Educational Strategies for Students with CHARGE 负责学生的教育策略.pptVIP

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2017-02-13 发布于上海
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Educational Strategies for Students with CHARGE 负责学生的教育策略.ppt

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* * Problems with the sleep cycle are common Self-regulation: alternate active with sedentary activities, challenging with easier, fun activities. Don’t rely on the student to be a good judge of their state of fatigue, impose breaks or resting activities. Teach self-regulation by talking about fatigue, anger, boredom, restlessness on the part of yourself as an adult, other students, and the individual with CHARGE. Give them words (signs) for what they are feeling so they can learn to express it. * Students may be fearful of mistrusting of adults because of past experiences with medical interventions. * * Low vision is more stressful than total blindness, research shows. Students with low vision often attempt to “pass” as not needing accommodations. Don’t ask, “can you see/hear this?” ask content questions to check for understanding and comprehension. * * Individuals with CHARGE are often hypo-sensitive: they aren’t aware of the high level of input they are exposed to until it becomes too much and they have an outburst or shut down. * * Don’t assume they’re being lazy or stubborn. They may not understand what is asked of them. They may not be able to perform at the level of other students in the same class and not understand what is being taught. * Short stature, immature appearance, “funny looking” Puberty may be late, or not occur at all. Even without a normal reproductive system there can still be female-cycle hormonal changes causing PMS-like symptoms. Inability to communicate about feelings, not understanding when parents fight or are upset with other siblings, inability to tell others what is happening in their lives. * * * * * * Educational Strategies for Students with CHARGE Syndrome Holly Cooper, Ph.D. Texas Deafblind Project Best Practices in Instruction Hearing and vision impairments are common, be sure assessment information is in place and that sensory needs are addressed with the appropriate aids and accommodations: Communication assessment (fro