School Authority: Parkland Community Living and Supports Society

Size: px
Start display at page:

Download "School Authority: 9027- Parkland Community Living and Supports Society"

Transcription

1 Project ID: Music Therapy for Special Needs School Authority: Parkland Community Living and Supports Society Scope: 17 Students, Grades 1 to 12, 1 School PROJECT PLAN Project Description: Our school works with severely disabled students whose socialization and communication skills are not well developed. We want to purchase new resources and provide professional development opportunities for teachers to learn new strategies to be able to teach skills to students. Over the three years of the AISI cycle, we hope to develop socially-acceptable skills that students will use in a variety of situations. Improvement Goals: Student Learning Goals Develop socialization skills in our severely disabled students. Evaluation Methods: Strategies -Through professional development events, teachers and aides will learn new strategies and communicate those to the students; - Teachers and aides will model appropriate social skills to students; -Teachers and aides will work with specialists to learn to use new resources effectively. Measures Anecdotal information and observations will provide information about the social skills that students learn and use in a variety of settings. Feedback from specialists teachers, aides, and parents will inform the AISI coordinator about the ongoing effectiveness of this project. Adjustments will be made to meet the identified needs as they arise. PROJECT RESULTS Student Learning Outcomes: We want to use our AISI funds to explore variety of therapies to work with our severly handicapped special needs students. In the first year we tried out two: Greenspan's Floortime Play Program (http://www.floortimefoundation.com/ft.php?page=our%20approach), and play therapy strategies designed by a registered psychiatrist who works with our program. The Greenspan program did not work very well for our students because it is a timeconsuming, student-led process that our students simply aren't able to become actively engaged in. We had minimal success, and will look to another therapy for year 2. AISI Project Music Therapy for Special Needs, 2009 Page 1

2 Greenspan's therapy builds upon student interests to provide opportunities to develop individual social skills. This did not work all that well for several reasons; -our student population includes severely disabled students who do not have social or play skills at all, so we have very little to build upon to start with. -we also have students with severe cognitive and behavioural disabilities who simply are not able to engage in the types of activities suggested by Greenspan. -we did not have time to work with all the students -we did not have room In contrast, the play therapy activities taught by the psychiatrist were very effective. Taught to music, the daily physical exercises that many of our students require due to their disabilities became fun and engaging. The class has responded to these activities with enthusiasm, and look forward to the exercises. We will be continuing and extending these exercises in year 2 of the project. We achieved our learning targets of increasing socializaion skills of our severely disabled students through the use of music. The learner outcomes were measured through observation. Many of the students anticipated what was going to happen once they saw the guitar, drums, and other musical instruments come out. Students and staff alike showed true enjoyment of the music program. Some of our cognitively low functioning students would reach out to play or touch the guitar. The therapists hired through JB Music Therapy came with great energy and spent time in whole group activities and one-to-one interactions. Their excitement and enthusiasm, coupled with their very real skill in working with students with special learning needs made them highly effective at our school. Target: To develop socially-acceptable skills that students will use in a variety of situation. - Through the assessment of the music therapist (jb music) the following goals and objectives were established. A. Increase gross and fine motor control Progress: independent instrument play intention shown, even if staff assistance required B. Increase non-verbal communication Progress: increased eye contact, positive changes in body language C. Relaxation Progress: change in overall body posture and a decrease in muscle tension D. Increase self awareness Progress: interest shown in exploring instruments E. Increase on-task behavior Progress: actively participate and choice making F. Increased knowledge of music concepts and emotions Progress: instrument identification, sound recognition, playing a variety of tempos and dynamics G. Increase social interaction Progress: greeting therapist, turn taking, sharing, engage in self expression activities H. Increase verbal communication Progress: imitating melody, pitch or rhythm during AISI Project Music Therapy for Special Needs, 2009 Page 2

3 improvisation, singing along or filling in words to songs I. Increase independence and creative expression Progress: expressive instrument play, abstract ideas We attribute this amazing success to the effectiveness of the music specialist and the enthusiasm of the support staff. The music specialist was relaxed, and very open to suggestions. She was able to adapt her plans to meet the needs of the students and engage them individually even during whole group instruction time. She adapted her expectations according to student abilities and was able to motivate students to participate. Effective/Promising Practices Instructional Strategy: The music therapy worked with small groups to introduce a specific instrument, rythm, pitch, or melody. She then encouraged students to work with the new music independently and to experiment. She encouraged each child to work at his or her own level and adapted her instruction based on specific student learner needs. She noted that all of the interventions presented to a particular group have been specifically chosen for them. Activities are meant to be challenging, yet not so complicated as to frustrate the students. The students are always set up to succeed and praised for any input. For some students success is echoing beats while others is hitting a drum. The sessions are set up so that all students can walk away with a sense of accomplishment and pride. Professional Development: Wanda presented a play therapy workshop for all the staff; teachers and aides, in January. Although this year s project was geared toward two specific classrooms, the workshop was very general. Wanda shared with us the philosophies behind play, the benefits of this form of therapy and ideas that could be incorporated into any of our classrooms or classes. Due to Alberta Education requirements to schedule each student for a minimum of 30 minutes of physical activity per day, one classroom has incorporated a variety of short activities, play and exercises, throughout the day. Many of the activities are stretching exercises through imaginary play. Often these activities have background music playing. For example, between a transition, the class may be directed to stand and reach for an apple at the top of a tree or pretend to be caught in a horrific wind storm. The class has responded to these activities with enthusiasm. Their monotonous daily exercises have been given a new life. Although many of the activities were not given directly by Wanda, the daily physical programs have been transformed into fun, playful entertainment. In February all Parkland School staff had the pleasure of attending a music therapy inservice, put on by JB Music Therapy. We learned a great deal about how to use music to meet the learning needs of our students. For instance: -music should not be on all the time; if it is left on it will loose its effectiveness. -music is a great form of communication. For example, you can use it to cue the upcoming activities, or a quiet lullaby could cue the students that it is rest time. AISI Project Music Therapy for Special Needs, 2009 Page 3

