The Purpose Of The Team Learning Activity

Tommy R. is a 6-year-old boy and a kindergarten student in a K-8 combined elementary and junior high school in the San Jose greater metropolitan area. There has been a meeting requested by his educational team and parents to talk about his behavior in school and cognitive abilities in the classroom. School staff have been receiving complaints from Tommy’s teacher and classroom staff about not following direction and non-compliance. Tommy also struggles with completing some classroom tasks as well.

A lot of people don’t realize the challenges of living with a child who has been diagnose with Autism can be. It is a twenty-four-hour seven day a week job no vacation, no sick time and no pay. From the time the child is diagnosed it is a constant worry especially if the parents don’t know much about the condition. It starts with continuous Doctor visits, social services, and therapy sessions, just to figure out how serious the condition may be and what level of the disability the child has and this is only this beginning. Next, to find the tools the child needs to overcome the disability, like learning development and cognitive process, social skills, comprehension capabilities, and many more depending on the severity of autism.

any other indebtedness or liability of the debtor to the secured party direct or indirect, absolute or contingent, due or to become due, now existing or hereafter arising, including all future advances or loans which may be made at the option of the secured party.

This case study focuses on Connor, a Year One student diagnosed with Autism Spectrum Disorder (ASD). Observations and assessment of Connor’s specific needs, current level of performance and modifications to the learning and teaching environment currently being made to cater his individual needs will be analysed. Consequently, a range of teaching strategies, assessment strategies and resources to support Connor will be discussed and Individual Learning Plan (ILP) offered. Finally, a reflection on the strategies proposed and their influence on Connor’s learning needs will be detailed.

Which is why the Individualized Education Program was created in the late 1970’s. IEP’s provide children with ASD proper personalized learning strategies they need in order to achieve academically. With this program enacted, psychologists, behavioral analysts and doctors began researching the topic of autism and studying how children with ASD learn. They slowly began coming up with effective methods of how to teach children with ASD and how to help these children learn at their highest potential. These methods included DDT, PECS and PRT which have been applied, analyzed and refined over the years to create evidence based techniques that result in the most effective ways

Room 213 is located in Lillington-Shawtown Elementary School (LSES), a diverse and mid-sized school located in the Harnett county seat of Lillington, North Carolina. A classroom of five students with moderate disabilities, this EC self-contained setting is spacious and well-organized to address the needs of the four boys and one girl who are taught by Ms. Hatcher and assisted by Ms. Parrish and Ms. Roper. Most of the students are either 4th or 5th graders, half of whom are returning for their second year with Ms. Hatcher; there is also one student who is currently homebound who may be joining the class in September pending the results of upcoming conferences. The students’ classifications include autism and intellectual disability- moderate and per the county’s designation the classroom is listed as an Autism Self-Contained classroom. All of the students received additional support from the school’s occupational and speech therapists and half of the class receives additional support services from the school’s physical therapist. All students are provided transportation services as well.

Marc and Susan will have to work together to meets James's needs along with creating a parenting style that works for the entire family. The Growing Minds program will help Marc and Susan transition into a parenting style that is suitable for James and is doable in a military family. This program will help alleviate the tension between Marc and James and Marc and Susan because they will learn how to handle the gaming situation better and will think of new activities for James to do. Autism Speaks will connect the family with others and create a support system in times of need. This is a great program to use as a resource when Marc and Susan are unsure of what Autism fully entails or when they need a moral boost from the walks. Lastly, the summer camp will help James break out of his comfort zone of gaming and into a facility that is full of physical activity. The camp will help him feel more confident and he will be able to interact with others in a social environment. Our hopes from the camp is that he will be able to find an activity he enjoys but is also good for him such as

Our first speaker for SW 325 The Helping Professional in Health Settings class was Sharon Boudreaux. Sharon has a Master of Arts in Teaching of special education. She focused on Applied Behavior Analysis (ABA) for teaching children with autism and other forms of developmental setbacks. Sharon is currently the Director of Education Outreach at the Autism Center of North Mississippi (ACNM). The ACNM, which Sharon helped in creating and growing, provides educational and behavioral services to families and schools to help support children with autism spectrum disorders, developmental delays, learning difficulties, and challenging behaviors. The ACNM offers a multitude of services. Such services may include parent counseling, skill assessments, ABA therapy, services for schools, and parent and teacher training.

Learning Team A currently consists of five members which makes up a small team. For this project, the team will consist primarily of one Project Manager (PM) and four Project Team members; each team member will focus on specific portions of the project as assigned by the PM.

Beakstead, personal communication, October 31, 2013). Alternately, another student’s area of concentration might be based solely on independent living skills at home or with caretakers, and less focused on academic goals. As the goals are implemented by the special education team the student’s achievements can be evaluated daily, weekly, or monthly and in independent and group settings until mastery of the IEP goal is achieved, and where the learning goals of the IEP are age and skill level appropriate and address the future needs of the student. Additionally, these experiences encourage opportunities to practice new knowledge and skills, where teacher-directed and student feedback is available, and where instructional practice and student expectations can be reflected on and adjusted if necessary (Johnson-Gerard, 2012).

Autism is categorized by deficits in maintaining social relationships and difficulty communicating. The number of children being diagnosed with autism is steadily increasing. Therefore the need incorporate effective interventions that focus on the development of the individual child has become an imperative component for their success. The key for children with Autism to achieve academic and social success depends upon the collaborative effort that is shared among all parties involved: family, teachers, peers; mental health professionals and the community.

Ian is a 2nd grade student who is non-verbal with a hearing impairment. He needs support in a classroom and home environment to help gain an ability to communicate. Ian uses visual tools of an electronic PECS system to be able to receptive and express his language. The student hearing impairment is not severe and he is able to use sign language and hearing device to communicate with his teachers and a paraprofessionals. Ian’s classroom setting is a part of the Delaware Autism Program (DAP) and his IEP suggested his least restrictive environment suggested he be in separate school for other students with Autism. The students in the classroom uses visual tools such as a smartboard and schedules to help guide the classroom routine. In addition, the teachers and paraprofessionals in Ian’s classroom provides an electronic devices of a PECS system to allow Ian and his peers to be able to communicate.

Scenario given in the first article is concerned with an autism student who is 12 years old named Maria. Maria is able to read but have problems in reading comprehension. Maria’s individualized education program (IEP) goal is to participate in academic discussions with same-age peers in the general education classroom. Her special education teacher visited in the class and saw Maria was working on word searches at the back of the classroom while others student were engaged in a whole class discussion. When the teacher ask her why she was in the back of the room, the general education teacher explained that Maria got very anxious during their discussions, but calmed down quickly when completing the

Autism is a complex disability, as the way it manifests in each child differs in severity across numerous characteristics. Children diagnosed with autism qualify to receive special services and a “free, appropriate public education in the least restrictive environment” under the federal legislation, Individuals with Disabilities Education Act (Hunt & Marshall, 2012, p. 15). Autism was added to IDEA in 1990 as a new disability category. The legislation defines autism as “a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age 3 that adversely affects a child’s educational performance” (Hunt & Marshall, 2012, p. 301). The “Rules for the Provision of Special Education” from the State Superintendent of Public Instruction of Washington state also outlines eligibility and individualized education programs for children diagnosed with autism (Rules for the Provision of Special Education, p. 11 & 46). Furthermore, the DSM diagnoses autism when a child shows “qualitative impairments” in social interaction, communication, and “restricted repetitive and stereotyped patterns of behavior, interests and activities” (Hunt & Marshall, 2012, p. 302).

A leading member or buddies of a team can provide social support for dealing with difficult tasks and situations.