1 00:00:10,000 --> 00:00:12,160 What does inclusion really look like? 2 00:00:12,160 --> 00:00:14,640 And this is where we get to the nuts and bolts of what we're 3 00:00:14,640 --> 00:00:18,080 about to do, not just at this session, but our first session 4 00:00:18,080 --> 00:00:20,880 back from lunch as well. Because all well and good to 5 00:00:20,880 --> 00:00:22,160 talk about the philosophy, isn't it? 6 00:00:22,560 --> 00:00:25,640 I think we have to lay down a biblical groundwork for what 7 00:00:25,640 --> 00:00:28,200 we're doing. We want to know why we're doing 8 00:00:28,200 --> 00:00:30,600 what we're doing. We want to know why the Bible 9 00:00:30,680 --> 00:00:32,600 commands us to do what we're doing. 10 00:00:33,040 --> 00:00:36,560 But I will say, you can know all the philosophy of special needs 11 00:00:36,560 --> 00:00:39,920 ministry that you want, but when a kid is screaming in your face 12 00:00:39,960 --> 00:00:43,800 at 11:45 on Sunday, you better know more than philosophy. 13 00:00:43,800 --> 00:00:46,400 You better. You better know some of the nuts 14 00:00:46,400 --> 00:00:50,360 and bolts, right, of what you need to do to be able to handle 15 00:00:50,520 --> 00:00:53,560 and to help that young person, not just to handle them, but 16 00:00:53,560 --> 00:00:58,120 also to help them as well. And when I say that Diane is 17 00:00:58,120 --> 00:01:02,080 really the heart of what we do here with the FIT Conference and 18 00:01:02,080 --> 00:01:04,720 all of our books, this is really what I'm talking about. 19 00:01:04,720 --> 00:01:08,000 Because while I'm knee deep during the week, making sure 20 00:01:08,000 --> 00:01:11,720 that I'm serving healthy, nutritious meals as far as 21 00:01:12,200 --> 00:01:16,720 biblical sermons to preach, she's spending a lot of time as 22 00:01:16,720 --> 00:01:19,920 well in the special needs world making sure that not only does 23 00:01:19,920 --> 00:01:23,000 she have her lesson prepared, but how is the lesson going to 24 00:01:23,000 --> 00:01:26,080 be able to be adapted for all the different special needs in 25 00:01:26,080 --> 00:01:28,160 the class as well. Now, I'll be honest with you, 26 00:01:28,840 --> 00:01:31,120 it's a lot of work. And like I said before, it 27 00:01:31,120 --> 00:01:33,040 doesn't just happen on Saturday night. 28 00:01:33,360 --> 00:01:35,120 It doesn't just happen on Sunday morning. 29 00:01:35,480 --> 00:01:37,480 I would encourage you, and I'll just say this for free. 30 00:01:37,480 --> 00:01:40,920 This is mostly hers, her session, but I'm holding the 31 00:01:40,920 --> 00:01:43,600 microphone right now. So I will say this. 32 00:01:45,000 --> 00:01:49,640 Your pastor spends time on his messages before Saturday night 33 00:01:49,800 --> 00:01:52,320 on a typical basis. That's the way it works because 34 00:01:52,920 --> 00:01:55,200 the old sayings, true Sunday's always coming. 35 00:01:55,240 --> 00:01:58,080 You know what happens on Monday? Another Sunday's coming, and so 36 00:01:58,080 --> 00:02:00,680 by the next Monday, I'm already trying to know where's the next 37 00:02:00,680 --> 00:02:02,120 place I'm going to be, what's going on. 38 00:02:02,120 --> 00:02:03,760 I'm already trying to plan ahead about that. 39 00:02:04,000 --> 00:02:06,720 If you're just thinking about your lesson, and this goes for 40 00:02:06,720 --> 00:02:08,720 special needs ministry, this goes for any children's 41 00:02:08,720 --> 00:02:10,479 ministry. If you're just thinking on 42 00:02:10,479 --> 00:02:12,320 Saturday night what that book say I was going to be doing on 43 00:02:12,320 --> 00:02:16,680 Sunday, you're doing it wrong. And I'm that, that, that's not 44 00:02:16,680 --> 00:02:18,320 me saying I think you're doing it wrong. 45 00:02:18,680 --> 00:02:20,240 I'm just going to say this emphatically. 46 00:02:20,280 --> 00:02:23,360 You are doing it wrong. You don't want your pastor to 47 00:02:23,360 --> 00:02:26,680 treat the pulpit like that on Sunday, and the parents of your 48 00:02:26,680 --> 00:02:28,760 church should expect that you don't treat the classroom like 49 00:02:28,760 --> 00:02:31,760 that on Sunday. And especially with what we're 50 00:02:31,760 --> 00:02:34,200 talking about right now, with the fact that there's 51 00:02:34,280 --> 00:02:36,640 adaptations that need to be made, inclusion that has to be 52 00:02:36,640 --> 00:02:38,680 considered. You can't do that at the last 53 00:02:38,680 --> 00:02:40,600 minute. That's not fair to yourself nor 54 00:02:40,600 --> 00:02:42,760 to that child. And so how do we make that 55 00:02:42,760 --> 00:02:44,320 happen? Well, I'm as interested as you 56 00:02:44,320 --> 00:02:45,800 are, so I'm going to sit off to the side. 57 00:02:46,560 --> 00:02:48,440 I told you I'm out here at 11:00. 