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Help son expelled from kindergarten
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<blockquote data-quote="DammitJanet" data-source="post: 569705" data-attributes="member: 1514"><p><span style="color: #000000">Time out!!!</span></p><p></p><p><span style="color: #000000">LOL this is where so many rigid school rules really fail.</span></p><p></p><p><span style="color: #000000">Time out MUST get creative.. and MUST involve being: </span></p><p></p><p><span style="color: #000000">* reasonable</span></p><p><span style="color: #000000">* respectful</span></p><p><span style="color: #000000">* fair</span></p><p></p><p><span style="color: #000000">Sending </span>difficult child<span style="color: #000000"> to principals office to "fully report" his failure does nothing short of lighting the fuse and adding insult to injury.</span></p><p></p><p><span style="color: #000000">Sending them to the School Prison or the land of lepers only exascerbates the already low self esteem that the </span>difficult child<span style="color: #000000"> has for him/her self. </span></p><p></p><p><span style="color: #000000">So by knowing this in advance a plan MUST be developed wit all involved to accomadate </span>difficult child<span style="color: #000000">'s predictable meltdowns!!!!</span></p><p></p><p><span style="color: #000000">They must be anticipated and plans made to fully adrress them.</span></p><p></p><p><span style="color: #000000">Not a single teacher that I have ever met would send a child with a bladder disorder to either of these places when his/her bladder failed!!!</span></p><p></p><p><span style="color: #000000">So why on earth do we persist in doing so to a behavior disordered child?</span></p><p></p><p><span style="color: #000000">It doesnt work!</span></p><p></p><p><span style="color: #000000">Never has!</span></p><p></p><p><span style="color: #000000">Never will!</span></p><p></p><p><span style="color: #000000">This is where you must get creative.. </span></p><p></p><p><span style="color: #000000">In my sons behavior plan... * remember indidvidual is first word in IDEA... he walks it off! </span></p><p></p><p><span style="color: #000000">He is 11, and he gets a walking pass, and is respected enough to bring himself under control, and return when he is "composed"... he has only done it twice, but his self confidence doubled each time.</span></p><p></p><p><span style="color: #000000">Eventually he will bring himself under control in his seat.</span></p><p></p><p><span style="color: #000000">His teacher "notices" the impending meltdown ( thru her assesment of him ) and gives him an errand to run for her. ** hint hint ** wink wink ** She doesnt "out" him in front of class.</span></p><p></p><p><span style="color: #000000">He is handed his plan and reads it on his own in hall walking and follows it.</span></p><p></p><p></p><p><span style="color: #000000">I will:</span></p><p></p><p><span style="color: #000000">1. Will walk fast not run down halls a,b,c.</span></p><p><span style="color: #000000">2. Will not stop to look in classrooms or talk to students or staff in halls.</span></p><p><span style="color: #000000">3. Will walk until "icky" feeling is gone.</span></p><p><span style="color: #000000">4. Will think about breathing and remeber to do breathing excersises.</span></p><p><span style="color: #000000">5. Will return to class with smile, return pass to teacher and take seat as quietly as possible.</span></p><p><span style="color: #000000">6. Will talk to teacher as soon as possible about "icky" feeling and where it came from.</span></p><p></p><p><span style="color: #000000">This works for him!</span></p><p></p><p><span style="color: #000000">And modifications of this can work for any child.</span></p><p></p><p><span style="color: #000000">Allowing them to maintain dignity and self respect are the key.</span></p><p></p><p><span style="color: #000000">*******************************</span></p><p><span style="color: #000000">54 Classroom modifications to insure </span></p><p><span style="color: #000000">success at school!</span></p><p></p><p><span style="color: #000000">* I found this in my old stuff.. its from </span></p><p><span style="color: #000000">" reducing the deficit" Frank & Smith 1996.