4 -some people gravitate to certain instruments, for their sound, look or feel, while sometimes people can be irritated and even repulsed by some. -during music therapy sessions it is sometimes beneficial to assist some students participation using hand over hand. Other times it's beneficial to just let them experience by themselves. The staff were also given some valuable tips for the regular music classes. Summary and Reflections What worked well: -purchase of specialized toys -professional development session for all staff which gave an overview of the benefits of play and how to teach play to developmentally disabled students -8 students and their aides received 1-1 play therapy - Music specialists at JB Music. - students are given choices ex. choose an instrument - 1/2 hour is an appropriate duration (changed from 1 hour) - variety of manipulatives used (brought by therapist) - action songs to retain attention - song repetition so students anticipate and participate - therapist incorporated student names into many of the songs What did not work well: -lack of floor space for Stanley Greenspan's Floortime methods -motivating some staff who did not believe in the benefits it would bring about -8 students were involved in the project; due to student absentees, some did not receive as much intervention as we had planned. - jb music therapy cancelled for 1 1/2 months due to therapist illness - timetable - some students missed other classes and activities due to jb music availability - students who were involved in the swimming program never experienced music therapy - one hour sessions were too long (time reduced to 1/2 hour) - therapist was creating her session at too high of a level cognitively (therapist informed and a reduction in her anticipated achievement level) - there were not enough new songs introduced to the older students to create and maintain their interest - two classes were only exposed to it for two months Project adjustments AISI Project Music Therapy for Special Needs, 2009 Page 4

5 no adjustments made in the first year, but for the second year we will implement a music therapy program instead of the Greenspan program. - we are increasing the music therapy time for the school year (one more class for one hour weekly) - the Senior classes were incorporated into the sessions for the last two months - session time reduced from 1 hour to 1/2 hour - sessions moved from afternoons to mornings for 2 of the classes - new sounds and instruments brought in throughout year Sharing and celebration of success -year-end summaries were prepared and given to parents, teachers and the appropriate student aides -play therapy techniques were shared with all school personnel at our annual convention -parent/teacher conferences - professional development day - shared the information regarding the music therapy with parents at parent-teacher interviews - reported in the Alberta Education documents (AERR and 3 year education reports - continuation of the music therapy program; will contract the therapist at our own expense - shared the therapists report with all the teachers - continue to expand until all students are receiving music therapy on a consistent basis Unanticipated results/effects -The teacher of a class that was not specifically targeted during Wanda's visits decided to incorporate movement activities in the classroom as a part of their DPA (daily physical activities) after seeing how effective it was with the targeted children. - came under budget due to therapist illness; we will be adding an extra weekly session in the 08/09 term - some students had adverse affects and needed to be removed due to increased agitation - some children surprised staff by following or repeating actions to songs - some students stood up and danced - by the end of the year some could remain seated for the duration of the session AISI Project Music Therapy for Special Needs, 2009 Page 5

School Authority: 9879- Society For Treatment of Autism (Calgary Region)

School Authority: 9879- Society For Treatment of Autism (Calgary Region) Project ID:30156 - Art Therapy for Autistic Preschool Kindergarten School Authority: 9879- Society For Treatment of Autism (Calgary Region) Scope: 60 Students, Grades prek to K, 1 School PROJECT PLAN Project

More information

Technology in Music Therapy and Special Education. What is Special Education?

Technology in Music Therapy and Special Education. What is Special Education? Technology in Music Therapy and Special Education What is Special Education? Disabilities are categorized into the following areas: o Autism, visual impairment, hearing impairment, deaf- blindness, multiple

More information

Elms Bank Specialist Arts College Pupil Premium Grant Expenditure Report 2014-2015. Context of School

Elms Bank Specialist Arts College Pupil Premium Grant Expenditure Report 2014-2015. Context of School Elms Bank Specialist Arts College Pupil Premium Grant Expenditure Report 2014-2015 Context of School Elms Bank Specialist Arts College is a special, co-educational day school for students aged 11 to 19

More information

Social Service Agencies. Programs for Schools & Music Therapy. Outreach

Social Service Agencies. Programs for Schools & Music Therapy. Outreach Music Therapy Outreach Programs for Schools & Social Service Agencies Innovative and creative programs addressing the therapeutic needs of children, adolescents, and adults. Brooklyn-Queens Conservatory

