The Passport Sometimes The I.E.P. Team Forgets About What is Important in a Childs Life Whats Important and Whats Not in the Big Picture of Life -Perfecting the Th Sound -Using a pincer grasp to remove coins from a table -Learning to play Tag -Getting to class on time -Self Advocacy
The Work of Building Your Future Must address the things in life that are not so measurable: Getting from Point A to Point B without Adult Supervision Learners Permit Macomb BYF 5 Students Drivers License Authentic conversations about how the team helps support the student Creating energy, synergy in partnership with parents that forces them to take risks, do the hard work alongside the school, with peers, while peers are naturally present. What is the Passport? A self-advocacy program that starts as early as kindergarten
to: Involve the student in every aspect of their development to the extent possible in a self-discovery approach; will change as the student ages Promote better understanding of the individual in both environments Connect and align life goals Raise expectations Increase family and school connection What is the Passport? A Guide to Assist Families and School Teams Grade Appropriate Opportunities for Students with ASD
Peers as a Compass Identify What Experiences are Typical at that Grade Level Passport Identifies those Expectations Students with ASD have Same Opportunities as Their Peers Dignity of Risk Purpose of the PASSPORT Promotes self-advocacy and independence in school and home Increases family involvement Promotes realistic and meaningful life goals for the individual Connects home and school goals Provides innovative, visual approach for capturing and documenting achievement
Early involvement and integration of life goals can promote better preparedness for transition processit starts early The Passport One Familys Perspective The Passport Prompts consideration of the independence and socialization skills and social opportunities that the child may be missing in a systematic way, giving these areas of personal development significance alongside the academic matters being addressed by schools and families.
The Passport Provides a barometer for families to gauge where their child is in terms of life skills and experiences relative to his/her peers. The Passport Permits families and schools to work together in a guided way to consider and grow the whole child, not just the academic student, when setting goals for growth and development. The Passport Promotes communication between the family and the school regarding the childs functioning, particularly in the areas of daily living skills and socialization, allowing better cooperation and
collaboration in these areas. Why the Passport? Ensures students with ASD have grade and age-appropriate opportunities Difficult to recapture lost opportunities Serves as a guide to family and educators in understanding the individual, setting viable expectations, and encouraging better overall understanding of the student Provides flexibility centered on the strengths and needs of the individual Promotes involvement and self-advocacy for the individual through selfdiscovery and taking ones in the process Involves peers promoting increased understanding of the individual and natural supports Aids in guiding purposeful IEP goals affecting the individual
More prepared to engage in the transition process How is the Passport Different than the I.E.P.? The passport can and should be reviewed at the I.E.P. Passport items typically address grade-level opportunities beyond those required for FAPE which have been identified in the students IEP goals and objectives. Connects home and school Integrates individual and family into the planning process Aligns goals to promote generalization of skills Provides better understanding of the whole individual
Promotes independence and self-advocacy Sometimes in I.E.P. meetings important things become too routine How Does the Passport Work? Identify Grade Level of the Student with ASD Two Examples of Home and School Expectations An Other Space is Provided to Select and Alternative Expectation Team Select at least 1 Home and 1 School Expectation
Target within that school year to ensure that typical grade-level experiences occur for students with ASD. Additional Ideas are Available in the Attachment Separated by Elementary, Secondary and Post High School. 3rd Grade Passport Additional Expectations for Passport How to use the Passport? Start when the Student with ASD is in Kindergarten (Later if Older) Share at I.E.P. Meeting
Identify at least 1 School and 1 Home Expectation to focus on for the year Review previous expectations; may be iterative skill-building Support family in developing plan to meet expectations Involve student in process; student leads to the extent possible As expectations are met, team can stamp the passport to indicate expectations have been achieved 9th Grade Passport 9th Grade Passport Ryders Passport to Independence
How It really does take a village Keeping expectations high (but within reach) Use of natural environment=opportunities are everywhere Anticipate concerns and needed supports