</span></p><p></p><p><span style="color: #000000">*******************************</span></p><p></p><p><span style="color: #000000">* This should be simply copied and attached to every </span>IEP<span style="color: #000000"> and 504 plan!</span></p><p></p><p></p><p><span style="color: #000000">SEATING</span></p><p></p><p><span style="color: #000000">* near teachers desk or instruction point</span></p><p><span style="color: #000000">* surround with good role models</span></p><p><span style="color: #000000">* avoid areas with distractions</span></p><p><span style="color: #000000">* dont isolate or put in leper land</span></p><p><span style="color: #000000">* reduce stimuli area for working</span></p><p><span style="color: #000000">* neat orderly rows of desks</span></p><p></p><p><span style="color: #000000">DISCIPLINE</span></p><p></p><p><span style="color: #000000">* establish clear & observable rules</span></p><p><span style="color: #000000">* reveiw rules regularly</span></p><p><span style="color: #000000">* reinforce positive behavior</span></p><p><span style="color: #000000">* offer positive incentives</span></p><p><span style="color: #000000">* change incentives often</span></p><p><span style="color: #000000">* determine consequences consitently & </span>with-o<span style="color: #000000"> emotion</span></p><p><span style="color: #000000">* maintain daily consistency and warn or alert </span>difficult child<span style="color: #000000"> of changes</span></p><p><span style="color: #000000">* Strong supportive communication back and forth with parents</span></p><p><span style="color: #000000">* include & involve </span>difficult child<span style="color: #000000"> in setting rules and consequences</span></p><p></p><p><span style="color: #000000">INSTRUCTION</span></p><p></p><p><span style="color: #000000">* provide outline or key</span></p><p><span style="color: #000000">* make them breif & broken up</span></p><p><span style="color: #000000">* include variety of activities</span></p><p><span style="color: #000000">* activley involve </span>difficult child<span style="color: #000000"> during class</span></p><p><span style="color: #000000">* keep eye contact with </span>difficult child<span style="color: #000000"> during instruction</span></p><p><span style="color: #000000">* be near student during instruction</span></p><p><span style="color: #000000">* behavorial cues ( flash cards etc)</span></p><p><span style="color: #000000">* use visuals to keep attention</span></p><p></p><p><span style="color: #000000">DIRECTIONS</span></p><p></p><p><span style="color: #000000">* be consistent with daily instructions</span></p><p><span style="color: #000000">* avoid multiple commands</span></p><p><span style="color: #000000">* breif and clear</span></p><p><span style="color: #000000">* repeat in calm positive manner</span></p><p><span style="color: #000000">* check for understanding</span></p><p><span style="color: #000000">* encourage and seek ways for </span>difficult child<span style="color: #000000"> to ask for help </span></p><p><span style="color: #000000">* use computer to assist in written work if needed</span></p><p><span style="color: #000000">* incorporate cooperative learning skills</span></p><p><span style="color: #000000">* utilize peer tutoring or allow </span>difficult child<span style="color: #000000"> to tutor</span></p><p><span style="color: #000000">* monitor frequently, then reduce</span></p><p><span style="color: #000000">* allow headphones to be used to block out noise</span></p><p></p><p><span style="color: #000000">ASSIGNMENTS</span></p><p></p><p><span style="color: #000000">* abbreviate assignments</span></p><p><span style="color: #000000">* increase work time allowance</span></p><p><span style="color: #000000">* highlight key directional words</span></p><p><span style="color: #000000">* re-write directions at </span>difficult child<span style="color: #000000">'s level</span></p><p><span style="color: #000000">* reduce quantity of "busy work" problems</span></p><p><span style="color: #000000">* small group learning</span></p><p><span style="color: #000000">* provide manipulative objects for fidgets</span></p><p><span style="color: #000000">* tape records materials</span></p><p><span style="color: #000000">* read orally if possible or needed</span></p><p><span style="color: #000000">* use daily assignment sheets</span></p><p><span style="color: #000000">* write assignments on chalk board</span></p><p></p><p><span style="color: #000000">TESTING</span></p><p></p><p><span style="color: #000000">* use dark black print</span></p><p><span style="color: #000000">* write clear simple directions</span></p><p><span style="color: #000000">* underline or highlight key directions</span></p><p><span style="color: #000000">* provide practise tests</span></p><p><span style="color: #000000">* divide test into sections</span></p><p><span style="color: #000000">* test orally or tape record tests</span></p><p><span style="color: #000000">* frequent short quizzes</span></p><p><span style="color: #000000">* provide quiet traffic free are for tests</span></p><p></p><p><span style="color: #000000">None of these modification lower standards, yet can help students experience more success and better tolerance for educaction.</span></p><p></p><p><span style="color: #000000">Look here for more updates in next few days!</span></p><p></p><p><span style="color: #000000">Hugs N Love!!!</span></p><p></p><p><span style="color: #000000">Jerri</span><span style="color: #000000"></span></p><p><span style="color: #000000"></span></p><p><span style="color: #000000">Read more: <a href="http://www.conductdisorders.com/forum/f13/classroom-teacher-modifications-odd-633/#ixzz2FajeCAWW" target="_blank">http://www.conductdisorders.com/forum/f13/classroom-teacher-modifications-odd-633/#ixzz2FajeCAWW</a></span></p></blockquote><p></p>
[QUOTE="DammitJanet, post: 569705, member: 1514"] [COLOR=#000000]Time out!!![/COLOR] [COLOR=#000000]LOL this is where so many rigid school rules really fail.[/COLOR] [COLOR=#000000]Time out MUST get creative.. and MUST involve being: [/COLOR] [COLOR=#000000]* reasonable[/COLOR] [COLOR=#000000]* respectful[/COLOR] [COLOR=#000000]* fair[/COLOR] [COLOR=#000000]Sending [/COLOR]difficult child[COLOR=#000000] to principals office to "fully report" his failure does nothing short of lighting the fuse and adding insult to injury.[/COLOR] [COLOR=#000000]Sending them to the School Prison or the land of lepers only exascerbates the already low self esteem that the [/COLOR]difficult child[COLOR=#000000] has for him/her self. [/COLOR] [COLOR=#000000]So by knowing this in advance a plan MUST be developed wit all involved to accomadate [/COLOR]difficult child[COLOR=#000000]'s predictable meltdowns!!!![/COLOR] [COLOR=#000000]They must be anticipated and plans made to fully adrress them.[/COLOR] [COLOR=#000000]Not a single teacher that I have ever met would send a child with a bladder disorder to either of these places when his/her bladder failed!!![/COLOR] [COLOR=#000000]So why on earth do we persist in doing so to a behavior disordered child?[/COLOR] [COLOR=#000000]It doesnt work![/COLOR] [COLOR=#000000]Never has![/COLOR] [COLOR=#000000]Never will![/COLOR] [COLOR=#000000]This is where you must get creative.. [/COLOR] [COLOR=#000000]In my sons behavior plan... * remember indidvidual is first word in IDEA... he walks it off! [/COLOR] [COLOR=#000000]He is 11, and he gets a walking pass, and is respected enough to bring himself under control, and return when he is "composed"... he has only done it twice, but his self confidence doubled each time.[/COLOR] [COLOR=#000000]Eventually he will bring himself under control in his seat.[/COLOR] [COLOR=#000000]His teacher "notices" the impending meltdown ( thru her assesment of him ) and gives him an errand to run for her. ** hint hint ** wink wink ** She doesnt "out" him in front of class.[/COLOR] [COLOR=#000000]He is handed his plan and reads it on his own in hall walking and follows it.[/COLOR] [COLOR=#000000]I will:[/COLOR] [COLOR=#000000]1. Will walk fast not run down halls a,b,c.[/COLOR] [COLOR=#000000]2. Will not stop to look in classrooms or talk to students or staff in halls.[/COLOR] [COLOR=#000000]3. Will walk until "icky" feeling is gone.[/COLOR] [COLOR=#000000]4. Will think about breathing and remeber to do breathing excersises.[/COLOR] [COLOR=#000000]5. Will return to class with smile, return pass to teacher and take seat as quietly as possible.[/COLOR] [COLOR=#000000]6. Will talk to teacher as soon as possible about "icky" feeling and where it came from.[/COLOR] [COLOR=#000000]This works for him![/COLOR] [COLOR=#000000]And modifications of this can work for any child.[/COLOR] [COLOR=#000000]Allowing them to maintain dignity and self respect are the key.