How to Make Lessons Meaningful for ALL students in your Classroom - (With a focus on the Unique Learning System)
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6/12/2018
How to Make Lessons Meaningful
for ALL students in your Classroom
(With a focus on the Unique Learning System)
Summer Institute
June 13-15, 2018
Felicia Nevarez, M.Ed
Autism Programs
University of New Mexico
Center for Development and Disability
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6/12/2018
Felicia Nevarez
• Sr. Program Therapist / CDD
• School Consultation Team/ Autism
• Special Education teacher, Autism specific, 7 years,
K - Age 22
• Volunteer Special Olympics
• UNM student to become a BCBA
Who else is here today?
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6/12/2018
Introductions
What’s your role in the group?
• Classroom Teachers
• Instructional assistant
• Ancillary Staff (SLP, OT, PT, Diag’s)
• Administrators
• Instructional Specialists/Coaches
• Behavior Management Specialists
Who did I miss?
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Objectives:
• Participants will explore the concept of
language comprehension and how it relates
to learning
• Participants will leave with two ideas of how
to modify a lesson from ULS for students with
multiple learning needs
• Participants will explore a variety of ways to
address social communication needs within
the classroom.
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Core Deficits of Autism Spectrum
Disorder
Cognitive
Development
Sensory &
Social
Motor
Development Differences
Behavioral
Communication
Differences
Adaptive
Behaviors
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What does a learner need to learn?
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Communication
The National Joint Committee for the Communicative
Needs of Persons with Severe Disabilities (1992) defines
communication as follows; “Communication is any act by
which one person gives to or receives from another person
information about that person’s needs, desires,
perceptions, knowledge, or effective states.”
• Communication allows an individual to be an active
participant in the world around them, voicing their
thoughts and opinions when needed. There is no one-
way to communicate a want or need; verbal
communication may be the most commonly used form
of communication yet, is only one of many different
forms of communication.
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Language
The American Speech-Language-Hearing
Association (ASHA) defines language as “a
complex and dynamic system of conventional
symbols that are used in various modes of thought
and communication” (1982).
• Language is not only limited to a spoken verbal
context but can produce in written and signed
structures.
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What type of Communication?
• Functional Communication
• Social Communication
• Gestural Communication
• Eye Gaze
• Written Communication
• Sign Language
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Communication Support
• What communication supports do we have in
our classrooms?
• Visuals supports
• Picture Exchange Communication System (PECS)
• Alternative Augmentative Communication (AAC)
• IPADS with various apps
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Communication and Academics
• Does each student in your
classroom have a way to
communication with their
peers and you?
• Does that communication
support academic
learning?
• Are they at that level of
communication?
• What are we asking of
them?
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Language Comprehension and Learning
What is the link between the two?
• Communication is not an all-or-none concept (de
Valenzuela & Niccolai, 2004).
• Communication depends on context of a
situation (de Valenzuela & Niccolai, 2004).
• Cues and gestures also function as
communication, become critical building blocks
to language development (de Valenzuela &
Niccolai, 2004).
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Language Comprehension
Does your student understand the language you
are using or does your child know the routine?
• Students may provide the appearance they
comprehend more language than they actually
do (de Valenzuela & Niccolai, 2004).
• Second language learners rely heavily on
routines to learn the language being used
around them (de Valenzuela & Niccolai, 2004).
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Communication and Academics
• How do we support communication and
academics in our classroom?
• How do we make our lessons meaningful for all
students in our classroom?
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What is the Unique Learning System
(ULS)
• Comprehensive Curriculum
• Standards Based Curriculum
• Visual Supports are Built In
• Data Tracking System
• Interactive Whiteboard
• Paper & Pencil
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What ULS is NOT.
• It is not everything
• It is not a Math
Curriculum
• Its not a Reading
Curriculum
• Its not a print and
teach approach
(Whole Group)
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Pros & Cons
Pros Cons
• Visuals are built in • Math moves on very
• You can use for quickly
maintenance learning • Topics can be hard to
skills relate to all students
• Builds a monthly • Band Levels can be
pattern difficult to work with
• Can be implemented by • Adaptations will be
all classroom staff. needed
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GPS
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ULS Levels
• Preschool
• Elementary
• Intermediate
• Middle School
• High School
• Transition
Level use can vary, this is something I suggest
discussing with your district representative about.
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Print and Teach?
Elementary: Scrambled Sentences: Lesson 13
Level 3 Level 2
Lesson Plans
• Adapted
• How else can we adapt this to meet student
needs?
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Easy Read Book
Elementary: Lesson 3
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Journal Writing
Middle: Lesson 30
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Read this Chart
High School: Lesson 21
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Read this Chart
High School: Lesson 21 Cont.
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News-2- You
• Weekly newspaper with events from around the
world
• Supports/Encourages Social Communication
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ULS Core Material
Elementary
Middle School
Transition
High School
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Teacher Reference Materials
Instructional Tools
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Teacher Reference Materials
Instructional Guides
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Teacher Reference Materials
Alignment Tools
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Supporting Files Link
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Organization of ULS
• Individual Student Binder
• Tabs 1-30
• Class file storage by lesson
• All lessons with 1-30
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Questions
&
Examples
336/12/2018
Felicia Nevarez, M.Ed.
Sr. Program Therapist, AODD
Fnevarez@salud.unm.edu
505-272-3254
CDD Library:
Center for http://cdd.unm.edu/info
Development and net/library.html
Disability:
http://cdd.unm.edu/ Autism Webinar
CDD Information
Archive:
Network:
http://www.cdd.unm.e
http://cdd.unm.edu/i
du/autism/programs/a
nfonet/index.html
utismwebinar.html
505-272-8549
346/12/2018
References
• American Speech-Language-Hearing Association. (1982).
Language. Asha, 24(6), 44. Retrieved from
http://www.asha.org/NR/rdonlyres/1F248614-EEF7-
4D54-98AD-F3A0692EFC51/0/19130_1.pdf
• de Valenzuela, J. S., & Niccolai, S. L. (2004). Language
development in culturally and linguistically diverse
students with special education needs. In L. Baca & H.
Cervantes (Eds.), The bilingual special education
interface (4th ed., pp. 124-161). Upper Saddle River, NJ:
Merrill
• National Joint Committee for the Communicative Needs
of Persons with Severe Disabilities. (1992). Guidelines for
meeting the communication needs of persons with
severe disabilities [electronic version]. ASHA, 34(March,
Supp. 7), 1-8.
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