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Using the following chart and a student you are currently working with or have worked with to complete the following chart using the ?activity? based learning approach to teach the required skills. Remember an example of skills required could be: needs fine motor skills or hand eye coordination. There are many more.
Activity could be: sweeping floors, making sandwich.
Support strategies could be: modeling activity for student. If there are any questions let me know. I HAVE INCLUDED AN EXAMPLE WITH THIS ASSIGNMENT.
Be sure to complete all four activities!
For those of you have done a task analysis before this not a task analysis. Do not break the activity down.
Example of activity based learning approach
activity Skills Required Support Strategies
Making a phone call -Able to recognize numbers
-fine motor skills
-location of phone
-know who to ask for
-listening, following instructions -Prompting verbally
-reinforce number identification
– using manipulative: practice pushing numbers on phone
– teach sequencing using patterning
– positive reinforcement
?Philosophy of Education?
?Philosophy?: the study of basic concepts of truth, existence, reality and freedom
?Education?: imparting of knowledge through teaching and learning
Part B ?PHILOSOPHY OF EDUCATION?
I would also like you to tell me in 4 short paragraphs
? an overview of what education means to you,
? your commitment to learning,
? the impact of education for special needs children and,
? the potential of Education to change a life.
Due Date: April 20th, 2012
Remember if you have any questions please let me know. I have also included an example of this assignment below. This assignment is worth 20%.
Activity Skills Required Support Strategies
Nursing Home
– table settings
– personal hygiene
Fine motor skills
– locating of items needed
– loading of cart with items
– proper cart safety
– correct placement of table items
– return of cart and leftover items – support proper grooming and hygiene habits by practicing daily as appropriate with use of picture symbols to show next step
– assist with familiarity of workplace and locations of items
– pre-train with use of cart by self in conjunction with self, cart and tables
– pre-training skills with placemat and items required at job site
-enforce correct flow of return of cart for safety and safe return of items not used
Pizza Boxes
– identification of store in plaza
for pick-up and return of boxes
– correct folding of different size boxes, keeping in mind variations in folding technique/s ? fine motor
– timely and safe delivery of boxes – practice ?dry runs? of varying spots within plaza for pick-up and delivery, use of picture symbols where required to identify store
– hand over hand to teach flow of box making for proper placement of hands, fingers and pressure points in order to make box correctly
– assist with practicing various sizes to make familiar with different size
– use of timing device once mastery is complete to ensure timely delivery
Blockbuster
– sorting and re-shelving of movies
donning of uniform and identification- fine motor
– identify keys on computer for employee to sign in and out
– ability to locate cart and movies
– understanding matching movies with same cover
– ability to push cart safely
– understanding neatness when
placing movies on shelf
– safe return of cart – teach placement of uniform in set place for easy use when needed
– practice sign in and out using computer
( use of matching card where needed)
– assistance in scanning ?look and find cart? verbal prompt
– practice and model sorting technique with same items ?put with same?- verbal prompt
– model use of cart and then allow student to do the same
– hand over hand of movies to shelf for proper placement (? look for same?) verbal prompt
– model use of cart and then allow student to do the same
** withdraw of prompts as ability increases**
Eating lunch at job site
– understand location of lunch room
– opening of refrigerator and picking out lunch bag ? fine motor skills
– finding placement at table
– opening and eating lunch
– closing and placement of garbage in waste container – teaching making and placing items in lunch bag (in context before leaving for work)
– familiarize with workplace and lunchroom location
– model ?looking? ? towards a table and walking appropriately to it
– assisting where required ?hand over hand? opening of containers, practicing at other times different containers and Ziplocs
-? flow? teaching of eating lunch in timely fashion and eating beside student
– model closing technique if needed and location of garbage receptacle
?Philosophy of Education?
?Philosophy?: the study of basic concepts of truth, existence, reality and freedom
?Education?: imparting of knowledge through teaching and learning
Overview ?What Education Means to Me?
Keeping in mind the above definitions, education while basic in its concept for teaching and the importance of having a good teacher, allow all students to come away with a depth of knowledge that will continue towards a life long journey further education, despite any obstacles that may arise. Education itself is ?the imparting of knowledge through teaching and learning? and as such puts teachers, educational assistants, staff and other professionals working with children in the educational setting to a standard that needs to be upheld both professionally and personally. Professionally because it takes a certain amount of acquired knowledge through traditional schooling to understand how students learn and again how to teach them. Personally because it is important that personal issues remain at a distance while keeping in mind times where there are experiential learning opportunities that may assist within your job and understanding the differences. As an educational assistant in today?s society, education means finding a way to assist and teach students despite ability and utilizing their strengths, thus empowering the student towards further learning.
