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Special Needs Presentation

Transcript: Behaviour problems in the classroom Georgina Parkes Tayla Munn Shannon Murray Focus on Aggression Introduction Types of behaviour problems Out of seat behaviour Non-compliance Disruptive Behaviour Poor organisation With drawn behaviour Aggression Behaviour Problems Aggression Aggression Definition of Aggression Definition of Aggression Feelings of anger or antipathy resulting in hostile or violent behaviour which leads to a readiness to attack or confront people. A forcefullness presented on people A readiness to attack others What Does Aggression In The Classroom Look Like? What Does Aggression In The Classroom Look Like? Physical aggression Verbal aggression Destruction of property Threatening Antagonizing Individual - Poor social skills, developmental delays, attention seeking. Cultural - Migration from war zones, cultural beliefs. Environmental - Low socio-economic, commuity violence. Family - Domestic violence, observed and learnt behaviours. Causes of Aggressive Behaviour Causes of Aggressive Behaviour Student Impact on Stakeholders Impact on Stakeholders Teacher Parent Peers Peer isolation Social Image Low self esteem Missing out on key educational concepts Teacher- student relationships. Control of the classroom. Stress Injuries Anxiety Judgement Fear for own child's safety and wellbeing. Copycat behaviour Constant threat Distruption to learning. Intervention Intervention Strategies Whole class rewards system Marble jars Warm Fuzzies Group rewards system Group points Individual rewards system Peg chart Reward tokens Raffles Feelings gauge Meditation after recess, lunch and excitable activities Sensory room Tier One Tier One Tier Two Tier Two Strategies Conduct a Functional Behaviour Assessment Form a communication System: Consult with student, parents/guardians, involved teachers and administrative staff of tier two intervention to discuss possible strategies and how progress will be monitored and evaluated Teach, encourage and practice self-management skills Check In Check Out (CICO) Social Stories Tier Three Tier Three Strategies Behaviour management plan "Stop and Think" Social Skills Program The PREPARE Curriculum Personalised "Choices" charts Personalised Feelings Scales "Calm Down" kits Other sensory experiences Cue cards for calming strategies Effective professional development enables educators to develop the knowledge and skills they need to address students' challenges. Kids Matter - KidsMatter Primary is a mental health promotion, prevention and early intervention initiative for Australian primary schools. Webinars School programs PD Days Applied Behaviour Analysis (ABA) Training Applied behavior analysis is the process of systematically applying interventions based upon the principles of learning theory to improve socially significant behaviors to a meaningful degree. Professional Development Professional Development Thomas, E., Bierman, K., The Conduct Problems Prevention Research Group (2006). The impact of classroom aggression on the development of aggressive behavior problems in children. Development and Psychopathology, 18, 471-487. doi: 10.10170S0954579406060251 Kids Matter. (2016). Managing children's aggressive behaviour in the primary classroom. Retrieved from: Shepard, T, L., &Linn, D. (2015). Behavior and classroom management in the multicultural classroom: Proactive and reactive strategies. Thousand Oaks, CA: Sage Publications. ​ Westwood, P. (2015). Commonsense methods for children with special education needs (7th ed.). London: Routledge Falmer. References References