More information

Involving Children and Young Adults With Complex Needs in Game Design

Involving Children and Young Adults With Complex Needs in Game Design Involving Children and Young Adults With Complex Needs in Game Design Kathrin Gerling kgerling@lincoln.ac.uk Conor Linehan clinehan@lincoln.ac.uk Jonathan Waddington WESC Foundation Exeter EX2 6HA, UK

More information

Role Plays for Teacher Classroom Management

Role Plays for Teacher Classroom Management Role Plays for Teacher Classroom Management Collaboration, Workshop 1 After Vignette #4 Making connection with quiet child Practice making a connection with a child who is quiet, shy, or sad. Think about

More information

Hands First!: Fine Motor Curriculum

Hands First!: Fine Motor Curriculum Hands First!: Fine Motor Curriculum Designed to promote confidence and competence in kindergarteners Teacher Reviewed Teacher Approved Laurie Donovan, MA OT/L Alison Dmochowski Hales, OTD, MS, OTR/L Welcome

More information

Northeast Texas Special Needs Conference Saturday, February 27, 2010

Northeast Texas Special Needs Conference Saturday, February 27, 2010 Northeast Texas Special Needs Conference Saturday, February 27, 2010 Music: Spirit of the Bells - Gnossienne 2006 graduate of Sam Houston State University with a Bachelor of Music in Music Therapy Interned

More information

NAFA (SYT) Arts Kindergarten. Our Pre-Nursery Program

NAFA (SYT) Arts Kindergarten. Our Pre-Nursery Program NAFA (SYT) Arts Kindergarten Our Pre-Nursery Program 2011 1 Pre-Nursery Program Our emphasis is on individual child. Our program utilizes a low teacher/student ratio that allows the necessary time for

More information

RADLETT LODGE SCHOOL MUSIC POLICY. This policy is linked to and derived from the overarching curriculum policy.

RADLETT LODGE SCHOOL MUSIC POLICY. This policy is linked to and derived from the overarching curriculum policy. Next review due: Sept 2016 RADLETT LODGE SCHOOL MUSIC POLICY INTRODUCTION This policy is linked to and derived from the overarching curriculum policy. Music is a statutory requirement of the National Curriculum

More information

Music for Babies and Children. It is impossible to define exactly what music is, although most people accept

Music for Babies and Children. It is impossible to define exactly what music is, although most people accept Music for Babies and Children By Dr. Lin Day, Baby Sensory It is impossible to define exactly what music is, although most people accept that it might be sound through singing or active music-making. What

More information

Questions to Consider in UDL Observations of Early Childhood Environments

Questions to Consider in UDL Observations of Early Childhood Environments Questions to Consider in UDL Observations of Early Childhood Environments Universally Designed Learning (UDL) environments provide considerations for the widest diversity of learners possible so that all

More information

General Therapies for Individuals with Autism

General Therapies for Individuals with Autism General Therapies for Individuals with Autism Speech and Language Pathology Speech- language therapy entails the assessment, diagnosis, treatment, and helping to prevent speech, language, cognitive, communication,

More information

Preschool Development Assessment

Preschool Development Assessment Preschool Development Assessment Child s Name: DOB: Completed by: Date began: This document may be copied for classroom use only. Not to be sold or used on any other website. Property of www.re-teach.com.

More information

FAVORITE SONGS AND MUSIC ACTIVITIES FOR ELEMENTARY TEACHERS AND THEIR STUDENTS

FAVORITE SONGS AND MUSIC ACTIVITIES FOR ELEMENTARY TEACHERS AND THEIR STUDENTS - FAVORITE SONGS AND MUSIC ACTIVITIES FOR ELEMENTARY TEACHERS AND THEIR STUDENTS Sponsored by the FINE ARTS division of the Utah State Office of Education Featuring practical music lessons coffelated to

More information

HighScope s Child Observation Record COR Advantage Aligned With HighScope s Key Developmental Indicators (KDIs)

HighScope s Child Observation Record COR Advantage Aligned With HighScope s Key Developmental Indicators (KDIs) HighScope s Child Observation Record COR Advantage Aligned With HighScope s Key Developmental Indicators (KDIs) The following chart shows how items from HighScope s Child Observation Record COR Advantage

More information

One Stop Shop For Educators. Georgia Performance Standards Framework for Physical Education

One Stop Shop For Educators. Georgia Performance Standards Framework for Physical Education PEK.1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of activities. Description: Students will experience all locomotor movement patterns (e.g., hop, jump, and

More information

EARLY CHILDHOOD ENVIRONMENT RATING SCALE REVISED (ECERS-R) Statements of Developmentally Appropriate Practice

EARLY CHILDHOOD ENVIRONMENT RATING SCALE REVISED (ECERS-R) Statements of Developmentally Appropriate Practice EARLY CHILDHOOD ENVIRONMENT RATING SCALE REVISED (ECERS-R) Statements of Developmentally Appropriate Practice SPACE AND FURNISHINGS 1. Indoor space Children need sufficient space that is well lit and has

More information

Frog Street Pre-K Correlation to Florida Early Learning and Development Standards: 3 Year Olds

Frog Street Pre-K Correlation to Florida Early Learning and Development Standards: 3 Year Olds Frog Street Pre-K Correlation to Florida Early Learning and Development Standards: 3 Year Olds EXH1352 www.frogstreet.com Appendix E: (SR-CURR6 Submission Written Correlation) Office of Early Learning

