Return to Newsletter | Revised 2-20-02
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Bureau for Students with
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A project funded by the Georgia State Improvement Grant
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On-Line - Spring 2001
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One of the first challenges to hit a new teacher smack in the face, is the nightmare of scheduling. By scheduling we are referring to how is it we can put all of the student's IEP goals into action in an already jam packed day. For OI students who are in the general classroom most or all of the day, it is nearly impossible to find time for things like positioning, technology, toileting, feeding, and anything else that is unique to our population of children. But, it can be done!
At the elementary school level, it is a little easier to schedule all that needs to be done than at the middle and high school level. The main strategies we employ center around combining compatible activities, eliminating non-essential tasks, short cuts, and planned retention.
Combining compatible activities is great when it can be managed. This allows two or more goals to be met while saving precious time. For example. a child that needs alternative positioning may be able to listen to today's story while resting in a sidelyer or standing in a prone standing. Children who spend most of their day in a general education classroom may be more difficult to manage, but the same ideas hold true. This may mean having large pieces of equipment in the classroom, which means considering classroom space limitations.
The idea of eliminating "non-essential tasks" is a touchy subject, but sometimes it may be the only reasonable choice. Anytime we change a child's curriculum, its done with parent support. It seems to work best to present the options to parents and let them help you decide which activities can be dropped to allow for the instruction specific to their child. Some content areas such as science and social studies are based on a spiral curriculum in which information is repeated and expanded at each grade level. A child who has a good grasp on community concepts, for example, may be able to be pulled out during this instruction to work on technology goals that don't fit any other place in their day. In some instance, while working on the technology goals, the student may also learn the main areas being covered in community concepts. For example, if the student is learning a new word prediction program, keyboarding program, or AAC device, the student may be typing about the main concepts of community concepts or practicing using the AAC device with an overlay with these concepts. Some students may be scheduled to make up the missing material the next year in conjunction with that grade's community concept materials.
The elimination of certain subjects may be used in conjunction with planned retention. When we look ahead at a child's future goals for independence and learning, it often becomes obvious that we will need more time to accomplish these things. The family and child must buy into a plan such as this, or it will not be successful. For example, the child and their family must all be aware that this child will repeat 2nd grade, then the team plans the student's goals accordingly. The 2nd grade curriculum can be prioritized. Things we might miss this year will be included next year while something else is skipped. The idea of planned retention must be presented as positive. It may be possible to even address the repeating grade by another name such as Level II, instead of grade two the second time around.
At both middle and high schools we use the same principles, but the logistics are very different. The upper grades have so much more inflexible requirements put into their day as well as "computer scheduling" which makes everything more difficult. Hand scheduling is often required. Middle school has exploratory or elective classes which can be used for a special area of instruction or even a rest break if called for. What needs to be in place is a course title and an approved course description. Most classes can be taught under the description of existing courses. Study skills, technology, adaptive PE, health, life skills, and even good old home economics can cover most of our needs. These courses titles are especially important for students following the regular diploma curriculum because of the credits that are required for graduation. (It is important to note that the courses must follow the QCC standards for the student to get credit, but often this can be accomplished along with what needs to be targeted by the OI student.) The preference will always be to keep a regular schedule and try to work goals into the day in those classes but usually it is not possible to do it every year.
Now few of us ever get to serve one child at a time so you may have 3 or 4 courses going on at a time in the same room. One student who has adaptive PE is working on homework while sitting in a therapeutic position, while another student is using the scanning to transfer an assignment into a workable format in a technology class. This period also allows for a chance to use reinforcement programs, take data, and give the tender loving care they all need occasionally.
It is important to cultivate relationships in order to implement these activities in a supportive environment. I have kids write thank you note and bake cookies for teachers and staff that are helpful. When everyone sees our students the way we see them, as capable, smart, and sensitive, any and everything can be possible.
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