Special needs

Transcript: Inclusion and Mainstreaming Special needs refers to kids who require special accommodation in the classroom or other school settings. It could be students with learning disabilities, such as ADHD, or physical disabilities, like blindness. However, it also includes students of higher ability, or "gifted" students, who may require more challenging work to stay engaged. Students with special needs often have trouble learning in the classroom, but not necessarily for the same reasons. It is important to understand why the students struggle in order best accommodate and help the reach their full potential. In this presentation we will explore ways of accommodating ADHD, auditory disability, and learning disability through techniques such as inclusion, mainstreaming, least restrictive environment, and assistive technology. First, let's define the terms: 1. ADHD (Attention deficit hyperactivity disorder)- one of the most common childhood disorders and can continue through adolescence and adulthood. Symptoms include difficulty staying focused and paying attention, difficulty controlling behavior, and hyperactivity (over-activity). 2. Auditory disability- any disorder that henders hearing or auditory processing 3. Learning disability- refers to a variety of disorders that affect the acquisition, retention, understanding, organization or use of verbal and/or non-verbal information. Because of budget cuts and in an effort to improve special needs education, schools have started using inclusion and mainstreaming more and more. Mainstreaming is an older term, sometimes associated primarily with the physical assimilation of students with disabilities with their non-disabled peers. Inclusion is a somewhat more values-oriented term than integration, its legal counterpart. "The true essence of inclusion is based on the premise that all individuals with disabilities have a right to be included in naturally occurring settings and activities with their neighborhood peers, siblings, and friends" (Erwin, 1993, p. 1) Inclusion can be an excellent way on integrating special needs students, and getting them familiar with a "standard" classroom, but it can have its challenges. As teachers, it is our responsibility to do everything in our power to help students learn. One thing we can do is called assistive technology. Refrences Overview Accommodating Special Needs What is Least Restrictive Environment? Assistive Technology What does "Special Needs" mean and how can teachers accomodate? "Assistive technology is any machine, computer, or device that makes it possible or easier for a person with a disability to perform an action or function." Assistive can help engage students who get distracted by adding videos, pictures, audio clips, and hands on activities. P.S.: This video is an example of AT! Some other examples are highlighters, Simon Reading Machines, Audio players, and glasses. Hand-held audio players can be very helpful for students with auditory disabilities, because they can adjust the volume. Simple tools like highlighers can help students with ADHD concentrate on recognizing the most important information. Striving to help all students meet their full potenial

special needs presentation

Transcript: Persatuan Kanak-Kanak Istimewa (PKKI) Tutorial 1, Group 2 Hulu Langat Tan Ler-yee 1701803 Ho Sin Yee 1602693 Kuan Xin Tian 1605989 Lee Jia Wen 1606037 Xylia Ong Xin Huey 1602178 Context Context (intro) Premise Past Adversity Disabled Daughter Madam Shirley's daughter have cerebral palsy parents decided to establish a centre for children with various of special needs Present Accomplishment provided the Early Intervention Program (EIP) update EIP (handwriting to computer) Prospective Aspirations change their centre as the care home Determined Parents Disadvantaged Facilities rent two classroom in kindergarten to conduct the therapy session not enough money to purchase equipment - established: September 1995 (24 years) -founder: Madam Shirley -principal: Ms. Anne - registered with Registrar of Societies (ROS) - Social Welfare Department 4 therapists, 7 special needs teacher 65 special needs children, 15 young children below 6 years old. PKKI Logo (Background) CONTENT Content Coverage of Special Needs Service Coverage Physical Disability preparing Early Intervention Program provide physical and occupational therapist provide physical therapy room Phrenic (Learning) Disability prepare different classes (High functioning and Low functioning) provide special need teachers ( Teacher-children ratio - 1:3 ) Personnel members 1. Special needs teachers 2. Therapist - 2 female occupational therapist - 1 male physical therapist - 2 female speech therapist - 1 physiotherapist Parental Support Group WhatsApp group Provide psychologist Activities that involve parents Provision of Transportation PKKI hired a full-time driver (Range) CATEGORIES Categories 1 - Autism spectrum disorder (ASD) 2 - Global delay developmental (GDD) 3 - Cerebral palsy 4 - Down's syndrome 5 - Attention deficit hyperactivity disorder (ADHD) Exposition on ASD Challenges Early Detection of ASD Exposition on GDD Exceptional Cases Symptoms: Lack of... social participation age-appropriate play communication difficulties social & emotional reciprocity development of spoken language imagination & imitations nonverbal cues - eye contact - facial expressions - body gestures Toddler Infant Delay of two or more areas of development milestones Large number of neurodevelopmental disorders Problems with BONES or NERVE REJECT Recommend to others specialist physical therapy in the center is not suitable for them (Types) Course of therapy Course Picture Exchange Communication System (PECS) a communication method that does not require speech based on an exchange of a picture for a real object or single symbol through finding and reaching someone and communicating the message. Physiotherapy Functional Power Training (takes around 14 weeks) - 3 times once a week and each training session lasting 60 minutes Early Intervention Program help young children with disabilities to enhance their cognitive, linguistic, social,emotional skills and those young children who are at risk for developing learning disabilities. Ronald McDonald Sensory Room aimed to reduce stress, anxiety, and discomfort for children with disabilities such as autism, brain injury, mental illness and challenging behaviors. (Methods) Classroom applications Ghazali, Sakip, and Samsuddin (2018), because of their over or under developed senses could cause undue stress, fear and even pain to the children with ASD Sensory Environment Sensory Environment ASD: Fear loud external noises Reduce external noise by... soft carpet acoustic tiles shut windows & doors Sound Sound ASD: sensitive to flickering lights change lightbulb dimming function curtains Sight Sight ASD: Frustrated by pungent smells ventilation system open windows Smell Smell Things to place in quiet area: soft toys cushions headset Things not to put in quiet area: sharp corners hard objects SERENITY (Calmness) Srenity ASD: sensory meltdowns and require an area for them to calm down & recuperate Systematic Communication: PECS Systematic Communication (PECS)