More information

School Authority: 4160- Fort McMurray Roman Catholic Separate School District No. 32

School Authority: 4160- Fort McMurray Roman Catholic Separate School District No. 32 Project ID: 30400 - Enhancing Student Achiev / New Teacher Retention School Authority: 4160- Fort McMurray Roman Catholic Separate School District No. 32 Scope: 1100 Students, Grades 1 to 12, 9 Schools

More information

2012 Music Standards GRADES K-1-2

2012 Music Standards GRADES K-1-2 Students will: Personal Choice and Vision: Students construct and solve problems of personal relevance and interest when expressing themselves through A. Demonstrate how musical elements communicate meaning

More information

Creative Scotland, Youth Music Initiative. Case Study Young Music Makers in Edinburgh. Helping young people believe in themselves.

Creative Scotland, Youth Music Initiative. Case Study Young Music Makers in Edinburgh. Helping young people believe in themselves. Creative Scotland, Youth Music Initiative Case Study Young Music Makers in Edinburgh Helping young people believe in themselves. About this case study This case study was developed as part of Creative

More information

My Family FREE SAMPLE. This unit focuses on sequencing. These extension

My Family FREE SAMPLE. This unit focuses on sequencing. These extension Unit 5 This unit focuses on sequencing. These extension Unit Objectives activities give the children practice with sequencing beginning, middle, and end. As the learn to name family members and rooms children

More information

Information sheet: Proactively preventing challenging behaviours

Information sheet: Proactively preventing challenging behaviours Information sheet: Proactively preventing challenging behaviours One of the most important factors that contributes to children or young people becoming motivated and successful learners is the quality

More information

The Music Child - The role of music therapy in the over-all treatment plan for special needs children.

The Music Child - The role of music therapy in the over-all treatment plan for special needs children. The Music Child - The role of music therapy in the over-all treatment plan for special needs children. Wanda Gascho-White, MTA This presentation will explore the philosophies and methodologies of music

More information

ROLES AND RESPONSIBILITIES. IEP Team Member Roles and Responsibilities

ROLES AND RESPONSIBILITIES. IEP Team Member Roles and Responsibilities ROLES AND RESPONSIBILITIES IEP Team Member Roles and Responsibilities AT decisions surrounding identification of AT needs and implementation of AT are best made in cooperation and collaboration with individuals

More information

Music Therapist Job Description

Music Therapist Job Description Music Therapist Job Description TITLE: QUALIFICATIONS: REPORT TO: FUNCTION: Music Therapist Music Therapy Degree or Board Certification from the National Association of Music Therapy KCSEC Director, Assistant

More information

Purpose: To acquire language and the ability to communicate successfully with others

Purpose: To acquire language and the ability to communicate successfully with others Purpose: To acquire language and the ability to communicate successfully with others The language development and communication domain involves the development of the ability to use language to communicate

More information

18 Benefits of Playing a Musical Instrument

18 Benefits of Playing a Musical Instrument 18 Benefits of Playing a Musical Instrument by Michael Matthews The Chinese philosopher Confucius said long ago that "Music produces a kind of pleasure which human nature cannot do without." Playing a

More information

Nethergate School. Summary of key findings for parents and pupils. School report. Inspection dates 13 14 March 2014

Nethergate School. Summary of key findings for parents and pupils. School report. Inspection dates 13 14 March 2014 School report Nethergate School Swansdowne Drive, Clifton, Nottingham, NG11 8HX Inspection dates 13 14 March 2014 Overall effectiveness Previous inspection: Not previously inspected This inspection: Good

More information

Recreation Therapy Services for Life

Recreation Therapy Services for Life Recreation Therapy Services for Life What is Therapeutic Recreation? Use of treatment, education, and recreation services to help people with illness, disability, and other conditions. Utilize various

More information

Arts Grades 5-8 Music Grade 6 Choir

Arts Grades 5-8 Music Grade 6 Choir Standard 1: Students create, perform/exhibit, and respond in the Arts. 1. Create a work from their own ideas and images based on themes, symbols, events and personal experiences. Introduce basic music

More information

SCOE Instructional Strategies and Positive Behavior Support Trainings Schedule Presented by SCOE Board Certified Behavior Analysts and Support Staff

SCOE Instructional Strategies and Positive Behavior Support Trainings Schedule Presented by SCOE Board Certified Behavior Analysts and Support Staff Tuesday, January 20th 2015 1. Extinguishing Behavior Fires Presented by Deb Brown Location: Room 2 Extinction, you hear about it but what is it really? The term means to go away, but behaviorally is it

More information

Infant-Toddler Alignment. Preschool Alignment. HighScope Educational Research Foundation

Infant-Toddler Alignment. Preschool Alignment. HighScope Educational Research Foundation COR Advantage HighScope s newest research-based assessment tool is highly compatible with many national and state early learning standards, including those of the state of Arizona. This document shows

More information

The Creative Curriculum for Infants, Toddlers & Twos

The Creative Curriculum for Infants, Toddlers & Twos Curriculum Alignment of The Creative Curriculum for Infants, Toddlers & Twos with Alignment of The Creative Curriculum for Infants, Toddlers & Twos With North Dakota Birth to 3 Early Learning Guidelines