58 00:02:48,440 --> 00:02:49,800 I'm not back there. All right? 59 00:02:50,040 --> 00:02:54,440 And so I'm going to let Diane go ahead and take over here for 60 00:02:54,440 --> 00:02:57,480 this lesson as we look at what does inclusion really look like? 61 00:03:03,560 --> 00:03:08,120 OK, I'm nervous about this. I have to remember I can't walk 62 00:03:08,320 --> 00:03:11,080 over too far. It'll make a loud noise. 63 00:03:11,960 --> 00:03:14,280 So this really ties in with where we left off. 64 00:03:14,280 --> 00:03:17,920 For those of you that were in here at the last session, this 65 00:03:17,920 --> 00:03:21,920 is the heart, right? This is where we need to have 66 00:03:21,920 --> 00:03:24,560 the heart for the work that's going to be required of us 67 00:03:24,560 --> 00:03:27,040 because if you don't have the heart, it can be overwhelming. 68 00:03:28,000 --> 00:03:31,880 I will add to what my husband said about being prepared before 69 00:03:32,040 --> 00:03:34,840 Saturday. In the last session, I talked 70 00:03:34,840 --> 00:03:38,840 about seeing the need and not just visually like I see that 71 00:03:38,840 --> 00:03:43,160 kid, but visual, but seeing the need like this is the problem or 72 00:03:43,160 --> 00:03:45,040 this is the area that I'm lacking. 73 00:03:45,680 --> 00:03:50,440 You can't figure all of that out on Saturday and you can't even 74 00:03:50,440 --> 00:03:51,960 figure all of that out on your own. 75 00:03:52,360 --> 00:03:55,000 You have to pray on it. You have to pray and ask the 76 00:03:55,000 --> 00:03:57,880 Lord to help you. We prayed over something that we 77 00:03:57,880 --> 00:04:01,600 did for one of our little girls who my husband mentioned was is 78 00:04:01,600 --> 00:04:05,240 non verbal and it burdened me that there were aspects of our 79 00:04:05,240 --> 00:04:07,000 class that she couldn't be involved in. 80 00:04:07,760 --> 00:04:11,720 I don't have wisdom for that. I don't even have experience for 81 00:04:11,720 --> 00:04:13,920 that because I don't have a non verbal child. 82 00:04:14,360 --> 00:04:17,399 So I have to pray on that and I have to take time to pray on 83 00:04:17,399 --> 00:04:19,360 that. I can't just Saturday be like, 84 00:04:19,360 --> 00:04:22,360 OK, this is what I'm doing. It's not going to work. 85 00:04:22,360 --> 00:04:26,840 So you have to put in the time. And I understand that I'm 86 00:04:26,840 --> 00:04:29,320 married to a pastor, so this is my life. 87 00:04:29,800 --> 00:04:32,320 And that you're maybe a volunteer and you have a regular 88 00:04:32,320 --> 00:04:35,200 full time job. And I'm not trying to diminish 89 00:04:35,200 --> 00:04:38,720 that or the other callings that you have on your life, but this 90 00:04:38,720 --> 00:04:42,680 is so important that we have to carve out time for it. 91 00:04:43,000 --> 00:04:45,520 And the beautiful thing about it is once you get systems in 92 00:04:45,520 --> 00:04:46,880 place, it does go fairly quickly. 93 00:04:47,840 --> 00:04:51,960 So in the first session when we were talking about what does 94 00:04:51,960 --> 00:04:59,200 inclusion mean, there was an outline given and what was that 95 00:04:59,200 --> 00:05:01,240 phrase? I don't have the notes in front 96 00:05:01,240 --> 00:05:02,560 of me. It was not doing. 97 00:05:02,560 --> 00:05:05,680 Not only do I have access to the classroom, but am I also 98 00:05:05,680 --> 00:05:08,280 included in what's going on in the classroom? 99 00:05:08,440 --> 00:05:12,800 OK, So in order for our special needs kids to be included in 100 00:05:12,800 --> 00:05:17,120 what we're doing, we have to adapt the environment, We have 101 00:05:17,120 --> 00:05:18,920 to adapt the method of instruction. 102 00:05:18,920 --> 00:05:20,520 We'll go back through these, so don't panic. 103 00:05:21,880 --> 00:05:24,640 We have to adapt the environment, we have to adapt 104 00:05:24,640 --> 00:05:28,080 the method of instruction, and we have to adapt the conditions. 105 00:05:28,800 --> 00:05:30,720 OK, that's great. What does that mean? 106 00:05:31,600 --> 00:05:33,640 Right. If you're like me, you don't 107 00:05:33,640 --> 00:05:36,200 have a special education degree. Anyone have a special Ed degree 108 00:05:36,200 --> 00:05:37,960 in here? No. 109 00:05:38,600 --> 00:05:39,880 Every once in a while there'll be somebody. 