Understanding one?s limits as they arise and working through the hard times allows confidence to build and mutual respect with and for the student you work with. Education to me means, meeting up with a student long after you have worked with them and they remember and call out to you fondly with a smile upon their face. For you know at that point you have imparted upon them a love of learning that will be life long.
My Commitment to Learning
My commitment to learning means that I will dedicate myself to a continual learning pattern both in the workplace and through outside workshops and courses. It means to never lose focus of ?why? I chose to work within such a diverse setting and with such unique individuals. Understanding that compassion plays a colossal role in the educational setting and never losing sight of this fact.
Knowing that many tears may be shed along the way because students you have worked with have moved on to other opportunities, graduated, or perhaps passed away. Keeping in mind there will be times when frustration may get in the way but striving to work through the ?kinks? that come when you least expect them. Understanding and celebrating the good times when the student you work with has worked so very hard over a long period of time to accomplish a task and has finally made it. Overall my commitment to learning is bearing in mind and seeing through the hard times, celebrating the good times with a clear commitment to continuous learning both for self and those that I will work with.
Impact of Education for Special Needs Children
Education has the ability to impact special needs children in such a myriad of ways. Starting with the first time you come in contact with them and they understand that they are accepted for who they are despite their circumstances or disability. Believing in them, working with them and being compassionate for what they must go through daily from medications to therapy and a long list of experiences unknown yet to ourselves allows for conviction in themselves and the ability to continue on day to day. Understanding as much as possible about their disability shows them confidence in your ability to nurture them in a safe manner within their learning environment. Allowing them to blossom and reach towards their ?unrealized potential? no matter how long it takes sends a message that you care and will continue to challenge and push them to work harder but that you will never give up on them. Not taking for granted the small accomplishments that each student has the potential to gain shows them security and trust. Education has the impact upon special needs children that serves more than just the nuts and bolts of education. It should demonstrate an overall safe, caring nurturing environment that not only focuses on learning but the unrealized potential of each student and promotes understanding for everyone involved.
Potential of Education to Change a Life
By allowing yourself to step into the shoes, wheelchair, braces or mind of the student you work with, education can make a difference. By giving yourself a ?window of opportunity? to learn from, you have put yourself in their shoes but for a moment in time. Education has the ability to change the life of a student simply by allowing them to grow into the person they were meant to be. By encouraging, being compassionate and offering every available opportunity to challenge them, while respecting them as individuals you have put them and yourself upon a never ending learning path towards understanding. Being appreciative that education itself is its own reward and it may just be what the student imparts upon you that will make a difference within your own personal journey of learning and not what you teach them that actually makes the difference.
The overall potential of education to change a life is but one student, one day, and one life at a time.
?Life is not measured by the number of breaths that you take but by the moments that take your breath away?
LESSON 13 ? JOB PLACEMENT
? One of the best predictors of whether students with disabilities will be employed following graduation is whether they have had a paid job before they leave school. Researchers believe that the shift from employment training, which emphasizes the acquisition of general work and work-related skills to job placement, which emphasizes obtaining paid employment, should occur for students with moderate and severe disabilities at around age 18. This provides staff in the secondary program with at least three years to identify an appropriate job and train the student to complete the requirements of the position. The following lecture will focus on job development, job analysis, and job training.
Developing Employment Options
? Job development is the process of creating and obtaining employment opportunities for students. It is an ongoing process for post-high school programs. The following activities are required to develop appropriate employment options for students
? Develop a marketing plan: should include three elements:
-Marketing materials that can be distributed to prospective employers
– A strategy for making the initial contact with potential employers
– A public awareness/public relations strategy
? Meeting, negotiating with potential employers
? Matching students with appropriate jobs
? Involving students in the placement process
– ensure a variety of experiences
– support and recognize contributions
Approaching Potential Employers
Letter of Introduction ? inform employer of the program, class, services and support available
-provide contact information
-Telephone ? call to establish meeting date/time for a formal presentation to the employer about the program. During the meeting describe the procedures the program uses to match students to the job
– be straightforward about the strengths and weaknesses of the students.
-the long-term success of students in a job will hinge on the employer having a full understanding of the challenges they may face in hiring a student with moderate to severe disabilities
Drop-In visit ? During the follow-up period, steps should be taken to keep the program in the forefront of the employer?s mind.