More information

PLAY AND ASD (AUTISTIC SPECTRUM DISORDER)

PLAY AND ASD (AUTISTIC SPECTRUM DISORDER) PLAY AND ASD (AUTISTIC SPECTRUM DISORDER) Marele Venter Occupational Therapist June 2012 084 250 3471 mareleot@gmail.com Gayle Els Occupational Therapist June 2012 gayle_els@yahoo.co.uk THE IMPORTANCE

More information

An Hour a Day to Play. Infant Activities

An Hour a Day to Play. Infant Activities An Hour a Day to Play Infant Activities #Good4Growth good4growth.com Fun & Engaging Activities for Kids of All Ages Presented is a list to help kids of all ages through the following: Physical Well Being

More information

MUS 294: Music In Recreation Fall, 2013 Illinois State University. Instructor Cindy Ropp, Ed. D, MT-BC Office: CW 312

MUS 294: Music In Recreation Fall, 2013 Illinois State University. Instructor Cindy Ropp, Ed. D, MT-BC Office: CW 312 MUS 294: Music In Recreation Fall, 2013 Illinois State University Instructor Cindy Ropp, Ed. D, MT-BC Office: CW 312 Office phone: 438-8803 Meeting days: T R Cell phone: 826-9183 (texting is fine) Meeting

More information

Chapter 4: Planning Support for Students with Autism Spectrum Disorders

Chapter 4: Planning Support for Students with Autism Spectrum Disorders Chapter 4: Planning Support for Students with Autism Spectrum Disorders Developing Individualized Program Plans (IPPs) There is considerable variability in how learning and behavioural characteristics

More information

Braintree Public Schools A Parent s Guide to Special Education Programs

Braintree Public Schools A Parent s Guide to Special Education Programs Braintree Public Schools A Parent s Guide to Special Education Programs The purpose of this guide is to provide a general overview of programs and specialized services that are available at the pre-school,

More information

NDIS Early Childhood Early Intervention (ECEI) Approach

NDIS Early Childhood Early Intervention (ECEI) Approach NDIS Early Childhood Early Intervention (ECEI) Approach 26 February 2016 ndis.gov.au 26 February 2016 NDIS ECEI Approach Introduction The National Disability Insurance Scheme (NDIS) was established to

More information

Music Therapy: Opportunities for Sound Learning

Music Therapy: Opportunities for Sound Learning Music Therapy: Opportunities for Sound Learning Kirsten Nelson, MT-BC Board Certified Music Therapist University of Iowa Hospitals and Clinics Music is... An art of sound in time that expresses ideas and

More information

How to Support Children with Autism Spectrum Disorders Education Bureau 2015

How to Support Children with Autism Spectrum Disorders Education Bureau 2015 How to Support Children with Autism Spectrum Disorders Education Bureau 2015 Introduction Parents always wish to provide their children with the best living and learning environment in order to nurture

More information

Japanese International School. Assessment Recording and Reporting Policy

Japanese International School. Assessment Recording and Reporting Policy Japanese International School Assessment Recording and Reporting Policy 1.0 Philosophy and beliefs Through a positive learning environment, the Japanese International School respects the diversity of its

More information

Tiered Supports for Individual Learners

Tiered Supports for Individual Learners Tiered Supports for Individual Learners Susan Sandall: My name is Susan Sandall, and I am very happy to be here with you all today. And I am going to talk about tiered supports for individual learners

More information

Play helps children feel good about themselves

Play helps children feel good about themselves Play helps children feel good about themselves Contents Children develop their social and emotional skills through play How do young children play? Play helps children develop a positive sense of self

More information

CACHE Diploma in Caring for Children Level 1

CACHE Diploma in Caring for Children Level 1 Unit 1 : CFC 13: Sharing learning experiences with children Understanding of types of learning experiences, which could be shared with children, and the importance of these experiences to promote learning.

More information

Global engagement. An International Baccalaureate education for all

Global engagement. An International Baccalaureate education for all Learning stories Language and learning Inclusive education Global engagement Multiple programme schools Learning stories from the IB continuum share examples of good practice from IB World Schools in order

More information

How is music a form of therapy for people with neurodisabilities?

How is music a form of therapy for people with neurodisabilities? How is music a form of therapy for people with neurodisabilities? Yehudi Menuhin once said: Music is a therapy. It is a communication far more powerful than words, far more immediate, far more efficient.

More information

The Importance of Play: Toddler to School-Age

The Importance of Play: Toddler to School-Age The Importance of Play: Toddler to School-Age Copyright Copyright Texas Education Agency, 2013. These Materials are copyrighted and trademarked as the property of the Texas Education Agency (TEA) and may

More information

6402 N. 71 st Plaza Omaha, Nebraska 68104

6402 N. 71 st Plaza Omaha, Nebraska 68104 6402 N. 71 st Plaza Omaha, Nebraska 68104 Thank you for your interest in Madonna School as your prospective internship experience. This letter includes important information about Madonna to assist you

More information

AHRC New York City Internship Opportunities

AHRC New York City Internship Opportunities AHRC New York City Internship Opportunities Contents: Introduction Training Adult Day Services Home Care Services, Inc. Department of Educational Services Medical and Clinical Services Residential Services

More information

Early Years Foundation Stage Framework 2012 An overview with recommendations for music-making

Early Years Foundation Stage Framework 2012 An overview with recommendations for music-making Early Years Foundation Stage Framework 2012 An overview with recommendations for music-making Commissioned by Sound Connections in June 2012 from Linda Bance (MA Music Ed) for the London Early Years Music

More information

Brookburn Primary School. Policy for Music

Brookburn Primary School. Policy for Music Brookburn Primary School Policy for Music POLICY FOR MUSIC Document Purpose This document reflects the values and philosophy of Brookburn Primary School in relation to the teaching and learning of Music.

