Social Skills for the Workplace...

Easter Seals Hawaii presents….


“Social Skills for the Workplace”
A 10-week Class for Young Adults with Aspergers


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This 10-week course will teach participants the necessary social skills needed for success in the workplace. The class will focus on using video self modeling and incorporating strategies and concepts of the SCERTS program model as means of teaching, practicing and refining social skills. Video self modeling is an intervention procedure using the observation of images of oneself (videos we will be making in class) engaging in behaviors that are needed for success in the workplace. These videos will be edited into 2-4 minute vignettes and repeatedly reviewed to learn new skills and build success. The SCERTS model is a comprehensive model designed for students with Autism Spectrum Disorders (ASD). The model is designed to provide guidelines for helping individuals progress through the stages of becoming a competent social communicator. The use of visual supports and other adaptations will be used to increase independence and success in the class. And….learn how to make movies!


Intended Participants:
This training is most appropriate for students ages 16 – 21 with ASD that are interested in obtaining or actively engaged in employment opportunities.


Parent Orientation:
There will be a parent orientation on November 17th from 5:30 pm – 7:30 pm for family members who are seeking an introduction to philosophy and practice in the SCERTS Model and Video Self Modeling.


**To RSVP for the class, please contact Lynette Reconsal at 808) 529-1794.**
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HCCF + CCF = Resource for you.

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Hawaii Center for Children and Families in conjunction with Creative Connections Foundation is pleased to offer a 10‐ week semi‐structured social group for children with special needs ages 7‐12. Children will receive a one‐hour therapeutic group targeting specific and necessary social skills. Following their group they will have an opportunity to use their skills with “typical” peer models** during an art class with a certified art teacher from the Academy of Arts Art‐To‐Go program.


MORE INFORMATION HERE

(ASD) Interventions for Social Skills

FROM THE LITTLE TOR ELEMENTARY IN NEW CITY, NEW YORK, IN THE CLARKSTOWN CENTRAL SCHOOL DISTRICT'S WEBSITE:

What is a Social Story?

Carol Gray first defined social stories in 1991. She states that a Social Story describes a situation, skill, or concept in terms of relevant social cues, perspectives, and common responses in a specifically defined style and format. The goal of a Social Story is to share accurate social information in a patient and reassuring manner that is easily understood by its audience. Half of all Social Stories developed should affirm something that an individual does well. Although the goal of a Story should never be to change the individual’s behavior, that individual’s improved understanding of events and expectations may lead to more effective responses.

SOCIAL STORIES RESOURCES.

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Sent in by: Sharon Lau Aldueso, Behavioral Health Specialist, Alvah A. Scott Elementary School

Guidelines for referring/assessing an ELL student for SPED

Important information that we should ALL look over.

Click Here.

Consider reading before dealing with next case involving a student recieving ELL services.

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Recieved from Dr. Gina Restivo, School Psychologist of Radford Complex.

RtI Webinar sponsored by the National Center on Response to Intervention

there are two RtI Webinar sponsored by the National Center on Response to Intervention (one for middle schools and one for high schools) that may be beneficial for all of those secondary schools who are considering implementing RtI. They are on February 9 and 11th. Click here or on the image below for more information.

For Middle Schools:


For High Schools:

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About the presenters

Implementation of RtI (Multi-Tier, Coordinated, Early Intervening Services) at the Secondary Level

you can click the image above to get a streaming audio from the January 20th presentation by Dr. Mark Shinn. Type in the required information and the audio will stream automatically.

Audio brought to you by:
Recorded: Wed., Jan. 20th, 2010
Time: 1pm EST
Duration: 1 hour
Host: Becky Matanic
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Mark R. Shinn, Ph.D., has been supporting schools nationwide to implement RTI since 1980 when he begin implementation in St. Paul public schools and 2 years later, Minneapolis Schools. After almost 20 year’s work at the University of Oregon, where he was a Professor of School Psychology and special education, he returned to the Midwest to teach at National-Louis University in Chicago. He current serves as the project director for Illinois ASPIRE North, a state- and federally funded project supporting implementation of RTI at the elementary and secondary levels in Illinois. He has edited five books on Curriculum-Based Measurement (CBM) and evidence-based interventions and has published over 75 journal articles and book chapters on CBM, needs-based service delivery systems, and SLD identification. In 2003, he was awarded the APA Division 16 Jack Bardon Award for Distinguished Career Contributions to the field.

ProjectForum.org

Project Forum's aim is to facilitate improved services to children and youth with disabilities by gathering and sharing information that supports changes to policy and practice at the national, state and local levels.

Each year, Project Forum:
>identifies 15 critical topics within the field of special education;
>conducts policy analyses on these topics;
>convenes policy forums on two of these topics;
>distributes information that will contribute to better results for children with disabilities.

Our primary consumers are administrators of IDEA programs (i.e., state and local directors of special education and Part C and 619 coordinators). However, our products are written in a reader-friendly manner and we hope they will be useful to others.

If you have not done so already, please search Project Forum's database of over 100 documents related to special education.