110 00:05:39,880 --> 00:05:42,520 Maybe there's someone online, but I don't have a special Ed 111 00:05:42,520 --> 00:05:46,520 degree. So special Ed teachers are 112 00:05:46,520 --> 00:05:48,160 taught these things in college, right? 113 00:05:48,840 --> 00:05:51,760 We're not taught these things. I was not taught any of this in 114 00:05:51,760 --> 00:05:54,760 Bible college. So we're going to go through 115 00:05:54,760 --> 00:05:57,560 each one of these and I'm going to have specific things to show 116 00:05:57,560 --> 00:05:59,920 you, to give you just an idea, right? 117 00:06:00,000 --> 00:06:04,080 This is not exhaustive. We don't have time for that, but 118 00:06:04,080 --> 00:06:07,360 I'm going to run through some of these things fairly quickly and 119 00:06:07,360 --> 00:06:10,880 then give you some ideas of what that would actually look like in 120 00:06:10,880 --> 00:06:14,600 a classroom. OK, so the first one is adapting 121 00:06:14,600 --> 00:06:18,440 the environment. Adapting the environment. 122 00:06:18,440 --> 00:06:21,120 So what are we talking about? We're talking about the physical 123 00:06:21,120 --> 00:06:25,240 space of your classroom. OK, Now you may need to make 124 00:06:25,240 --> 00:06:29,480 some big adaptations in there if you were to have a child come 125 00:06:29,480 --> 00:06:31,640 all of a sudden in a wheelchair, right? 126 00:06:31,880 --> 00:06:34,800 And if you're crammed in there with chairs butting up next to 127 00:06:34,840 --> 00:06:37,840 each other, you may have to make some actual changes to the 128 00:06:37,840 --> 00:06:43,600 environment. But if you don't have an 129 00:06:43,600 --> 00:06:46,840 actually physically disabled person, these adaptations might 130 00:06:46,840 --> 00:06:50,080 look a little bit different. So if you've been to fit 131 00:06:50,080 --> 00:06:52,800 conference at all, you're not going to be surprised at this 132 00:06:52,800 --> 00:06:56,400 first one. Letter A on my paper. 133 00:06:56,400 --> 00:07:02,720 Letter A says visual schedules. I think I'll say that in my 134 00:07:02,720 --> 00:07:07,040 sleep until the day I die. Visual schedules. 135 00:07:07,480 --> 00:07:09,960 Why? Why are visual schedules so 136 00:07:09,960 --> 00:07:14,080 important? Because if you have a child that 137 00:07:14,080 --> 00:07:17,920 has is neurotypical, there are times I'm going to just speak 138 00:07:17,920 --> 00:07:21,400 from my my experience with my son, OK, I don't want to assume 139 00:07:21,400 --> 00:07:22,960 that I understand other people's children. 140 00:07:23,760 --> 00:07:27,440 But for my son, if he is having a day where he is particularly 141 00:07:27,440 --> 00:07:32,000 overwhelmed, logical thought doesn't always work. 142 00:07:32,080 --> 00:07:33,560 It doesn't. It breaks down. 143 00:07:33,800 --> 00:07:38,200 OK, So for him to have a visual schedule, I'm going to make sure 144 00:07:38,200 --> 00:07:44,080 they can see this online too. If we have a visual schedule, it 145 00:07:44,080 --> 00:07:47,160 just helps him stay regulated, right? 146 00:07:48,680 --> 00:07:51,520 Miss Cassandra and I laugh about this all the time because we'll 147 00:07:51,520 --> 00:07:54,840 like, get to like here, and then we'll forget. 148 00:07:54,840 --> 00:07:57,080 We take them off as we do them, and then we'll forget. 149 00:07:57,080 --> 00:07:59,560 And the kids will be like, you forgot to do the visual 150 00:07:59,560 --> 00:08:01,600 schedule. Yeah, I did. 151 00:08:02,640 --> 00:08:03,880 And we'll tease each other about it. 152 00:08:04,160 --> 00:08:07,400 But I make a bunch of different ones of these. 153 00:08:07,400 --> 00:08:09,480 Will you hand me those other ones, too? 154 00:08:10,160 --> 00:08:12,600 So they're little squares. Yeah. 155 00:08:12,920 --> 00:08:16,520 So the key about a visual schedule is that you try to make 156 00:08:16,520 --> 00:08:21,000 it as specific as possible, not generic. 157 00:08:21,240 --> 00:08:24,720 OK, so for example, some days we act out the story. 