Collaboration of home and school team Accountability for behavior Ownership of actions and in decision making promotes buy-in, ask: how can he/she take a lead role or be involved in this? Decide how to address challenges in the best way for the individual Get students input Practice/rehearsal in the situation Start small and add to time or difficulty to build confidence and skill Ryders Passport to Independence Goal: promote self-advocacy and independence Understands his disability
Shares his strengths and challenges Participation in IEP (Im like the king of the meeting.?) Goal: promote quality of social relationships through support of peers Educate peers about Ryder: presented to his class about his autism Follow up meeting with peers that included Ryder: identified strengths and areas of growth for him Volume control Lecturing versus conversation Changing topics Utilize skill of creating PowerPoint for taking notes
Ryders Passport to Independence What would his peers be doing.how far can we stretch? Examples: Increase amount of time at home alone Waiting in the car while we go into store (consideration: size of store, location, length of time) Using concession stand at school events (consideration: safe environmentthe worst thing that will happen is) Driving snowmobile, tractor, other. Creates and follows own morning checklist and sets own timer Orders for self at restaurants and calculates tip Can ask for setting modifications (too cold or warm, sounds that are too loud, changing
seats, lights that are too bright, smells that are offensive, needing a wiggle break) Ryders Passport to Independence Whats next5th Grade Movie night (at school) with peers School dance Maintains own morning checklist (create, modify as needed) Uses alarm clock (parents do not wake up) Safety signs and information in the community (no food, require shirts/shoes, slippery floor, poison, no smoking, street crossing, road signs) Volume control; staying on topic and conversational skills (reduce lecturing)
Ryders Passport to Independence What that might look like for Ryder Students Age Some Typical 5th Grade Experiences 5 Grade th
School Expectation Family Expectation Volume control and promoting volume level appropriate to setting (visual prompt
for self-management) Taking notes in class with PowerPoint or in electronic form; visuals are more supportive than repeating auditory through auditory recording Volume control and promoting volume level appropriate to setting (gestural prompt/visual for self management Reading body language/expressions Ordering at restaurant for self
Conversation and changing topics; staying on topic with communicative partner/peer and not monopolize conversation Report bullying to designated peer(s) and adult. Self-management system in the form of a checklist Safety awareness (floor is slippery, yield, pedestrians crossing, etc.)
Conversation and changing topic with communicative partner Recognize when he is being teased or bullied and working with that situation Self management system in the form of a morning checklist and bathroom timer; using alarm clock to get up on his own Ryders Passport to Independence Other Potential Ideas in the Home. (adjust to level of student) Other: 5th Grade Examples in the Home
Other: 5th Grade Examples in the Home Keeps food off self and area when eating; uses napkin; uses utensils; Use napkins; uses utensils including cutting meat and other items with knife/butter knife) Gets the mail from the mailbox independently; addresses envelope and stamps; mails Add desired items to grocery list; helps grocery shop for items they want; helps unload groceries from car; puts away groceries Feeding/watering dog; pick up dog bowl; recognize when they need water Bags garbage; takes to dumpster; brings garbage container to house
Way to earn money to buy desired items Sets/clears table; puts food in storage containers (help clean up); uses utensils appropriately (cutting with knife/butter knife) Dusting, sweeping and using dustpan, mopping, picking up bathroom of personal belongings; flushes toilet, puts seat down (cleans seat) Makes bed, picks up bedroom, decorates bedroom with own theme; putting on pillow cases Puts laundry in laundry hamper or basket; picks up dirty laundry; sorting laundry; using
hanger Using phone, dialing phone, familiar with important numbers of parents, caregivers, emergency; responds to voice mail and leaves message; hangs up; converses; misdialed Prepares simple meals; uses microwave, puts cold items back in refrigerator; helps prepare dishes they enjoy Sweeps, picks up garage; water plants; clean up after dogs Locking/unlocking doors; replacing batteries in remote controls
Participates in family games indoors and outdoors Picks out clothes, dresses self, puts clean clothes away Reads an analog clock; reads digital clock; understands passing of time (seconds, minutes, hours, days, weeks, months, years); morning, afternoon, evening; daylight savings time; using timer; using calendar Technology: using internet appropriately; using and storing passwords; social media account Passport to Independence
