Introduction
The use of visual supports in special education has long been a practice in developing individualized educational support systems. Visual supports are tools that are used to increase the understanding of language, environmental expectations, and provide structure and support for individuals with disabilities. Visual supports are flexible enough that they can be provided in a variety of ways, and across multiple settings. Since the rise of inclusive classrooms, students with disabilities have been included in the general education classroom for a portion, if not a majority, of their school day. These visual supports help students access aspects of general education that they may otherwise have difficulty accessing. There have been many studies proving the efficacy of visual supports in special education; one of the most prominent visual support systems is picture exchange communication, or PECS. Several studies on the effectiveness of PECS will be reviewed.
Case One In a study by Schmit, Alper, and Raschke (2000), the effects of using a photographic cueing system during routine school transitions with a child who has autism were evaluated. The use of a pictorial visual support system indicated to the student that an activity change was about to occur. The target student was a 6-year-old boy who lived in a rural, Midwestern community; his family included his biological parents and a sister without
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In a structured setting, the use of PECS can increase commenting behavior, but will require more time and creating specific opportunities to ensure generalization. As stated by the clinicians, “these findings together with the fast growing body of research should encourage clinicians and educators to consider PECS for similar children (e.g. children with ASD with some speech but limited use of this” (Travis & Geiger,
In this image, a sewage worker is seen cleaning the drainage system, with his bear hands, without the use of either any equipment’s or protection. On the first glace, the image depicts the idea of health risk, because the man is exposed to such contaminants, which for him is work. He is looking up from a dirty drain, covered in filth, which shows that he is clearly used as the subject of this image, whom we are engaged to more as he is making eye contact with its viewers. This picture only includes one person into the frame, as the other man’s face isn’t available to see in this picture, which is man that is holding the bucket. Holding a bucket either emphasise the idea that he is helping the sewage worker, either to get the dirt out or to put the dirt in the drainage system.
Wainer, Allison L. "The use of innovative computer technology for teaching social communication to individuals with autism spectrum disorders". Research in autism spectrum disorders , 5 (1), p. 96.
Bryant, D. P., Smith, D. D., & Bryant, B. R. (2008). Teaching Students with Special Needs in
“Your child has autism spectrum disorder” are words no parent wants to hear. They are words that will instill fear, worry, and sadness. When parents hear this for the first time, they will have many questions. “Is there anything I can do to help my child? If so, what can be done?” Early intervention services; such as applied behavior analysis therapy, occupational therapy, sensory integration therapy, and speech therapy before the age of three; can help improve the development of children with autism spectrum disorder. As an educator, early intervention is a subject teachers should be well educated in. It would be beneficial to the educator and the student, for a teacher to know and understand early intervention strategies.
Children with autism have multiple characteristic impairments in their social interaction skills. This results from the lack of “Theory of Mind” in autistic individuals. Autistic children have difficulty interpreting what another person may be thinking or feeling. Social impairments may cause the child to act inappropriately in social interactions and prevent the children from truly taking part in interactions. The children have difficulty recognizing social cues and responding to cues. Autistic children have a hard time forming relationships as a result of these impairments. Social stories, Applied Behavior Analysis, and Pivotal Response Training are three therapy techniques that help children with autism learn appropriate social behavior. Social stories allow the children to practice the situation in a lower stress environment. Applied Behavior Analysis utilizes positive reinforce to teach desired skills. Pivotal Response Training allows the child to learn social skills while in a natural play environment. Learning social skills through these techniques enable the children to have more meaningful relationships and engage more in their community.
Mobility is a very challenging task for visually impaired people. It is defined as “the ability to travel safely, comfortably, gracefully, and independently” [1]. Visually impaired people must rely on other senses other than their sense of sight such as hearing and touch to guide them. Visual impairment and blindness afflict a significant portion of the world population. The World Health Organization (WHO) reported that the estimated number of visually impaired in the world are 285 million, 39 million are blind and about 90% of them are people who live in developing countries [2]. This tells us that majority of the blind people come from developing nations which means they cannot afford expensive devices to assist them. It is important to understand the needs and requirements of that community before attempting to create devices for them. Considering the continuing progress of medicine and science, it is surprising to note that blindness is expected to increase in the coming years. It is predicted that the number of blind people will double by 2030 [3]. This is partially because “the proportion of babies born to mothers at the extremes of the child-bearing years is increasing” and because “medical advances have made it possible for many premature infants, who in the past would have died, to
When a problem is noticed by parents or teachers a child gets diagnosed based on his/her difficulties. Sometimes a diagnosis may not be possible, or necessary. Many children with milder SLCN (speech, language and communication needs) can be supported well in their school or nursery setting, or respond well to general support strategies, and they don’t need specific help.