158 00:08:24,880 --> 00:08:28,200 So I have act out the story. Some days we have a puppet 159 00:08:28,200 --> 00:08:31,480 friend come in. Now I will say before you are 160 00:08:31,480 --> 00:08:33,960 like, what in the world? I'm going to show you how to 161 00:08:33,960 --> 00:08:36,200 make some of these later. OK, We're going to actually do a 162 00:08:36,200 --> 00:08:40,000 video. So sometimes we play a game, 163 00:08:40,200 --> 00:08:45,160 sometimes we have an object lesson, sometimes we have to 164 00:08:45,160 --> 00:08:47,920 clean up the room. So we make this as specific as 165 00:08:47,920 --> 00:08:50,800 possible. OK, now The funny thing is, AJ 166 00:08:50,800 --> 00:08:54,360 doesn't really need this so much anymore on a day-to-day, like 167 00:08:54,400 --> 00:08:57,520 week to week basis. But if he's having a rough day, 168 00:08:57,760 --> 00:09:01,520 it really does help if he can see the visual schedule and know 169 00:09:01,520 --> 00:09:04,360 what's coming. Also, sometimes you have kids 170 00:09:05,960 --> 00:09:11,560 like AJ with autism where they don't want to move from a 171 00:09:11,560 --> 00:09:16,680 preferred activity. OK, so maybe they really like 172 00:09:16,680 --> 00:09:20,040 the music and they are mad that you're going from music to a 173 00:09:20,040 --> 00:09:23,240 Bible verse, right? Oh, but look, Nope, we're all 174 00:09:23,240 --> 00:09:25,040 done. We take it off and we have a 175 00:09:25,040 --> 00:09:28,600 little box that's stuck up on our whiteboard that we drop them 176 00:09:28,600 --> 00:09:30,240 into. Nope, it's all done. 177 00:09:30,240 --> 00:09:33,400 We're finished. Now, is that going to work the 178 00:09:33,400 --> 00:09:36,760 first time? Probably not, but over time with 179 00:09:36,760 --> 00:09:39,040 consistency and some of these other tools that we're going to 180 00:09:39,040 --> 00:09:41,640 talk about, it will work. It will help. 181 00:09:41,640 --> 00:09:44,960 This is schools do this. Special Ed classrooms live on 182 00:09:44,960 --> 00:09:47,160 this stuff. We're not making this up. 183 00:09:47,680 --> 00:09:51,080 We are copying the model that a that a special Ed classroom will 184 00:09:51,080 --> 00:09:53,320 use. I have been in my son's special 185 00:09:53,320 --> 00:09:55,320 Ed classroom. I've seen almost all of these 186 00:09:55,320 --> 00:09:57,000 types of visuals in his classroom. 187 00:09:57,120 --> 00:09:59,840 OK, so we know they, they work. The science behind it works. 188 00:10:01,040 --> 00:10:04,000 The other thing that is important is to have visual 189 00:10:04,000 --> 00:10:07,320 rules. Visual rules. 190 00:10:08,720 --> 00:10:11,960 And I will say when we talk about rules, a couple of things. 191 00:10:11,960 --> 00:10:14,680 Number one, keep them simple, OK? 192 00:10:15,760 --> 00:10:17,440 If you look at these, they're just simple. 193 00:10:17,440 --> 00:10:24,640 One word, OK? They're not like a huge like 194 00:10:24,640 --> 00:10:29,240 founding fathers document, you know, OK, They're just simple. 195 00:10:29,960 --> 00:10:36,120 The other thing I want to talk about with our rules is if we're 196 00:10:36,120 --> 00:10:40,240 going to adapt the environment, our rules have to be something 197 00:10:40,240 --> 00:10:42,600 that our kiddos can actually attain. 198 00:10:43,200 --> 00:10:45,800 OK, You're setting yourself up for failure. 199 00:10:46,000 --> 00:10:48,840 If your rule is sit in the chair and don't move. 200 00:10:50,520 --> 00:10:53,720 Your special needs kiddo is going to be on yellow or red 201 00:10:53,840 --> 00:10:56,680 every every week because they're never going to obey that rule. 202 00:10:57,160 --> 00:10:59,080 And it's not because they're disobedient, it's because they 203 00:10:59,080 --> 00:11:01,000 cannot do what you're asking them to do. 204 00:11:01,520 --> 00:11:03,560 And we've talked about this in conferences before. 205 00:11:04,080 --> 00:11:07,800 We would never expect a blind child to read what we wrote on 206 00:11:07,800 --> 00:11:09,640 the board. That would be cruel. 207 00:11:10,400 --> 00:11:14,360 We would never expect a deaf child to listen to our lesson 208 00:11:14,360 --> 00:11:17,760 without an interpreter. We would never expect a child in 209 00:11:17,760 --> 00:11:20,400 a wheelchair to stand up in front of the class. 210 00:11:20,400 --> 00:11:24,200 That is cruel. But when we ask our special 211 00:11:24,200 --> 00:11:28,480 needed kids with autism, with ADHD, with the host of other 212 00:11:29,160 --> 00:11:32,520 fill in the blanks when we ask them to do things that their 213 00:11:32,520 --> 00:11:38,520 body is not physically able to do, it is as cruel as asking a 214 00:11:38,520 --> 00:11:40,120 blind child to read the Bible verse. 215 00:11:40,640 --> 00:11:44,160 And and we have to that that's like that's like the basic 216 00:11:44,160 --> 00:11:46,560 foundation. Like we have to understand that. 217 00:11:46,880 --> 00:11:49,800 And when we understand that, then we see the need, then we 218 00:11:49,800 --> 00:11:51,480 have the compassion and then we do the work. 219 00:11:51,680 --> 00:11:58,800 OK, Now, does that mean that my child AJ runs amok in class? 