I could use some help!

[DWH]

I have recently taken a new position teaching severely disabled children with ages ranging from 6 to 13. The students are nonverbal and noncommunicative. There is no set curriculum in my school system and I assume I should start with some type of life skills instruction, but I do not know where to begin. Any suggestions or guidance would be greatly appreciated! Thanks.

[mopar]

You will need to differentiate as your range is so large. I would still offer reading and math activities for the students. For the older students, this might involve reading the newspaper ads and finding items to purchase for a meal. Then find the cost and the change they should receive...Or it could involve reading signs like for the restroom (girls/boys, ladies/gents, etc). I actually had a young man walk into the girls bathroom because at school we use ladies/gents and at another school, they were labeled boys/girls. Yikes! Maybe learning to read a menu and place an order. You can pair this with a trip to a local restaurant. Or maybe reading a bus schedule and a trip on the bus.

For the younger students, I would work on getting dressed and daily hygiene. Also lots of letter activities, shapes, identifying numbers, writing letters/their name. Simple activities that will help them to work up to higher skills. Even if they can't speak, try pictures on velcro or magnets or if your school has SWITCHES (awesome). Also teaching the 4 seasons and what to wear when. Work on phone numbers/addresses, strangers who can be trusted.

I know that its a lot and rather overwhelming. Choose one thing for each age group and focus on learning that. Then move onto more lessons as the students are able to complete more simple tasks.

Also, read read read to them. They need to hear stories and see pictures. Ask yes/no questions or prearrange pictures to answer questions. And definitely play. Teach the students games or other activities that they can do to socialize (hobbies).

[Boxcar]

All the above ideas are very good.

I'd also suggest trying to include music and songs too.

[FrazzleDazzle]

Having a schedule that is as consistent as possible is helpful for you and them. At the beginning of the year it takes a few weeks to have my schedule set, incorporating specialists schedules and the few inclusion classes some of my kids have. Not knowing what is supposed to happen when makes it the most stressful time of year for me.

[bella mundi]

That is tough to build a program from scratch. I add new things every year to enhance the program I have going.

I would definitely start a hygiene routine with teeth brushing, hand washing, etc. I do cooking lessons, with kitchen safety and basic cooking things (making a sandwich, etc). Dressing is good for little kids. Circle time and structured play is great for that population.

One of the most basic things is a visual system, I think. I use Mayer-Johnson's Boardmaker (http://www.mayer-johnson.com/) for absolutely everything (but you could use clip art if you need to). You should start making communication boards, choice boards, visual schedules, routine strips (how-to strip with each step; for washing hands you might have turn on water, get soap, scrub hands, etc). Teach your students how to make choices by touching a picture or creating a sentence strip. Buy lots of velcro, laminate, and get a digital camera. You should look into PECS (picture exchange communication system). There are a lot of ready-made visuals from Boardmaker on Picture Set. You can check that out at http://www.setbc.org/pictureset/.

Boardmaker is expensive, but amazing and easy to use. I sound like a salesman, but I use it all the time. Picture This is pretty decent too, and I think is cheaper.

For life skills topics I cover stranger danger, appropriate weather dress, people in the community, basic first aid, knowing personal information, asking for help, community safety (crossing street, etc), things that are safe and not safe to eat, etc. We call that Health and Safety time.

It's a lot to take in, but feel free to PM me with any questions!

Good luck!

[avid reader]

I use a lot of file folder games. They can match colors or shapes or a math problem with an answer. For example you could use frog cutouts and put dots on each frog and have them match it to a lily pad with the same number. glue one set to the file folder. Put velcro on both so they will stick together, otherwise they move around a lot and this can frustrate some students. The kids love it because they don't have to write anwers down.

[leafy seadragon]

Really, it is important to establish some form of communication system. What are the students accustomed to. Even students that seem to be non-communicative often have communicative behaviours and being non-verbal means that they really need some way to communicate in order to avoid behaviour problems. A large part of your program could focus on communication. Explore different ways and see what they respond to best. I've found a 5y.o. student who is non-verbal and autistic has really taken to Makaton (signing) reinforced with my verbal speech. She watches my hands and has started to respond, whereas i could not get her to look at visuals previously. She also loves watching singing with hand actions. She does not sing but sits quite close while we do. It is very exciting as she had previously shown no communicative intent.

[SLP]

DWH,
Are you in a public school in U.S.? If so, you should have a speech therapist/speech pathologist who can help you set up communication systems for your class. The speech therapist can also provide lots of ideas for functional communication activities & can provide evaluations and therapy, as specified under each child's IEP.

[leafy seadragon]

A good speech therapist can help so much with programming. In NSW we don't have speech therapists come to the support class, but we would love them too. Most of my students see a speech therapist privately and I have been quick to form a relationship with the speech therapist, they'r a godsend.

[Boxcar]

It is great that you have made an effort to meet with other members of the children's uupport team outside of school. These relationships can be invaluable when helping the child.

[bella mundi]

DWH, I'm curious to hear how everything is going.

[fizz]

I don't know if you're still reading here, but I'l try anyhow.... Each student has an IEP that will tellyou what to teach, and how. Your students should have communications devices that you will live by. They should also have speech, PT, OT and adaptive PE. they should be taught either a functional curriculum or using the general ed curriculum with accomodations or modifications which are all stated in the IEP. Search the internet for "FACES" curriculum. It will help yo get some activities and lesson plans going for your group of kids. It's a complete curriculum and contains accom. and mods. for the activities as well. Good luck.