Two years ago, I embarked on a journey that would teach me more than I had ever imagined. As a recent college graduate, I was thrilled to finally begin my teaching career in a field I have always held close to my heart. My first two years as a special education teacher presented countless challenges, however, it also brought me great fulfillment and deepened my passion for teaching students with special needs. The experiences I have had both before and after this pivotal point in my life have undoubtedly influenced my desire to further my career in the field of special education.
Students with learning disabilities in the regular classroom may have challenges that require special attention. If the teacher is able to identify the disabilities and the features associated with them then the teacher can tailor the lessons to meet the needs of the students. These may include differentiated instruction and facilitating an inclusive classroom which will see inclusive strategies employed that will cater to the needs of students with learning disabilities. These inclusive strategies can range from individualized learning programs to team and co-teaching. In some cases, the teacher can arrange for a special education teacher or arrange for a pull out program to assist students who have learning disabilities. Strategies that will also cater to learning disabilities may also include the use of technology. According to Ford 2013 ‘In some situations it may be best for students with LD to be taught in separate pull out classrooms with a teacher who can provide targeted skill instruction in areas where a student is struggling.’ ‘When provided appropriate support within this setting, many of these students can achieve academically and develop positive self-esteem and social skills. (American Speech-Language-Hearing Association 1991). They also recommend that schools should ‘require in-service programs for all school personnel to give them the knowledge and skills necessary to provide education for students with learning disabilities in the regular education classroom.’ Schools should include activities to help participants learn strategies to meet individual needs of students, foster attitudes conductive to educating students with learning disabilities in the regular education classroom, and promote
Systems of AAC include both high-tech and low-tech methods. High-tech methods consist of electronic devices such as the Apple iPad or iPod. Low-tech methods consist of non-electronic systems such as a Picture Exchange Communication System (PECS) or manual signing. Different types of AAC systems give educators the option to choose the best method of AAC for each individual child. When choosing the best method of AAC, educators must consider the severity of autism, the individual characteristics, and capabilities of each child. The type of AAC method or device educators select for the child may depend on the school system and the cost of the device. Multiple research studies have investigated allowing children with autism to choose an AAC system or device (Son, Sigafoos, O’Reilly, & Lancioni, 2006; Van der Meer et al., 2012; Van der Meer et al., 2013). Son et al., (2006) Van der Meer et al., (2012) and Van der Meer et al., (2013) examined if allowing the child with autism to choose an AAC system had a positive outcome on communication. Selecting an AAC system for a child with autism takes time and consideration of each individual child’s abilities.
By using PECS, they are provided with a technique to use for conversations without having to speak. These students are taught to find pictures that represent the items they want or the idea they want to convey by finding a picture that represents their needs and place it on a velcro strip to create a word or sentence. After they create their sentence, they hand it to the person they want to share the information. This provides the student with autism a way to communicate. Furthermore, by having a way to disseminate information their frustrations and likelihood of tantrums, crying or other challenging behaviors are
Dante Gabriel Rossetti, one of the initiators of the Pre-Raphaelite Brotherhood, is known for his symbolistic medieval styled art. Out of his many artworks, ‘Ecce Ancilla Domini!’ , also known as “The Annunciation”, accurately displays the delicate and pure qualities of Pre Raphaelite art. The composition of this painting has a vertical, ascending aspect, with even light source throughout the picture. He deliberately uses incorrect depth, shadow, and relativity of objects and human figures, creating a flat image overall.
One of the most difficult things teachers will face when dealing with Autistic children is their lack of communication skills and inappropriate or nonexistent social skills. In addition to academic instruction children with Autism require instruction in communication techniques and social skills. Kamps et.al. says “A key to accommodating students with autism in public school settings is the provision of social and behavioral programming to develop meaningful participation with nondisabled persons” (p.174).
Children with CP communicate in carious ways: speech, vocalization, gesture and body language, and perhaps augmentative and alternative communication (AAC) systems and/or written language. Any intelligible communication is accepted in a ‘total communication approach’ and it is accepted and revised for most children (Pennington, 2008). Therapy to foster the development of receptive and expressive spoken language follows the same principles and practice as therapy for children without motor disorder (Hidecker et al., 2011). Just like screenings, therapy may need to be adapted to a limitations and an individuals needs of a child that has restricted speech movement with restricted speech and (Watson,
Bowser and Reed [1995] as cited by Bryant et al [1998] argue that as a child progresses through the Education System, their requirements change and this may necessitate a need for different devices. This is not limited to those children with a physical disability but is relevant to all children with SEN as they progress and the Education System places additional burdens upon them. For children with a visual impairment ICT can provide support in various ways; tools to support communication, to improve access to information and as a means of producing learning materials in alternative. There is a wide range of devices and software, which can