220 00:11:59,480 --> 00:12:01,840 No, because he can do these rules. 221 00:12:03,000 --> 00:12:05,160 This rule #1 is eyes are looking. 222 00:12:05,880 --> 00:12:10,400 Now I say eyes are looking, not look at me because kids with 223 00:12:10,400 --> 00:12:13,920 autism sometimes have a hard time making direct eye contact. 224 00:12:14,440 --> 00:12:17,840 So I want you looking in my general vicinity, right? 225 00:12:18,320 --> 00:12:20,920 I want you. Basically what I'm saying really 226 00:12:20,920 --> 00:12:24,960 is pay attention, right? Look up here, OK? 227 00:12:25,400 --> 00:12:27,920 Ears are listening. self-explanatory. 228 00:12:29,160 --> 00:12:34,560 Now this one, we don't say be quiet, we say mouth is quiet 229 00:12:34,920 --> 00:12:37,040 because my son is a verbal stimmer. 230 00:12:37,800 --> 00:12:40,080 The we have another little girl in our class who's a verbal 231 00:12:40,080 --> 00:12:41,000 stimmer. OK. 232 00:12:41,000 --> 00:12:44,160 If you don't know what stimming is, it's a repetitive behavior 233 00:12:44,520 --> 00:12:46,760 that a child on the autism spectrum, and I don't know, it 234 00:12:46,760 --> 00:12:48,360 may affect other disabilities too. 235 00:12:49,080 --> 00:12:51,920 I just speak about autism because it's what I know that 236 00:12:52,560 --> 00:12:56,280 stimming is a repetitive behavior that helps a child self 237 00:12:56,280 --> 00:12:59,480 regulate. You want them to self regulate. 238 00:13:00,560 --> 00:13:03,480 If they don't self regulate, you're going to have a problem. 239 00:13:03,960 --> 00:13:08,720 So if my son needs to make some kind of verbal stem or some kind 240 00:13:08,720 --> 00:13:12,280 of physical stem in order to self regulate, I want to allow 241 00:13:12,280 --> 00:13:15,840 him the space to do that. So I'm not going to say no 242 00:13:15,840 --> 00:13:18,000 noise. That's not fair. 243 00:13:18,960 --> 00:13:23,680 I do tell him quiet mouth so he might stem to himself like this. 244 00:13:25,000 --> 00:13:28,000 Whatever he's doing, right? We don't let him do the one I 245 00:13:28,000 --> 00:13:35,040 did earlier because why? That's not a quiet mouse, right? 246 00:13:35,240 --> 00:13:36,480 Am I blowing your ears out there? 247 00:13:36,480 --> 00:13:40,560 Sorry, our sound man just took his headphones off. 248 00:13:42,680 --> 00:13:44,040 Trust me, that's how our ears feel. 249 00:13:44,960 --> 00:13:46,800 So do you see what I'm saying though? 250 00:13:46,960 --> 00:13:49,120 Like you want the rule to be attainable, but that doesn't 251 00:13:49,120 --> 00:13:51,080 mean it's a free for all. He can make whatever noise he 252 00:13:51,080 --> 00:13:54,760 wants, OK. And also if he is becoming 253 00:13:54,760 --> 00:13:59,320 particularly stemming verbally, I'll try and redirect the stem 254 00:13:59,640 --> 00:14:03,280 to a more tactile stem that's not verbal. 255 00:14:03,280 --> 00:14:07,040 So I might give him something to do with his hands, right? 256 00:14:07,320 --> 00:14:09,720 Something that he can make a repetitive motion with his 257 00:14:09,720 --> 00:14:12,480 hands. We've let him spin in the back 258 00:14:12,480 --> 00:14:14,520 of the classroom before. That's what he's needed to do 259 00:14:14,520 --> 00:14:16,800 Whatever, OK. We have all kinds of stuff back 260 00:14:16,800 --> 00:14:18,880 there. They have like little cushions 261 00:14:18,880 --> 00:14:22,280 that are bouncy. And so if he needs to move or 262 00:14:22,280 --> 00:14:25,520 stem somehow, and the stem is disruptive to the classroom, 263 00:14:25,920 --> 00:14:29,400 we're going to try to replace it with one that is not disruptive 264 00:14:29,400 --> 00:14:31,280 to the classroom. But we're not going to tell him 265 00:14:31,280 --> 00:14:33,880 he can't stem, OK? Because we're not going to tell 266 00:14:33,880 --> 00:14:37,920 a blind child to read the Bible, OK, Calm body. 267 00:14:38,080 --> 00:14:39,800 That one kind of goes with stemming too. 268 00:14:42,160 --> 00:14:44,720 It also because some stems can be destructive and we're not 269 00:14:44,720 --> 00:14:46,360 going to get into all of that today. 270 00:14:46,360 --> 00:14:50,360 But calm body is better than be still, right? 271 00:14:50,680 --> 00:14:52,680 Because wiggling is OK in my classroom. 272 00:14:53,200 --> 00:14:55,080 You need a wiggle. You wiggle, but you're not 273 00:14:55,080 --> 00:14:57,240 getting off the chair and on the chair and around the chair and 274 00:14:57,240 --> 00:14:58,480 hanging upside down on the chair. 