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Professional Development Reading Materials Plan

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Professional Development Reading Materials Plan

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Sunethra Karunaratne

EDUC 245

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Watch the recorded webinar on "Exploring the Brain: Autism and Mental Health, by the Kennedy Krieger Institute.

Complete this task by June 30, 2024

Identify and list common factors of Autism and Autism Spectrum Disorder (ASD) and how they affect children from age 5 to adolescence.

Compile a list of behaviors related to Autism/ASD and recommendations from the panel.

Share and discuss the list with co-workers and make necessary changes.

This list will be used for the development of goals and objectives of students in their IEPs and observation of the behaviors during the class.

Continue watching more relevant videos from recognized institutions for ASD, collect recent developments, and update the list monthly.

Use those recommendations for the development of lesson plans, and to help students and families.

Share relevant information with parents during parent conferences.

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Read the 'Evidence-Based-Practices" (EBPs) for ASD on the National Professional Development Center (NPDC) website.

Study 28 EBPs developed by the NPDC by the end of July 2024.

Study the module with step-by-step instructions for implementation and look at the possibilities of implementing those for the specific group of students in my class.

Prepare a checklist of how to implement and monitor the progress of the module.

Develop a strategy from the EBPs module to help establish diverse literacy options for students.

Share and discuss the strategy with co-workers and update their opinions if appropriate.

Provide students with identified strategies, materials, and support during teaching.

Monitor students' progress on the achievement of newly introduced strategies, materials, and other services weekly basis.

Use successful strategies for setting goals and objectives for next year's IEPs for the students with ASD.

Share these with the other special education teachers in the elementary grade at the monthly special education meeting.

Share relevant information for parents during parent conferences.

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Read the article "Disseminating Information on Evidence-Based Practices for Children and Youth with Autism Spectrum Disorder: AFIRM" article published in the Journal of Autism and Developmental Disabilities (Sam et al., 2019).

Read the article and develop an action plan by the end of July 2024.

Introduce and discuss the article with coworkers (Paraprofessionals and Special Education Teachers) during the monthly special education meeting in August 2024.

Work together to develop an action plan to practice and sustain the use of EBPs noted in the article with the School Community Based (SCB) team.

Implement the plan when working with our families in the SCB program.

Meet monthly with the SCB team to determine how well our plan is working and whether we need to make adjustments.

Update and share progress with the SCB team and parents quarterly.

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Training: Complete AFIRM Modules designed to learn the step-by-step process of planning for, using, and monitoring an evidence-based practice (EBP) with learners on the spectrum from birth to 22 years of age.

Complete this module by the end of July 2024.

MCPS PDO training/conferences: Complete the following registered PDO programs;

Planning Alternate Learning Outcomes (ALO) with the new Elementary English-Language Arts curriculum by 7/24//24

New to Autism Services PLC by 8/14/24

Class: Complete the MAT Special Education Program at Towson University by August 2025.

Complete all the modules by the end of August 2025.

Discuss the training output with co-workers.

Prepare a strategy to include the learning outcomes in lesson plans in the classroom.

Teach students and monitor progress quarterly.

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Watch the following videos;

1. "How to Make an Adapted Book for your Special Education Classroom", https://www.youtube.com/watch?v=s0YXJd5aNLs

2. How to design a library that makes kids want to read | Michael Bierut, https://www.youtube.com/watch?v=YsA_JTeHJ6A

3. Autism Learning Binder | Busy Book for Special Needs | Activity Sheet | Learning Binder Busy Book, https://www.youtube.com/watch?v=VtTR91yIokc

Complete watching the above videos by the end of August 2024.

Develop an action plan including strategies to design a small class library for the SCB program.

Share the action plan with co-workers.

During the next school year 2024-2025, collect required books, and make autism learning binders and books for the SCB program.

Introduce these materials to students.

Observe and monitor the progress of the usage of learning materials and books by the students and update the action plan and strategies.

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References;

Autism Learning Binder | Busy Book for Special Needs | Activity Sheet | Learning Binder Busy Book, https://www.youtube.com/watch?v=VtTR91yIokc

Evidence-Based Practices, The National Professional Development Center website for Autism Spectrum Disorder, https://autismpdc.fpg.unc.edu/evidence-based-practices

Exploring the Brain: Autism and mental Health, https://www.kennedykrieger.org/stories/exploring-brain/watch-autism-and-mental-health

How to design a library that makes kids want to read | Michael Bierut, https://www.youtube.com/watch?v=YsA_JTeHJ6A

How to Make an Adapted Book for your Special Education Classroom", https://www.youtube.com/watch?v=s0YXJd5aNLs

Sam et al., 2019. Disseminating Information on Evidence-Based Practices for Children and Youth with Autism Spectrum Disorder: AFIRM" article published in the Journal of Autism and Developmental Disabilities

https://doi.org/10.1007/s10803-019-03945-x