Other Potential Ideas in the Community. (adjust to level of student) Other: 5th Grade Examples in the Community Other: 5th Grade Examples in the Community Uses bathroom appropriately; does not have conversations while using the urinal or toilet with strangers; does not pull pants down to ankles when using urinal; come out of stall with pants buttoned; washes hands Knows basic safety rules and law; follows signs; stranger awareness; community helpers awareness; buckles and wears seat belts; stays with parent/caregiver (does not wander or elope); no touching in community settings; using phone
Traffic and parking lot safety; watches cars backing up and moving; traffic signals and uses buttons to change light; walks on own initially with minimal traffic to a location (increase as skill advances) Stays on sidewalk, watches where walking, appropriately walks (hands to self, quiet self talk, stays on feet, stays with peer/parent/other, does not approach dogs or strangers, etc. Uses escalator; uses and operates elevators; stands quietly in elevator; waits in line for food or at grocery store Attends faith based sessions; sits during sessions; participates in singing or
activities Takes public transportation (bus, train, etc.), uses tickets appropriately; maintains behavior; Knows full name, parents names, siblings names, important and emergency phone numbers, address, neighbors; can communicate this information through a written card, verbally, pictures, signing Able to go to dentist, doctor, barber/salon maintaining appropriate behavior; communicates how he/she wants hair cut; asks questions; expresses concerns; is able to find way home from town or other locations
Knows how to use money or ATM in community settings such as stores; knows coins and monetary measurement; learn how to use wallet, using vending machines; use shopping carts; make shopping list and purchase from list; pay at checkout; purchasing clothing and understands sizes; uses dressing room; keeps products visible when shopping; interacts with clerk Goes to restaurant; orders from menu; waits in line; interacts with wait staff; eats with food on plate and not self; tipping and paying; throws trash away; waits for others; uses condiments; waits to be seated; finds clean table; how to eat at a buffet, Returns greetings, courtesy phrases; politely interrupting conversations; understands personal space; volume
Passport to Independence Other Potential Ideas in School. (adjust to level of student) Other: 5th Grade Examples in School Other: 5th Grade Examples in School Identify adult who can help at school; know how to get help; have go-to peers for assisting in transitions, breaks, recess, lunch Request materials that are needed at school (pen, pencil, marker, glue, tape, paper,
Initiate conversations with adults and peers; sustain conversation (not lecturing); flexible in topic changes Managing note taking, curriculum requirements, seek accommodations; calendar and organizational skills; homework completion, staying on task and classroom routines. Using lockers independently; sharing locker Using school bathrooms appropriately; goes alone or accompanied with peer Participation in IEP; helps set goals;
Technology: uses school computers/IPADS and maintains password; creates Word documents, spreadsheets, presentations; uses e-mail system sending and receiving e-mail; retrieves images online Bus: sits with peers; lets driver know if there are concerns; activities to do on the bus; time for homework=more leisure/choice time Academics: Ryders Passport to Independence Other Potential Ideas for Social Skills. (adjust to level of student) Other: 5th Grade Examples in Social Skills
Conversation: stay on topic, polite interruptions, introduces self and family, does not discuss personal information; reciprocates conversation; asks questions about the other person or situation; does not brag Other: 5th Grade Examples of Social Skills Displays sportsmanship; show concern for others feelings; does not criticize others; respectful; remains calms when losing or someone does not agree Interprets gestures, sarcasm, boredom; body language; literal versus Identifies when feeling anxious, annoyed, frustrated; may give input figurative language; deciphers inappropriate instructions from peers on reducing anxiety and mediating emotion (peer pressure) and bullying
Discuss puberty, what to expect, how to manage feelings, what is and is not appropriate in public and private; appropriate interaction with opposite gender Takes negative feedback and stays emotionally in tact; helps with input on how to effectively accept negative feedback Ryders Autism: Presentation Ryders Autism: Presentation
Systematic Design of Space-Time Trellis Codes for Wireless Communications Author: zsafar Last modified by: Han, Zhu Created Date: 3/19/2002 8:38:16 PM Document presentation format: On-screen Show (4:3) Company: University of Maryland Other titles
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