275 00:14:58,760 --> 00:15:01,680 We're going to keep a calm body, but in your bubble. 276 00:15:01,680 --> 00:15:04,320 If you need to move a little bit, I'm OK with that. 277 00:15:05,920 --> 00:15:07,880 This one self-explanatory. Raise your hand before you 278 00:15:07,880 --> 00:15:11,440 speak. And then my favorite, be kind. 279 00:15:11,760 --> 00:15:15,440 OK, so these are visual rules and it's for the same reason 280 00:15:16,560 --> 00:15:21,120 that we want a visual schedule. We also number these. 281 00:15:21,640 --> 00:15:24,360 So my kids, our kids know them by number. 282 00:15:24,360 --> 00:15:28,320 So if I'm, if I walk over to AJ and I just do this, he knows I'm 283 00:15:28,320 --> 00:15:31,120 telling him to obey rule too. And I don't have to interrupt 284 00:15:31,120 --> 00:15:33,480 teaching, but he's obeying the rules. 285 00:15:33,480 --> 00:15:35,160 So that's why visual rules are important. 286 00:15:35,680 --> 00:15:37,600 It's it's for your benefit, right? 287 00:15:37,600 --> 00:15:40,640 It helps you maintain continuity in the classroom and to keep 288 00:15:40,640 --> 00:15:43,880 going while maintaining order because you need to maintain 289 00:15:43,880 --> 00:15:46,560 order. OK, I'm going too slow. 290 00:15:49,160 --> 00:15:51,920 The next one is to keep clutter to a minimum. 291 00:15:52,480 --> 00:15:59,360 Keep clutter to a minimum. If you are overly visually 292 00:15:59,360 --> 00:16:01,760 stimulating your classroom, it's hard for kiddos. 293 00:16:02,520 --> 00:16:05,600 I would also say the front of your classroom. 294 00:16:06,200 --> 00:16:09,000 Like if you go into our room and you look, our bulletin board is 295 00:16:09,000 --> 00:16:12,960 at the back and it's very cute. I like our bulletin board, but 296 00:16:12,960 --> 00:16:16,720 we want to keep it not over stimulating, OK. 297 00:16:17,000 --> 00:16:24,560 For some kids that have SPD, sensory processing disorder, a 298 00:16:24,560 --> 00:16:27,520 lot of visual stimulation is hurtful to them. 299 00:16:27,560 --> 00:16:30,400 It physically pains them. So we want to be considerate of 300 00:16:30,400 --> 00:16:33,680 that. Whatever we keep in front is 301 00:16:33,680 --> 00:16:37,520 usually like imperative. So our rules, our visual 302 00:16:37,520 --> 00:16:40,960 schedule, what we're using for the lesson, OK, we don't want to 303 00:16:40,960 --> 00:16:45,280 have all the artwork that the kids have colored for you on the 304 00:16:45,280 --> 00:16:47,680 walls behind you when you're teaching. 305 00:16:47,960 --> 00:16:51,560 OK, that's beautiful, but not where the kids attention is 306 00:16:51,560 --> 00:16:53,200 going to be, OK? Because you don't want to 307 00:16:53,200 --> 00:16:57,320 distract them. Then have sensory items 308 00:16:57,320 --> 00:17:00,600 available. Have sensory items available. 309 00:17:02,560 --> 00:17:04,520 I didn't bring out our sensory stuff this time. 310 00:17:05,240 --> 00:17:09,160 I've brought it out before, but it kind of goes along with the 311 00:17:09,160 --> 00:17:13,079 verbal stimming something. If you go on Amazon and you 312 00:17:13,079 --> 00:17:16,800 search sensory items, you could scroll for hours. 313 00:17:17,280 --> 00:17:21,680 There's so many. Sometimes, though, a good one to 314 00:17:21,680 --> 00:17:23,560 have, It's like little egg timers. 315 00:17:25,119 --> 00:17:28,160 Because again, that could be another signal that when the egg 316 00:17:28,160 --> 00:17:30,280 timer runs out, we're going to put this away and we're going to 317 00:17:30,280 --> 00:17:33,080 come back and join class, right? So it's sensory. 318 00:17:34,320 --> 00:17:36,840 Then we're going to talk about visual memory verses. 319 00:17:38,120 --> 00:17:41,760 I have that one right here. Let me go back to rules really, 320 00:17:41,760 --> 00:17:44,960 really, really quick. So we've talked about these 321 00:17:44,960 --> 00:17:46,440 before. If you've been here before, you 322 00:17:46,440 --> 00:17:50,640 already know that we use red, yellow, green lights. 323 00:17:51,400 --> 00:17:56,400 Each kid has a traffic light and they get a verbal warning if 324 00:17:56,400 --> 00:17:58,600 they're breaking a rule. Next time they break the rule, 325 00:17:58,600 --> 00:18:02,080 they go on yellow. If they change their behavior, 326 00:18:02,160 --> 00:18:03,760 they go back onto green. OK. 327 00:18:03,760 --> 00:18:06,200 Our goal as teachers is to always have them leave on green. 