Special Needs Presentation

Transcript: Presented by: Jill Eisenhower Yvonne LaCharity Angela Knighten Michelle Newman & Kimberly Stith and the How... The What... How does volunteering help you? As you can see, there is a need... Other non-profits that need your help: 1) Donations are tax deductible. 2) Giving to charities improves sense of well-being 3) It can keep you informed about social issues. 4) Giving can strengthen spiritual life. 5) Volunteering may result in physical and social benefits. Feel good about helping others You'll be helping yourself too... Mentally Physically and Spiritually! More benefits? No way! It's Party Time!!! Connect with your community. Conserve funds. Share your skills and gain new ones. Develop self esteem and confidence. Meet new people. Enhance your resume and network. Advocate. Everybody wants to feel needed! New experiences. Serve your country. Yay U.S.A. ! Why you should get involved How you can get involved What your impact can be Thank You Organizations helped by the United Way Lending A Hand to Those with Special Needs Who needs your help? The Mental Health Advocacy Coalition The Mental Health America of Southwest Ohio The Cincinnati Association for the Blind and Visually Impaired The Partnership for Mental Health Incorporated The Salvation Army Saint Vincent de Paul Goodwill Thrift Stores The Why... Greater Cincinnati Behavioral Health Services Holly Hill Children's Services Little Sisters of the Poor Hamilton County Special Olympics Stepping Stones Center United Way of Cincinnati Main Points: People with special needs want to live like you and me. Lack of funding and volunteers means we need to take action make payroll deductions donate blood to local blood banks donate clothes and goods to thrift stores volunteer at the Special Needs Dance

Special Needs presentation

Transcript: Intellectual Disabilities By: Chrissy Sharp Defined: Intellectual disability is a disability characterized by significant limitations both in intellectual functioning (reasoning, learning, problem solving) and in adaptive behavior, which covers a range of everyday social and practical skills. This disability originates before the age of 18. Intellectual Disabilites Defined General Learning Disability Delay in speech Wide range of severity Nearly one in three autitic people are considered intellectually diabled Autism Spectrum Disorder (ASD) Autism Aysemmetrical Face Tufts of Hair Growing in the Wrong Direction Prominent Forehead Although most have no distinguishing characteristics ( Physical Characteristics Physical Failure to engage in typical babbling or pointing in infancy. Failure to make eye contact beginning in infancy. Failure to respond to one’s own name. Loss of previously acquired language or social skills, usually during the second year of life. Psychological Characteristics Psychological Unusual responses to sensory input. Unusual movements such as rocking, twirling or flapping arms. Difficulty playing with or interacting with peers. Difficulty talking about feelings. Difficulty understanding tone of voice, body language and gestures. Obsessive interest in a particular topic. Difficulty breaking from routine. (American Psychological Association) Continued..... Famous People with Autism Temple Grandin Albert Einstein Susan Boyle Charles Darwin Bill Gates Steve Jobs Thomas Jefferson Michelangelo Sir Isaac Newton Jerry Seinfeld Wolfgang Amadeus Mozart (Applied Behavior Analysis Programs Guide) No specific oral manifestations of ASD have been described, though the oral hygiene of these subjects is known to be deficient. Oral Manifestations Oral Know your patient Call parent/guardian before appointment Avoid surprises during the appointment Don't reschedule Allow them to come in beforehand Have noise canceling headphones Allow parents to be present Use short, clear commands Use the tell-show-do technique Same hygienist, assistant and dentist everytime Special Clinical Handling Handling Use of specialized apps Using the tell-show technique Having an object/toy that you can demonstrate on Parent/Caregiver assistance Sensory friendly toothbrush Specialized Oral Hygiene Oral Hygiene Useful Resources Anxiety Meltdowns Outburst Become physical Office Emergencies Emergencies Selective serotonin re-uptake inhibitors (SSRIs) Tricyclics Psychoactive or anti-psychotic medications Stimulants Anti-anxiety medications Anticonvulsants (NIH) Medications Care Not all autistic people exhibit physical characteristics Numerous psychological characteristics associated with autism No oral manifestations Be sure to handle patient correctly Find out what helps best for your patients home hygiene Try to prevent unnessacary emergencies No medication specific for autism Summary Summary

