“ You Want Me To Do WHAT?”

Planning Instructional Strategies to

Assist in Working With Students Who Experience Visual Impairments,

Deaf-Blindness and/or Multiple Impairments

Jo Mascorro, M.Ed., Consultant for Education

San Antonio, Texas


“You Want Me To Do WHAT?”
Planning Instructional Strategies to Assist
In Working With Students Who Experience
Visual Impairments, Deaf-Blindness
and/or
Multiple Impairments

November 3rd, 2007

Jo Mascorro, M.Ed.

Consultant for Education

San Antonio, Texas

“Be of good cheer.

Do not think of today’s

failures, but of the success

that may come tomorrow.

You have set yourselves

a difficult task, but you

will succeed if you persevere,

and you will find joy

in overcoming obstacles.

Remember,

no effort that we make to

attain something

beautiful is ever lost.”

Helen Keller

NOTE TAKING MOMENT

SELF:

ENVIRONMENT:

ANTICIPATION:

EXPECTATIONS:

WHAT I NEED TO REMEMBER:

OVERVIEW:

These intervention practices will provide the participants with strategies to assist in

teaching children how to manage and take ownership of their personal behavior. The

focus will be on the following issues:

•behavior is a communication system

•100% of the time, you are a role-model

•teach ownership and personal accountability of behavior

•targeting specific behaviors that interfere with the learning/teaching process

•teaching alternative behaviors

It is critical we recognize that behavior is most often learned based on our experiences in

relating to our environment and interacting with others. The ability to make someone

change their behavior is extremely difficult if not impossible! We do, however, have the

ability to influence change in behavior based on how we qualify our expectations and teach

appropriate alternatives to inappropriate behavior demonstrations.

Where Do We Begin?

•self

•instructional strategies

•chronologically age-appropriate

•meaningful

Phrases/Words … Beware!! … ???

•Do you … ?• If you don’t … I will …

•What are you doing?• Are you ready to … ?

•Can you … ?• Would you please … ?

•You need to calm down!• I know how you feel.

•never, always, can’t, doesn’t, won’t• take “we” out of your vocabulary

Things to consider:

•behavior can be fueled by people and/or the environment the people are in

•we alter behavior based on where we are and who we are with

•separate the child from the behavior

•define by environment

•“by” to clarify

•(clearlydescribe the behavior being demonstrated,) … tells me that … (describe the

natural consequences of such actions … positive or negative)

•… then show me by …

•question mark phrases equal permission

•the severity of the behavior is determined NOT by the demonstration, rather, by how we

respond to the demonstration

BRAIN NOTES

Myelination:

Amygdala:

Frontal Lobe:

NOTES:

•adults ponder from the f______l______

•children primarily operate from their s______a______

•anticipation cues: a_____ t___ h______, h______,

a______o______, o______.

•directives in “_____”

•validate e______

DETERMINING INSTRUCTIONAL OPPORTUNITIES

Roaming the radius … (a “ memorable mile” moment)

• ¼ mile

• ½ mile

• ¾ mile

• 1 mile

  • Meaningful:
  • chronologically age-appropriate:
  • connect the dots:
  • quality of life:

2007 SWOMA Conference, San Antonio – Mascorro General Session