-send the employer a note following the first meeting thanking him or her for time and consideration of the program
-follow-up with a telephone call about a week after the meeting
Factors to Consider When Matching:
? Student preference: student should be involved in all decisions regarding placement in a job site.
? Matching strengths and weaknesses of an individual to the demands of a job before placement is strongly associated with long-term success
? Wages and benefits
? Access to transportation
? Job status, future potential
? Student strengths and endurance
Five Steps in Job Analysis
? A job analysis is an assessment process used to identify the work and social demands of a job. When done correctly, a job analysis describes all job duties and the specific behaviours necessary for the student to complete them successfully. This information is used for three purposes. First, it is a mechanism to identify the criteria by which the student?s performance will be evaluated by his or her supervisor and co-workers. This information aids in determining the level of support that the student will need to complete job duties, and when support can be reduced. Second, a job analysis allows the teacher to identify all potential sources of natural support available in the job site.
1) Job site orientation ? take student to see jobsite
2) Defining the work routine ? watch others, demonstrate, practice
3) Analyzing performance demands ? set expectations of employer and evaluation process
4) Analyzing the social context ? interactions with others, natural supports available ? social network
5) Identifying job adaptations or modifications ? physical, communication, supervision, time etc.
Developing Acceptance and Friendships in the Workplace
? A student?s acceptance in the workplace will also be enhanced if the student can develop friendships with several co-workers that extend beyond the work day. Friendships develop when three conditions exist:
1. Having something in common with the potential friend. There must be some shared interests that create a reason for the friendship to blossom.
2. Opportunities to interact
3. The student must have the social skills necessary to initiate and maintain the relationship.
? During the job analysis the teacher needs to focus on the first of these three conditions. Essentially, the teacher should attempt to identify co-workers who have similar hobbies or recreation activities as the student. The teacher then uses the information to create opportunities for the student and the co-worker to interact with one another during and after work hours.
Job Adaptations:
? A job may need to be modified in order for the student to be successful in the placement. Modifications in job duties can range from simple adaptations of student responses to a complete restructuring of the job descriptions. These modifications need to be clearly established prior to placement.
? Modifications need to be effective ? Effectiveness is the extent to which the adaptations reduce the difficulty of the step for the student. Any adaptation should maximize the student?s current skills and abilities.
? Impact on jobsite – Refers to the degree to which the adaptations impacts co-workers, the physical environment of the site, or the general operations of the business.
? Cost ? Some adaptation devices are quite expensive. Teacher should consult the related service providers, (occupational or physical therapists) within the school district for specific suggestions and recommendations.
Strategies for Success:
? The purpose of job training and follow-up is to establish the student as a valued employee of the business. This occurs when the student?s work enhances the business?s ability to provide high-quality products and service to their customers, and when the student becomes an accepted member of the work group.
? The procedures required to develop effective training programs requires that teachers complete a large number of activities, including:
? Ensuring that the student?s performance matches the expectations of the employer
? Establishing conditions in the workplace that will allow the student?s performance to be maintained across time with the least amount of support possible.
? Increasing independence and initiative ? fading dependence and assistance
? Establishing natural support
? Determining when to begin the process of fading the teacher presence in the job site is based on three data sources: task acquisition data, production rate data, and employer evaluation data.
Strategies to Maintain Performance:
? Staff who are working in transition programs for students with moderate to severe disabilities face significant challenges in creating conditions on the job site that will support the maintenance of the student?s work performance. Researchers have made several recommendations on how to achieve successful performance of students over time. They are as follows:
? Use intermittent schedules of reinforcement
? Use natural reinforcement ? collaborative working relationships
? Delay reinforcement for work performance
? Establish self-management procedures
? Training co-workers and supervisors to support the student
Summary
? Secondary programs must be structured to place students in paid employment before graduation.
? This requires that staff in post-high school programs develop employment opportunities for students, train students to complete job assignments, and provide ongoing support to students to ensure long-term success.
? To attain these outcomes, professionals working in post-high school programs must significantly expand their traditional teaching roles.
? They must not only design and implement effective instructional programs; they must work successfully with business owners, supervisors, and other employees.
? The focus of instruction shifts from providing educational services to ensuring that students are productive employees that ?fit in? with the culture of the workplace.
Please refer to assignment section of your desktop for Assignment 6 which has been posted and will be due on April 20th, 2012
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