If STUDENT is not yet speaking, assign her/him nonverbal jobs/responsibilities in the classroom (e.g., cleanup, line leader). Classroom participation and engagement should be encouraged. STUDENT should be included in all classroom activities, instructional and curricular work.Allowing these interventions for non-verbal communication should be considered short-term only so as to not provide an avoidance strategy. However, as STUDENT progresses, attempts should be made to reinforce only verbal communication. Initially, allow STUDENT to use non-verbal communication techniques (e.g., gestures, nodding, pointing to a picture card, writing, moving his/her lips) to answer questions and/or to make her/his needs known until ready to use verbalizations. STUDENT should be encouraged to increase participation in classroom activities, even if communication is non-verbal at first.The point person will use behavioral strategies including shaping, stimulus fading, and positive reinforcement to reduce anxiety and increase verbal communication. Early meetings should occur one-on-one, in a private space, without any other students or adults present. Ideally, these meetings should take place several times a week for 15-30 minutes each. STUDENT will benefit from individual meetings, with his/her point person, focused on relationship building, establishing speech at school, and generalizing speech to different settings/people. This person may be a classroom teacher, teaching assistant, school psychologist, social worker, guidance counselor, speech/language pathologist, special education teacher, or other school-based professional. The school will identify a primary point person who will be responsible for practicing “brave talking” with STUDENT and communicating about STUDENT’s needs, goals, and progress to other team members.Promoting Classroom Comfort and Engagement Building Strong Teacher-Student Relationships For most students with SM, changes to a 504 plan should be considered several times each academic year. Moreover, as a student makes progress, accommodations should evolve to reflect the student’s growth and changing needs. It is important to note that not all of the accommodations listed below are appropriate for every student with SM accommodations should be selected by a qualified professional upon careful assessment of each student’s developmental level, current needs, and strengths. Below are specific accommodations and considerations for the school and classroom.
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