[/COLOR] [COLOR=#000000]*******************************[/COLOR] [COLOR=#000000]54 Classroom modifications to insure [/COLOR] [COLOR=#000000]success at school![/COLOR] [COLOR=#000000]* I found this in my old stuff.. its from [/COLOR] [COLOR=#000000]" reducing the deficit" Frank & Smith 1996.[/COLOR] [COLOR=#000000]*******************************[/COLOR] [COLOR=#000000]* This should be simply copied and attached to every [/COLOR]IEP[COLOR=#000000] and 504 plan![/COLOR] [COLOR=#000000]SEATING[/COLOR] [COLOR=#000000]* near teachers desk or instruction point[/COLOR] [COLOR=#000000]* surround with good role models[/COLOR] [COLOR=#000000]* avoid areas with distractions[/COLOR] [COLOR=#000000]* dont isolate or put in leper land[/COLOR] [COLOR=#000000]* reduce stimuli area for working[/COLOR] [COLOR=#000000]* neat orderly rows of desks[/COLOR] [COLOR=#000000]DISCIPLINE[/COLOR] [COLOR=#000000]* establish clear & observable rules[/COLOR] [COLOR=#000000]* reveiw rules regularly[/COLOR] [COLOR=#000000]* reinforce positive behavior[/COLOR] [COLOR=#000000]* offer positive incentives[/COLOR] [COLOR=#000000]* change incentives often[/COLOR] [COLOR=#000000]* determine consequences consitently & [/COLOR]with-o[COLOR=#000000] emotion[/COLOR] [COLOR=#000000]* maintain daily consistency and warn or alert [/COLOR]difficult child[COLOR=#000000] of changes[/COLOR] [COLOR=#000000]* Strong supportive communication back and forth with parents[/COLOR] [COLOR=#000000]* include & involve [/COLOR]difficult child[COLOR=#000000] in setting rules and consequences[/COLOR] [COLOR=#000000]INSTRUCTION[/COLOR] [COLOR=#000000]* provide outline or key[/COLOR] [COLOR=#000000]* make them breif & broken up[/COLOR] [COLOR=#000000]* include variety of activities[/COLOR] [COLOR=#000000]* activley involve [/COLOR]difficult child[COLOR=#000000] during class[/COLOR] [COLOR=#000000]* keep eye contact with [/COLOR]difficult child[COLOR=#000000] during instruction[/COLOR] [COLOR=#000000]* be near student during instruction[/COLOR] [COLOR=#000000]* behavorial cues ( flash cards etc)[/COLOR] [COLOR=#000000]* use visuals to keep attention[/COLOR] [COLOR=#000000]DIRECTIONS[/COLOR] [COLOR=#000000]* be consistent with daily instructions[/COLOR] [COLOR=#000000]* avoid multiple commands[/COLOR] [COLOR=#000000]* breif and clear[/COLOR] [COLOR=#000000]* repeat in calm positive manner[/COLOR] [COLOR=#000000]* check for understanding[/COLOR] [COLOR=#000000]* encourage and seek ways for [/COLOR]difficult child[COLOR=#000000] to ask for help [/COLOR] [COLOR=#000000]* use computer to assist in written work if needed[/COLOR] [COLOR=#000000]* incorporate cooperative learning skills[/COLOR] [COLOR=#000000]* utilize peer tutoring or allow [/COLOR]difficult child[COLOR=#000000] to tutor[/COLOR] [COLOR=#000000]* monitor frequently, then reduce[/COLOR] [COLOR=#000000]* allow headphones to be used to block out noise[/COLOR] [COLOR=#000000]ASSIGNMENTS[/COLOR] [COLOR=#000000]* abbreviate assignments[/COLOR] [COLOR=#000000]* increase work time allowance[/COLOR] [COLOR=#000000]* highlight key directional words[/COLOR] [COLOR=#000000]* re-write directions at [/COLOR]difficult child[COLOR=#000000]'s level[/COLOR] [COLOR=#000000]* reduce quantity of "busy work" problems[/COLOR] [COLOR=#000000]* small group learning[/COLOR] [COLOR=#000000]* provide manipulative objects for fidgets[/COLOR] [COLOR=#000000]* tape records materials[/COLOR] [COLOR=#000000]* read orally if possible or needed[/COLOR] [COLOR=#000000]* use daily assignment sheets[/COLOR] [COLOR=#000000]* write assignments on chalk board[/COLOR] [COLOR=#000000]TESTING[/COLOR] [COLOR=#000000]* use dark black print[/COLOR] [COLOR=#000000]* write clear simple directions[/COLOR] [COLOR=#000000]* underline or highlight key directions[/COLOR] [COLOR=#000000]* provide practise tests[/COLOR] [COLOR=#000000]* divide test into sections[/COLOR] [COLOR=#000000]* test orally or tape record tests[/COLOR] [COLOR=#000000]* frequent short quizzes[/COLOR] [COLOR=#000000]* provide quiet traffic free are for tests[/COLOR] [COLOR=#000000]None of these modification lower standards, yet can help students experience more success and better tolerance for educaction.[/COLOR] [COLOR=#000000]Look here for more updates in next few days![/COLOR] [COLOR=#000000]Hugs N Love!!![/COLOR] [COLOR=#000000]Jerri[/COLOR][COLOR=#000000] Read more: [URL]http://www.conductdisorders.com/forum/f13/classroom-teacher-modifications-odd-633/#ixzz2FajeCAWW[/URL][/COLOR] [/QUOTE]
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