Autism Conversations in the School (PED)

Consultation is a collaborative process. Consultants are responsible for explaining the role of the consultant, listening carefully to the teacher’s concerns and asking relevant questions prior to engaging in problem solving. In order to establish a meaningful relationship, teachers and school staff are responsible for accepting the limitations of the consultant’s role (i.e. – the consultant may not be able to provide additional resources (including staffing) or alternative placements. Consultation is generally not an evaluative process, the goal of consultation is to develop an iterative partnership.

Links:

Audiogram

In this episode, we explore deaf-blindness in educational settings. Who is considered deaf-blind? How does deaf-blindness impact a student in the classroom? What does communication look like for students who don’t use symbolic language? We examine how behavior can serve as communication, how educators can identify meaningful supports, and the significant ways deaf-blindness affects learning and social interaction. We also discuss the importance of specialized one-on-one support and the philosophy of “Do With, Not For” in providing access to environmental information for students who are deafblind. Whether you're an educator, service provider, or advocate, this conversation offers practical insights and guidance for supporting students in New Mexico classrooms.

Links:

Audiogram

Collaboration is a crucial part of contributing to an IEP team. Join us for a discussion on best practices for developing a meaningful IEP whereby everyone’s voices are heard and respected, including those of caregivers and the student.

Links:

Audiogram

Functional Behavior Assessments and Behavior Intervention Plans can be a challenge to develop for any educator. Join us for an engaging discussion about the nuances of how to collect meaningful behavior data, determine the function of a behavior, and translate these into a meaningful behavior intervention plan that staff will follow and most importantly, outlines how staff will teach and reinforce prosocial, functional replacement skills.

Links:

Audiogram

Early childhood programs are often the foundation by which school services for children with autism begin their education journey. Join us for a chat with an EC support consultant as we discuss the identification and needs of student with autism in the early childhood setting and beyond.

Links:

Audiogram

Visual supports can be much more than a Velcro icon schedule that you post near your classroom door. Join us for a creative discussion with a dynamic teacher on some of the creative ways to use visual supports to assist with proactive behaviors, academics, and communication skills.

Links:

Audiogram

“Multi-Layered System of Supports (MLSS) is New Mexico’s comprehensive overhaul of the Response to Intervention (RTI) that improves support systems by removing administrative barriers to providing timely evidence-based supports and focuses on holistic student success through robust family partnerships.”

(https://webnew.ped.state.nm.us/bureaus/multi-layered-system-of-supports-mlss/mlss-history-and-origins/)

Please see the website above to access information about New Mexico’s Multi-Layered Systems of Support. You may also download the Implementation Guide.

(https://webnew.ped.state.nm.us/wp-content/uploads/2021/07/MLSS_ImplementationGuide_2021.pdf)

These documents will give you comprehensive information about MLSS for all New Mexico students. From the viewpoint of the special educators who participated in this podcast, there are salient points that make a difference for all NM students.

1. MLSS focuses on Positive Behavior Supports for all students. These supports are listed on pages 13-39 of the Implementation Guide.

2. [MLSS is] “a coordinated and comprehensive framework that uses increasingly intensive evidence-based academic and behavioral supports that address student needs as evidenced by student data.

https://safesupportivelearning.ed.gov/discipline

Links:

Audiogram

“Multi-Layered System of Supports (MLSS) is New Mexico’s comprehensive overhaul of the Response to Intervention (RTI) that improves support systems by removing administrative barriers to providing timely evidence-based supports and focuses on holistic student success through robust family partnerships.”

(https://webnew.ped.state.nm.us/bureaus/multi-layered-system-of-supports-mlss/mlss-history-and-origins/)

Please see the website above to access information about New Mexico’s Multi-Layered Systems of Support. You may also download the Implementation Guide.

(https://webnew.ped.state.nm.us/wp-content/uploads/2021/07/MLSS_ImplementationGuide_2021.pdf)

These documents will give you comprehensive information about MLSS for all New Mexico students. From the viewpoint of the special educators who participated in this podcast, there are salient points that make a difference for all NM students.

1. MLSS focuses on Positive Behavior Supports for all students. These supports are listed on pages 13-39 of the Implementation Guide.

2. [MLSS is] “a coordinated and comprehensive framework that uses increasingly intensive evidence-based academic and behavioral supports that address student needs as evidenced by student data.

https://safesupportivelearning.ed.gov/discipline

Links:

Audiogram

Participating in culturally responsive teaching requires a teacher to view their classroom as a learning environment in all aspects and not limiting educational lessons to typical academic subjects. Providing a culturally responsive classroom settings in Native American communities requires the school staff to invite and support local community members to become part of the school environment. Teachers need not be afraid to ask and learn about the local pueblo/tribes' traditions. As educators we must remind ourselves that it is okay to ask questions and learn about the traditions and customs of our students and their caregivers.

Links:

Audiogram

Establishing instructional control is an integral step in creating an effective classroom. Creating a structured, reinforcing classroom environment is not only an excellent way to quickly build rapport with students, it can also foster a learning atmosphere with less challenging behavior and more time spent on-task. This podcast describes the seven steps as described by Robert, Schramm and Megan Miller (2014).

Links:

Audiogram