ecse 602 instructional programming for infants and young children with disabilities
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ECSE 602 Instructional Programming for Infants and Young Children with Disabilities. This week ’ s topics: Embedded learning opportunities (ELO) and Child-focused instructional strategies (CFIS) Material selection and prompting strategies. - PowerPoint PPT PresentationTRANSCRIPT
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ECSE 602Instructional Programming for Infants and
Young Children with Disabilities
This week’s topics:Embedded learning opportunities (ELO)
and Child-focused instructional strategies (CFIS)
Material selection and prompting strategies
Embedded Learning Opportunities Embedded Learning Opportunities (ELO) (ELO) (Sandall & Swartz, 2008)(Sandall & Swartz, 2008)
What are ELO? Short, well thought out and planned teaching;
episodes that occur within activities and routines
Why use ELO? No big changes in classroom activities or routines; Child is motivated because instruction is around their
interests; Increased ability to independently use new skills and
skills are easily generalized because skills are taught within a meaningful, relevant context.
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Child-focused Instructional Strategies Child-focused Instructional Strategies (CFIS) (CFIS) (Sandall & Swartz, 2008)(Sandall & Swartz, 2008)
What are CFIS?What are CFIS? Short, well thought out, planned and intensive teaching episodes Short, well thought out, planned and intensive teaching episodes
that require direct, explicit instruction during a specific timethat require direct, explicit instruction during a specific time
Why use CFIS?Why use CFIS? The childThe child’’s objective is uniques objective is unique Child must learn the skill to take advantage of the general early Child must learn the skill to take advantage of the general early
childhood curriculum (e.g., establishing joint attention, imitating, childhood curriculum (e.g., establishing joint attention, imitating, playing with toys)playing with toys)
To become as independent as possible (preschool survival skills)To become as independent as possible (preschool survival skills) Child is making very slow progressChild is making very slow progress
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ELO and CFIS ELO and CFIS (Sandall & Swartz, 2008)(Sandall & Swartz, 2008)
How do you design an ELO? (Chapter 6)How do you design an ELO? (Chapter 6) How do you design a CFIS? (Chapter 7)How do you design a CFIS? (Chapter 7)
Material selection Background assumptions
Characteristics of objects affect levels of interest The developmental level of the child affects level of
interest and action patterns
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Material selection Novelty
The individual child’s past experiences with an object will affect interest level and this determine, in part, his willingness to “engage” the object or materials. For every child there is an optimal level of novelty.
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Material selection Responsivity
What an object does in response to a child’s effort to manipulate it will determine, in part, his/her continued interest. For every child there is an optimal level of responsivity. Materials may be responsive in terms of any (or all) sensory dimensions.
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Material Selection
PERFORMANCE
RESPONSIVITY
Optimal level
Material Selection Complexity
A child’s interest in an object will, in part, be determined by the number of turns and angles in the contours of the object. For every child there is an optimal level of complexity.
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Material Selection Difficulty
The level of difficulty should be between their current level and potential level. Children will be highly motivated when the material is appropriately challenging, but not overwhelming.
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Prompting strategies Fundamental areas that teachers must know to
implement successful instruction in inclusive classes: what to teach how to teach (what instructional strategies to use) when to teach (in what sequence) whether their teaching is working
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Prompting strategies Prompts
Antecedent events that help to initiate aresponse. They come before a response isperformed and are designed to facilitate itsperformance. When the prompt does result in thetarget response, the target response may bereinforced. Prompts should be given in the least intrusive way,
and with the intention of fading them as soon as possible.
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Prompting strategies Prompting & Fading
Fading: the gradual removal of a prompt. Abrupt removal of prompt: response may no longer
be performed. Prompts may be progressively reduced and finally
omitted. Not all prompts needed to be faded.
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Prompting strategiesLeast-to-most prompting
Verbal
Gestural
Partial physical assistance
Full physical assistance
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Prompting strategiesMost-to-least prompting
Physically assist the student to do the task. Then give what physical assistance is necessary
to complete the task. Give a gesture, or model the task, so that the
student can copy the action. Give a direct verbal prompt, such as: "Pick up
your pen." Give an indirect verbal prompt, such as: "What
do you do next?"
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Prompting strategies Graduated guidance
a less structured strategy of reducing prompts Cue
a prompt that directs attention to a specific dimension of an object/task
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