ter this, we laid out the logistics and framework for our “Caught Modeling Core” initiative and wished them luck. As expected, a few hesitations came out of this initial intro- duction from our teachers and staff. One specific hesitation was that the teachers never get out of the classroom; therefore, the modeling would not be seen as frequently. Thus, the teachers and staff wanted to model Core Vocabulary to their students, but wanted to make sure they were given credit where credit was due. We explained that our administrator, as well as other related service staff, would be more of a presence within the classrooms to assist with this concern. Colleen and I added more environmental labeling throughout the school building, such as picture icons on light switches, providing and planting core boards in the bathrooms, cafeterias, hallways, and outside on the playground. We also made mobile “to-go” core boards which were printed, laminated and put on lanyards, so they were easily accessible. We teamed up with our Occupational Therapists and Certified Occupational Therapy Assistants to make sure Core Vo- cabulary was intertwined to the Zones of Regulation that they were using on a daily basis. The environmental labeling was to help promote the fact that communication happens everywhere and our students should not be limited to certain rooms in which they can communicate. Another hesitation came from one of the classrooms in which the majority of the students were verbal. The hesitation was the fact that, “there was not a need to model since our students are verbal”. This hesitation made us aware of the need for more training. We explained with that classroom specifically, that us- ing Core Vocabulary static boards to expand upon what their
Another fun group lesson
approximately 80% of our language, just like ice cream makes up approximately 80% of your sundae. While the remaining 20% of our ice cream sundaes would be the toppings that are specific to each individual. This remaining 20% in terms of our language is called Fringe Vocabulary, which is the specific, contextual, non-generic vocabulary words used while we speak. These are made up of mostly nouns, but without them, we would have nothing to talk about. During our ice cream social, we also read Jane Korsten’s 84 years quote to the teachers and staff and ex- plained their role in this. We explained the importance of them modeling and using this approach with their students, since they are with their students more than we are during the day. Af-
Visual Tracking
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