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The Prekindergarten program for children with disabilities from MiamiDade County Public Schools offers different models for Students with
Autism Spectrum Disorders.
Among all of these models, the Self-Contained classrooms apply strategies
from the prestigious program TEACCH (Treatment and Education of
Autistic and related Communication handicapped Children).
TEACCH is a program located in North Carolina and it is an evidencebased service, training, and research program for individuals of all ages
and skill levels with Autism Spectrum Disorder.
The information about the Prekindergarten Program for Children with
Autism is provided here in this website to show the different strategies that
we implement and the model that we replicate in our classrooms.
This program based the strategies on the TEACCH model, but we also
adjust these strategies to our own students, their families, and the
community in general.
What is TEACCH?
TEACCH is an evidence-based service, training,
and research program for individuals of all ages
and skill levels with Autism Spectrum Disorder
TEACCH is a North Carolina program
administered through the University of North
Carolina at Chapel Hill, but because of its
training activities and publications the TEACCH
approach is widely known nationally and
internationally.
STRUCTURED TEACHING
1.
2.
STRUCTURED TEACHING
3. Structuring the physical environment.
4. Using visual supports to make the sequence of
daily activities predictable and
understandable.
5. Using visuals supports to make individual
tasks understandable.
STRUCTURED TEACHING
What are the reasons for using Structured
Teaching?
Receptive Communication
Helps them to understand situations and expectations.
Learning Support
Teaches using stronger visual channel rather than
auditory channel.
Independence
Support device for independence and generalization.
Calming
Reduces Overloading
Reduces behavior problems
Often the result on confusion and anxiety.
LEVELS OF STRUCTURE
Visual Structure of
Tasks
1. PHYSICAL STRUCTURE
The environment should be set up and organized so
that the child understands where different
activities take place and where materials are kept.
Key concepts to keep in mind when setting up clear
physical structure include:
Establish clear visual and/or physical boundaries
Minimize visual and auditory distractions
Areas for all the activities.
PHYSICAL STRUCTURE
PHYSICAL STRUCTURE
PHYSICAL STRUCTURE
WORK SYSTEM
Organizational system that gives
information to students about what they
are to do when arriving to a classroom
location
Builds independence, sequencing, and
generalization across settings
WORK SYSTEM
The work system is a key tool for sequencing,
independence, and generalization.
Like the schedule, the work system is a powerful routine
that brings an element of familiarity and predictability to
different settings.
As a scheduled activity begins, it is a systematic, visual
way to answer the following 4 questions:
How much am I to do?
What and in what order am I to do?
How will I know when I am finished?
What happens when I am finished?
WORK SYSTEM
Matching
Written
WORK SYSTEM
2. How to manipulative the work system
Move activities
Match symbols to activities
Read list of activities
3. How to indicate finished
Put things into a finished location on the right
Put things away
Mark off list
4. How much movement is involved during session
Stay seated throughout
Move within small work area
Move within larger area to get and replace materials as needed
WORK SYSTEM
When the student arrives at any location,
are the four questions answered?
At circle time?
In any play area?
In large group time?
In places out the classroom?
WORK SYSTEM
WORK SYSTEM
WORK SYSTEM
WORK SYSTEM