More information

BASIC FACTS ABOUT. In Prague

BASIC FACTS ABOUT. In Prague BASIC FACTS ABOUT PRIMARY SCHOOL FOR CHILDREN WITH BEHAVIOR DISORDERS In Prague In the Czech Republic the education of children and youth with disabilities and handicap follows the principle: To educate

More information

Module 1: Orientation. facilitator guide. Competency-Based Learning Objectives

Module 1: Orientation. facilitator guide. Competency-Based Learning Objectives facilitator guide Module 1: Your early learning guide for infants, toddlers and three-year-olds Orientation Competency-Based Learning Objectives Description of Target Audience Training Methodologies/ Strategies

More information

EDUCATING THE STUDENT WITH ASPERGER SYNDROME

EDUCATING THE STUDENT WITH ASPERGER SYNDROME EDUCATING THE STUDENT WITH ASPERGER SYNDROME Persons with Asperger syndrome (AS) share some of the same characteristics as individuals with autism, and there is debate on whether AS is an independent diagnostic

More information

Client Information Package. Hills Outreach Clinic

Client Information Package. Hills Outreach Clinic Client Information Package Hills Outreach Clinic CONTENTS 1. Nordoff-Robbins Music Therapy Australia 2 a. Nordoff-Robbins Music Therapy b. Music Therapy at the Hills - for children with disability c. Music

More information

Music in schools: promoting good practice

Music in schools: promoting good practice Guidance from HMI for teachers, headteachers, and music hub leaders when observing musical teaching and learning Schools, all other funded providers of music education, and providers of Continuing Professional

More information

PRE-KINDERGARTEN CURRICULUM GUIDE

PRE-KINDERGARTEN CURRICULUM GUIDE ROOSEVELT SCHOOL DISTRICT PRE-KINDERGARTEN CURRICULUM GUIDE Virginia Weber Shari Payson Approved - September 24, 2009 MISSION STATEMENT The mission of the Roosevelt Public School district is to educate

More information

Deal Parochial CE Primary School Music Policy

Deal Parochial CE Primary School Music Policy Deal Parochial CE Primary School Music Policy Values Statement At Deal Parochial Primary School the curriculum is firmly rooted in its Christian foundation: enabling every child to grow spiritually and

More information

Growing Up With Epilepsy

Growing Up With Epilepsy Teaching Students with Epilepsy: Children with epilepsy often experience learning issues as a result of their seizures. These may include ongoing problems with motor skills or cognitive functions, as well

More information

Sing! Sing! Sing! A Lesson on the Importance of Music Playgroup #13

Sing! Sing! Sing! A Lesson on the Importance of Music Playgroup #13 Sing! Sing! Sing! A Lesson on the Importance of Music Playgroup #13 Materials Needed Paper and pen for each mother CD of various types of music Materials to demonstrate how to make your own instrument

More information

ILLINOIS. Downloaded January 2011

ILLINOIS. Downloaded January 2011 ILLINOIS Downloaded January 2011 Section 300.330 Definitions The terms defined in this Section are terms that are used in one or more of the sets of licensing standards established by the Department to

More information

National Standards for Music Education

National Standards for Music Education National Standards for Music Education 1. Singing, alone and with others, a varied repertoire of music. 2. Performing on instruments, alone and with others, a varied repertoire of music. 3. Improvising

More information

Effective teaching and classroom management is about whole child - and whole school development for knowledge, skills and human values

Effective teaching and classroom management is about whole child - and whole school development for knowledge, skills and human values Effective teaching and classroom management is about whole child - and whole school development for knowledge, skills and human values During the past years as an outcome of the UN Study on Violence against

More information

Fine motor skills are the foundations for children s future!

Fine motor skills are the foundations for children s future! Fine motor skills are the foundations for children s future! By Debbie Marson debbie.brett@xtra.co.nz ABSTRACT How can teachers support more opportunities for children to work on their fine motor skills.

More information

Music Program for Young Learners of English as a First or Second Language

Music Program for Young Learners of English as a First or Second Language Music Program for Young Learners of English as a First or Second Language Research has shown that music is one of the few activities that uses both sides of the brain the logical and the creative at the

More information

Universal Design for Learning (UDL) Checklist for Early Childhood Environments

Universal Design for Learning (UDL) Checklist for Early Childhood Environments Universal Design for Learning (UDL) Checklist for Early Childhood Environments Universally Designed Learning (UDL) environments are designed from the onset in consideration of the widest diversity of learners

More information

MyChild, thearts and Learning

MyChild, thearts and Learning MyChild, thearts and Learning A GUIDE FOR PARENTS, PRE-K TO SECOND GRADE THE CENTER FOR ARTS EDUCATION www.cae-nyc.org 1-877-434-ARTS CONTENTS How do the arts fit into my child s education? 1 How does

