may be for compehension and/or expressive/functional communication (wants, needs)
*objects, photos, picture symbols, print, that support expression of anger, frustration, need help, want to be alone, etc.
INTERVENTIONS
Should be in available and in place to accommodate individual social-emotional and sensory needs and crisis management.
*bean bag chairs
*individualized sensory materials/activities as prescribed by occupational therapy staff
*"alone"
*centers
*use of individualized communication systems
*other
DIRECT, SYSTEMATIC INSTRUCTION
Should be provided by the teacher of the program on a roational basis to focus on specific goals and objectives as per IEP