328 00:18:06,400 --> 00:18:09,000 OK, But it's just a classroom management tool. 329 00:18:09,000 --> 00:18:13,240 But again, it's visual, right? And then this is AJ's. 330 00:18:14,720 --> 00:18:17,240 This is not. You can ask your parents to make 331 00:18:17,240 --> 00:18:18,640 this. You don't necessarily have to 332 00:18:18,640 --> 00:18:20,400 make it. AJ's my son. 333 00:18:20,400 --> 00:18:24,600 So I made this one today I am working for and he'll make a 334 00:18:24,600 --> 00:18:27,240 choice when he gets to church on Sunday morning what reward he's 335 00:18:27,240 --> 00:18:30,040 working for. And if he leaves the class on 336 00:18:30,040 --> 00:18:33,600 green, he earns his reward. OK, but again, you don't have to 337 00:18:33,600 --> 00:18:36,640 do this for every kid in your class, but if you had a child 338 00:18:36,640 --> 00:18:39,240 that was having a particularly rough time with behavior, it 339 00:18:39,240 --> 00:18:40,880 might be something worth looking into. 340 00:18:42,760 --> 00:18:48,400 But then visual, my visual memory versus this is the one 341 00:18:48,400 --> 00:18:51,880 that my husband was briefly talking about when we have our 342 00:18:51,880 --> 00:18:57,680 little girl who is non verbal. We were talking about how she 343 00:18:57,680 --> 00:19:01,600 can't say her memory verse and we want her to not just have 344 00:19:01,600 --> 00:19:05,720 access to the room, but we want her to be what included in 345 00:19:05,720 --> 00:19:10,160 everything we're doing. So I made we do the same memory 346 00:19:10,160 --> 00:19:12,360 verse in Sunday school and junior church and we do it for 347 00:19:12,360 --> 00:19:14,840 three weeks. So every three weeks I make a 348 00:19:14,840 --> 00:19:20,200 new Bible memory verse visual and these are velcroed. 349 00:19:21,400 --> 00:19:24,400 So and I'm going to make one of these on a video for you later 350 00:19:24,400 --> 00:19:25,320 so you can see it. OK. 351 00:19:25,640 --> 00:19:28,520 They're not hard to make. Once you like, once you do 1 and 352 00:19:28,520 --> 00:19:30,920 you know what you're doing and then it's just basically you 353 00:19:30,920 --> 00:19:35,760 change out the pictures. OK, so she has one, we have one 354 00:19:35,760 --> 00:19:39,000 in the classroom and then she has one that she takes home and 355 00:19:39,000 --> 00:19:42,120 that her mom can practice the Bible verse with her at home 356 00:19:42,400 --> 00:19:45,200 just like I would with my verbal kids. 357 00:19:45,400 --> 00:19:47,520 Hey, what's your Bible verse? Let's learn it, let's practice 358 00:19:47,520 --> 00:19:48,720 it. Would go over it at dinner. 359 00:19:48,720 --> 00:19:50,720 Let's memorize it so you can say it in church. 360 00:19:51,480 --> 00:19:54,760 So then when she comes to church, if we pull all these 361 00:19:54,760 --> 00:19:57,720 off, we give her the board, she puts them in order. 362 00:19:57,720 --> 00:20:00,360 AJ does this too. If he puts them in order, he 363 00:20:00,360 --> 00:20:03,680 said his memory verse, he gets the same reward as the other 364 00:20:03,680 --> 00:20:07,120 kids get and it just means that he can be included now. 365 00:20:08,000 --> 00:20:11,960 AJ could actually memorize it now, but it helps him to have 366 00:20:11,960 --> 00:20:17,120 the visuals to put it in order. So that's a visual that it's do 367 00:20:17,120 --> 00:20:19,520 you understand the difference between this and just a flash 368 00:20:19,520 --> 00:20:21,680 card with a memory verse on it? Right? 369 00:20:21,960 --> 00:20:24,720 That's a visual. But this is making it more 370 00:20:24,720 --> 00:20:28,760 inclusive for your kids that have speech delays or issues. 371 00:20:28,760 --> 00:20:34,800 OK, and then the last one there, No, there's two more, sorry, but 372 00:20:35,520 --> 00:20:37,680 the next one is visual prayer Boards. 373 00:20:38,040 --> 00:20:39,680 This one I'm particularly proud of. 374 00:20:40,200 --> 00:20:46,800 I like this one a lot. Our son AJ has 2 cats and he 375 00:20:46,960 --> 00:20:49,560 loves, that's not even a strong enough word. 376 00:20:50,880 --> 00:20:54,280 He loves his cats. I think he loves my cat Callie 377 00:20:54,280 --> 00:20:58,160 more than he loves his dad and I He really loves his cat. 378 00:20:58,360 --> 00:21:01,920 And so in Sunday school and in junior church, every time we 379 00:21:01,920 --> 00:21:04,200 would take prayer requests every week. 380 00:21:05,120 --> 00:21:07,200 AJ, who are you praying for? I want to pray for Kelly and 381 00:21:07,200 --> 00:21:09,600 Toby every week. And it's adorable, right? 