More information

Group Leader/Therapists Hot Tips for Delivering Incredible Years Small Group Child Dinosaur School Carolyn Webster- Stratton 7/31/14

Group Leader/Therapists Hot Tips for Delivering Incredible Years Small Group Child Dinosaur School Carolyn Webster- Stratton 7/31/14 Group Leader/Therapists Hot Tips for Delivering Incredible Years Small Group Child Dinosaur School Carolyn Webster- Stratton 7/31/14 Overview As an Incredible Years group leader you are an essential element

More information

Integrating Therapy into the Classroom

Integrating Therapy into the Classroom Individualizing Inclusion in Child Care November 2001 Integrating Therapy into the Classroom R. A. McWilliam Stacy Scott Findings from research: Over time, families who were given a choice between in-

More information

HUPF (HUPF) Courses. 2015-2016 Prairie View A & M University 1

HUPF (HUPF) Courses. 2015-2016 Prairie View A & M University 1 2015-2016 Prairie View A & M University 1 HUPF (HUPF) Courses HUPF 1011 Swimming I: 1 semester hour. HUPF 1012 Sports Skills I: 2 semester hours. Theory and application of fundamental skills in flag and

More information

Arkansas Early Childhood Education Framework Benchmarks

Arkansas Early Childhood Education Framework Benchmarks Arkansas Early Childhood Education Framework BRIGANCE Diagnostic Inventory of Early Development II (IED II) CURRICULUM ASSOCIATES, Inc. Arkansas Early Childhood Education Framework DEVELOPMENTAL LEARNING

More information

Occupational Therapy Programme Wedge Gardens Treatment Centre

Occupational Therapy Programme Wedge Gardens Treatment Centre Occupational Therapy Programme Wedge Gardens Treatment Centre Occupational Therapy at Wedge Gardens Treatment Centre aims to help patients with substance abuse problems to function as independently as

More information

Copyright 2012. All rights reserved. Horizons Developmental Resource Center

Copyright 2012. All rights reserved. Horizons Developmental Resource Center Printed and bound in the United States of America. All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying,

More information

EARLY LEARNING OCCUPATIONAL THERAPIST (New position)

EARLY LEARNING OCCUPATIONAL THERAPIST (New position) Edmonton Catholic Schools is now accepting applications for the position of (10 mth) EARLY LEARNING OCCUPATIONAL THERAPIST (New position) Edmonton Catholic Schools is a large urban school district whose

More information

Parents as Teachers Foundational Curriculum & PAT Approach. PA Early Learning Standards Infants- Toddlers

Parents as Teachers Foundational Curriculum & PAT Approach. PA Early Learning Standards Infants- Toddlers PA Early Learning Standards Infants- Toddlers Parents as Teachers Foundational Curriculum & PAT Approach Social and Emotional Development Goals for Infants and Toddlers General Developmental Information

More information

ESSENTIAL FUNCTIONS. The essential functions are:

ESSENTIAL FUNCTIONS. The essential functions are: ESSENTIAL FUNCTIONS The Physical Therapist Assistant Program at the University of Evansville is an intensive course of study. It places specific demands on students that closely resemble the physical and

More information

This Is. My Teen s Notebook

This Is. My Teen s Notebook This Is My Teen s Notebook 1 I know it s here somewhere! 2 Practical Personal Portable 3 Recipe for a Simple System 5-6 Dividers 1 Notebook (3 ring binder) File Clipart goes here! I.E.P (Individual Education

More information

Exceptional Family Child Care Provider Nomination Form

Exceptional Family Child Care Provider Nomination Form Manitoba Child Care Association Exceptional Family Child Care Provider Nomination Form Nominees: must be a current personal member of MCCA must be a licensed family child care provider, classified as a

More information

Child Development Centre John Parkes Unit

Child Development Centre John Parkes Unit Child Development Centre John Parkes Unit Special Services For Special Children 23603 V1/Child Health/SDHCT/12.14/Review 12.16 Parking Contact Telephone Numbers Reception desk ( 01803 ) 655958 Nursery

More information

2015 Summer Program Guide June 15 August 28, 2015

2015 Summer Program Guide June 15 August 28, 2015 2015 Summer Program Guide June 15 August 28, 2015 2990 Cahill Main, Suite 204 Fitchburg, WI 53711 P: 608.819.6810 F: 608.819.6811 www.kghconsultation.org Specialized Summer Programs These specialized summer

More information

Helping Children Follow Directions at School

Helping Children Follow Directions at School TATS eupdate Curriculum and Instruction Helping Children Follow Directions at School January 2009 To succeed in preschool and kindergarten, young children need to acquire knowledge and skills and use appropriate

More information

EEG Biofeedback and Autism

EEG Biofeedback and Autism EEG Biofeedback and Autism EEG biofeedback therapy for youngsters with autism is a new frontier. ACN is collecting related anecdotal reports; studies have not yet been done. The treatment is being utilized

More information

Classroom Musical Activities to Improve Rhythmic Perception of Children with Deafness

Classroom Musical Activities to Improve Rhythmic Perception of Children with Deafness Classroom Musical Activities to Improve Rhythmic Perception of Children with Deafness Panita Kiewkam Student College of Music, Mahidol University Phutthamonthon Sai 4 Road, Salaya, Phutthamonthon, Thailand