Special Needs Presentation

Transcript: Lai Yuen Yi (11242691) Yu Ting Ting (11242720) Ho Wai Yan (11184837) Ho Lai Wun (11242471) Special Needs Topic Introduction 1. Oppositional Defiant Disorder 2. Conduct Disorder 3. Psychosis Learning Behavioral Characteristics Charateristics Management Management Classroom management Teaching strategies Therapy Therapy Medication Cognitive behavioral therapy Social skills training Discussion Discussion Oppositional Defiant Disorder ODD Characteristics Characteristics Management Management Classroom Classroom Establish Expectations A reward system - praise positive behaviour Invite student demonstration Post classroom rules and a daily schedule - provide Structure and Discipline Teacher Should Power Struggles Obscure command Teacher Should not Teaching Strategies Teaching Strategies Therapy Therapy Change the rearing methods 1. Problem Solving Skills Question Practice Response Self-talk Help student find their problems 2. Behavioral training Responsibilties, Emotion management Regular Rules Power Struggle CD Conduct Disorder Characteristics Characteristics Management Management Classroom Classroom 三不五要原則 不具攻擊性環境的建立 不以暴力回應 不否定孩子 要兼顧孩子的自主性與紀律感 要教導正確行為危機轉為轉機 要培養孩子的同理心與被欺負孩子的溝通 要找出孩子可能隱藏的認知、語言或社交功 能缺損之處 要主動學習家長與師長的情緒管理 Teaching Strategies Teaching Strategies Clearly instruction or rules Set targets (SMART) More using Visual Cue Same as ODD teaching strategies Teacher Should Power Struggles Obscure command Teacher Should not Therapy Therapy 1. Parent Training Workshop for teaching skills Building relationships Family therapy, not only at school 2. Early diagnosis 3. Individual counseling 4. Integrated education (school supporting) 5. Teacher understanding 6. Medication 7. Social skill training 8. Cognitive behavioral therapy Psychosis Psychosis Characteristics Characteristics Hallucinations Delusions Confused thinking Positive Symptoms Positive Symptoms Lack of Motivation Deterioration of personal hygiene Deterioration of the ability to express emotions Poverty of speech Negative Symptoms Negative Symptoms Management Management Classroom Classroom Disruptions in classroom routines Student's attention and impulsiveness Attendance depends on behaviour and moods Student maybe... Teacher Should Move the student to safety place Keep calm and ask student simple question Teaching Strategies Teaching Strategies Homework adjustment Excessive amount of time Create sense of belongings Difficulte organising things Easy distracted Tend to fidget Supporting the student Frequent communication with student's parents Safety Place Acute episode of psychosis Therapy Therapy Early diagnosis - Form a system follow case - teacher cares about student symptoms Apporch student actively - Social workers, counselor Follow and support - IEP and Meeting - Student's protective factors and risk factors - Assesment Inseparable and regular communication between school and parents Supporting strategies - create workstations Medication Social skill training Cognitive behavioral therapy Discussion Discussion Discussion Case Discussion Tony Primary 6 student Always puts the blame for own mistakes or behaviour on others Angry and resentful Annoys others Leo Primary 2 student Complicated family background Say rude words to others Fights Are they ODD ? What’s next What’s next Anger scale Social story Behavioral training - polite tap Establishing ABC management Thank you Thank you

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