“How To Set Up A Special Education Program”- Daily Schedule Overview
Now you have
developed your physical space and bulletin board layouts. It’s time to get into the nitty
gritty….SCHEDULES! You can read more
about actual visual schedules for students in the visual support chapter. This chapter will focus on the established
schedule and routines within my classroom.
This chapter will go into detail about each daily event and include
pictures to better explain!
developed your physical space and bulletin board layouts. It’s time to get into the nitty
gritty….SCHEDULES! You can read more
about actual visual schedules for students in the visual support chapter. This chapter will focus on the established
schedule and routines within my classroom.
This chapter will go into detail about each daily event and include
pictures to better explain!
HERE IS MY
SCHEDULE
SCHEDULE
Morning Fitness
(8:40-9:00)
(8:40-9:00)
Morning Meeting
(9:00-9:15)
(9:00-9:15)
Morning Work
Centers (9:15-10:15)
Centers (9:15-10:15)
Breakfast/snack
(10:15-10:30)
(10:15-10:30)
Recess
(10:30-10:50)
(10:30-10:50)
Book Time
(10:50-11:05)
(10:50-11:05)
Afternoon Work
Centers (11:05-12:30)
Centers (11:05-12:30)
Calendar
(12:30-12:45)
(12:30-12:45)
Lunch (12:45-1:40)
Rest Time
(1:40-2:00)
(1:40-2:00)
Afternoon Specials
(2:00-2:40)
(2:00-2:40)
Pack-Up/Set up
Schedules (2:40-2:55)
Schedules (2:40-2:55)
I keep everyone on the same schedule and make
individual accommodations within each rotation/activity. By keeping the
whole class **(for the most part) all together, it makes staffing and planning
that much easier. I am able to utilize my aides much easier this way!
individual accommodations within each rotation/activity. By keeping the
whole class **(for the most part) all together, it makes staffing and planning
that much easier. I am able to utilize my aides much easier this way!
**for the most part– by this I mean…of course not everyone can be doing everything
together due to individual/group services such as speech, or OT. So
how do I handle this? Here is how I do it… During APE, my whole class does
PE. This means that my students that do not have APE go to PE to do their
own physical exercise while those that do have APE go with their teacher.
During OT, the rest of the students do a craft of some form while those
with OT go to OT. The tricky service is speech. Lucky for me, I
have been able to schedule speech at convenient times so that my students don’t
miss “core” academics. When students miss something during
speech or absences, they get caught up during “catch” up time.
I schedule catch up times once a week or so when we have a random
occurrence that throws off our schedule (assembly, fire drill, short staffed
and can’t run centers, a lot of absent students, evacuative tantrum etc,)
Once they have completed all their work up until that point, they can
work on a preferred academic task such as computer, iPod, iPad, puzzles,
coloring etc.
together due to individual/group services such as speech, or OT. So
how do I handle this? Here is how I do it… During APE, my whole class does
PE. This means that my students that do not have APE go to PE to do their
own physical exercise while those that do have APE go with their teacher.
During OT, the rest of the students do a craft of some form while those
with OT go to OT. The tricky service is speech. Lucky for me, I
have been able to schedule speech at convenient times so that my students don’t
miss “core” academics. When students miss something during
speech or absences, they get caught up during “catch” up time.
I schedule catch up times once a week or so when we have a random
occurrence that throws off our schedule (assembly, fire drill, short staffed
and can’t run centers, a lot of absent students, evacuative tantrum etc,)
Once they have completed all their work up until that point, they can
work on a preferred academic task such as computer, iPod, iPad, puzzles,
coloring etc.
***but what about those kids that can only stay
on task for one minute? Simple. They
stay on schedule. If the class is doing calendar, than he/she is
participating in calendar. However, embedded in this student’s calendar
routine, he/she may know that after each page in his/her calendar book, he gets
to stand up and pace for 30 seconds or pull out his stress ball for
one minute.) ETC ETC ETC. Check out the sensory integration chapter for more information.
on task for one minute? Simple. They
stay on schedule. If the class is doing calendar, than he/she is
participating in calendar. However, embedded in this student’s calendar
routine, he/she may know that after each page in his/her calendar book, he gets
to stand up and pace for 30 seconds or pull out his stress ball for
one minute.) ETC ETC ETC. Check out the sensory integration chapter for more information.
****but what about those kids that are SOOO much
lower than the other’s that they can’t participate with their peers?
Simple. They stay on schedule. Every
child needs exposure and needs to feel included with their peers. Every
activity I do is differentiated. For example, during reading center some
students are working on comprehension, some working on sight words, and some
listening to a story on a CD. BUT THEY ARE ALL AT THE TABLE WORKING ON
THEIR READING GOAL AT THE SAME TIME! etc etc etc. Check out the curriculum chapter for more information.
lower than the other’s that they can’t participate with their peers?
Simple. They stay on schedule. Every
child needs exposure and needs to feel included with their peers. Every
activity I do is differentiated. For example, during reading center some
students are working on comprehension, some working on sight words, and some
listening to a story on a CD. BUT THEY ARE ALL AT THE TABLE WORKING ON
THEIR READING GOAL AT THE SAME TIME! etc etc etc. Check out the curriculum chapter for more information.
Today was just an “overview” of my daily schedule. Tomorrow I will be going into detail about Morning Meeting and Morning Fitness.