More information

PHYSICAL EDUCATION GRADES K-5. EWING PUBLIC SCHOOLS 2099 Pennington Road Ewing, NJ 08618

PHYSICAL EDUCATION GRADES K-5. EWING PUBLIC SCHOOLS 2099 Pennington Road Ewing, NJ 08618 PHYSICAL EDUCATION GRADES K-5 EWING PUBLIC SCHOOLS 2099 Pennington Road Ewing, NJ 08618 BOE Approval Date: August 29, 2016 Michael Nitti Revised by: Elementary H&PE Staff Superintendent In accordance with

More information

First full time music therapist at ND hospital reaches variety of patients

First full time music therapist at ND hospital reaches variety of patients Leslie Saulsbury, Altru's first music therapist, smiles while watching Josiah Green play a guiro. Wade Rupard / Forum News Service First full time music therapist at ND hospital reaches variety of patients

More information

Luis Villegas BME 530 DYNAMICS. Introduction:

Luis Villegas BME 530 DYNAMICS. Introduction: Unit Title: Music Lesson Title: Finding the Dynamics Key Theme: Dynamics markings (piano and forte) Content: Loudness in Music Culture: All Topic: Dynamics Language: English Grant: Best Grade: 4 th Grade

More information

Program of Studies. Preschool 2015-16

Program of Studies. Preschool 2015-16 Program of Studies Preschool 2015-16 PRESCHOOL BCD s preschool program provides a nurturing and stimulating educational environment for young children. Self-confidence and the ability to work with others

More information

Professional Resource Pack The Education, Training and Professional Practice Forum (ETPP)

Professional Resource Pack The Education, Training and Professional Practice Forum (ETPP) Professional Resource Pack by The Education, Training and Professional Practice Forum (ETPP) Edition 1 January 2012 Professional Resource Pack Table of Contents Page 2 Page 3 Page 5 Page 15 Page 17 Page

More information

A Partnership approach

A Partnership approach Appropriate and effective teaching and learning A Partnership approach Open and honest communication Hello and welcome to St Matthew s Special Educational Needs zone. My name is Ms Devi and I am the SENCo.

More information

Professional Development Needs Assessment for Teachers

Professional Development Needs Assessment for Teachers Professional Development Needs Assessment for Teachers Name _ Grade Level / Subject Date ABOUT THIS INSTRUMENT: RCB Medical Arts Academy places a high priority on the continuing professional development

More information

ABA & Teaching Methods

ABA & Teaching Methods ABA & Teaching Methods C H A P T E R 7 E A S T E R S E A L S S O U T H E A S T W I S C O N S I N S T A R T E A R L Y, S T A R T S T R O N G P R O G R A M ABA ABA = Applied Behavior Analysis Science devoted

More information

Coombe Girls School & Sixth Form Gifted and Talented Policy

Coombe Girls School & Sixth Form Gifted and Talented Policy Coombe Girls School & Sixth Form Gifted and Talented Policy Coombe seeks to ensure the progression of all students. A fundamental part of this is the school s commitment to personalised learning. Coombe

More information

4.4 Early Detection Guidelines

4.4 Early Detection Guidelines 4.4.2.2 Assessment for Identified Concerns 4.4.2.2.6 How Children Develop 9-10 Year Olds The following section outlines the major developmental milestones for nine to ten year old children. Six areas of

More information

Infant-Toddler Alignment. Preschool Alignment. HighScope Educational Research Foundation

Infant-Toddler Alignment. Preschool Alignment. HighScope Educational Research Foundation COR Advantage 1.5 HighScope s newest research-based assessment tool is highly compatible with many national and state early learning standards, including those of the state of North Dakota. This document

More information

ST. NICHOLAS SCHOOL MUSIC THERAPY POLICY STATEMENT. Introduction

ST. NICHOLAS SCHOOL MUSIC THERAPY POLICY STATEMENT. Introduction ST. NICHOLAS SCHOOL MUSIC THERAPY POLICY STATEMENT Introduction Music Therapy has been established at St Nicholas School for a number of years. A qualified Music Therapist is currently working three days

More information

GEORGIA DEPARTMENT OF EDUCATION DIVISION FOR SPECIAL EDUCATION SERVICES AND SUPPORTS CONSIDERATIONS FOR EDUCATIONALLY RELEVANT THERAPY

GEORGIA DEPARTMENT OF EDUCATION DIVISION FOR SPECIAL EDUCATION SERVICES AND SUPPORTS CONSIDERATIONS FOR EDUCATIONALLY RELEVANT THERAPY Therapy Profile Therapy Profile Student Profile GEORGIA DEPARTMENT OF EDUCATION DIVISION FOR SPECIAL EDUCATION SERVICES AND SUPPORTS CONSIDERATIONS FOR EDUCATIONALLY RELEVANT THERAPY Student: D.O.B.: School

More information

10 Practical Tips for Classroom Aids of Autistic Children

10 Practical Tips for Classroom Aids of Autistic Children 10 Practical Tips for Classroom Aids of Autistic Children Ten Simple Tips 1. Speak less. Require the child to look at you for more information. When you do speak, insert lots of pauses for the child to

More information