382 00:21:09,600 --> 00:21:11,240 Isn't that cute? Yeah, it's very cute. 383 00:21:11,920 --> 00:21:17,120 But I started thinking, why do we do prayer requests in Sunday 384 00:21:17,120 --> 00:21:20,480 school or junior church? To teach the kids how to pray, 385 00:21:20,800 --> 00:21:22,080 right? Is that why we do it? 386 00:21:22,240 --> 00:21:25,400 It should be because we want to model praying in front of them 387 00:21:25,400 --> 00:21:28,120 so that they learn how to pray. We want to teach them that it's 388 00:21:28,120 --> 00:21:31,440 important to bring their prayer requests to the Lord, and that's 389 00:21:31,440 --> 00:21:33,840 why we do these things that we do. 390 00:21:34,920 --> 00:21:37,440 So I started thinking, and I'm like, OK, it's really cute that 391 00:21:37,440 --> 00:21:40,680 he prays for his cats every week, but as a teacher, am I 392 00:21:40,680 --> 00:21:42,760 actually teaching him how to pray? 393 00:21:43,520 --> 00:21:46,320 Because I don't just pray for the same thing all the time, 394 00:21:46,880 --> 00:21:48,960 right? I bring all my needs to the 395 00:21:48,960 --> 00:21:51,520 Lord. And so I told my husband I was 396 00:21:51,520 --> 00:21:54,000 like, I'm going to make him a prayer choice board. 397 00:21:54,560 --> 00:21:58,720 And so I asked him, I said apart from Callie and Toby, I want you 398 00:21:58,720 --> 00:22:02,480 to give me 5 other things that you could pray for. 399 00:22:02,920 --> 00:22:07,080 And so he gave me these. Now if your child, if your 400 00:22:07,080 --> 00:22:09,680 student can't do that with our other little girl, we asked her 401 00:22:09,680 --> 00:22:12,400 mom, what do you think are some things she would like to pray 402 00:22:12,400 --> 00:22:14,680 for? And her mom told us and we did 403 00:22:14,680 --> 00:22:18,520 that. So I did pictures because he 404 00:22:18,520 --> 00:22:22,200 said mom and dad, my daughter and son-in-law, my other 405 00:22:22,200 --> 00:22:24,960 daughter and her fiance, his sister Peyton, and then for 406 00:22:24,960 --> 00:22:27,960 school. So now this is this is the 407 00:22:27,960 --> 00:22:29,600 interesting part that he doesn't like very much. 408 00:22:32,080 --> 00:22:35,880 So the board looks like this. So he comes in on Sunday 409 00:22:35,880 --> 00:22:37,520 tomorrow. What are you going to pray for 410 00:22:37,520 --> 00:22:40,400 in Sunday school, Callie Toby? OK, we're going to pray for 411 00:22:40,400 --> 00:22:42,640 Callie Toby. And we put it up there. 412 00:22:43,040 --> 00:22:46,320 Now at the end, it goes to the back. 413 00:22:47,120 --> 00:22:49,880 So now in junior church, Callie and Toby are not a choice. 414 00:22:50,400 --> 00:22:53,680 And he knows that, even though it makes him mad. 415 00:22:54,200 --> 00:22:56,600 So now he'll pick someone else, right? 416 00:22:56,840 --> 00:22:58,120 And then they go off on the back. 417 00:22:58,120 --> 00:23:01,400 And he has to pray for all of these before we can put the back 418 00:23:01,560 --> 00:23:04,440 back onto the front. OK, So what is that? 419 00:23:04,440 --> 00:23:06,760 Couple of things about that. It's setting an expectation, 420 00:23:07,400 --> 00:23:09,960 right, which helps reduce behaviors. 421 00:23:10,480 --> 00:23:13,720 I have a whole lesson on managing expectations on our 422 00:23:13,720 --> 00:23:15,440 website. You can from a previous year, 423 00:23:15,440 --> 00:23:16,600 you can go back and watch that one. 424 00:23:17,240 --> 00:23:20,840 But it manages his expectations and it tells him what my 425 00:23:20,840 --> 00:23:25,760 expectations are of him. That reduces behaviors, OK, but 426 00:23:25,760 --> 00:23:29,360 it's also teaching him you can pray about a whole bunch of 427 00:23:29,360 --> 00:23:33,080 different things, right? And then what's really neat is 428 00:23:33,600 --> 00:23:36,120 if like for our other little girl, they were taking a really 429 00:23:36,120 --> 00:23:40,120 big trip and so that was one of her little prayers on there. 430 00:23:40,440 --> 00:23:42,440 Well, the trips happened, they're back. 431 00:23:42,680 --> 00:23:46,640 So now we can say, look, God answered your prayer and we can 432 00:23:46,640 --> 00:23:48,680 take it off the board and then we put a new one on. 433 00:23:49,000 --> 00:23:51,520 Do you see how that is inclusive? 434 00:23:51,760 --> 00:23:54,800 It's including these kids that otherwise just may be left to 435 00:23:54,800 --> 00:23:58,640 sit there and neither of them 'cause a problem during prayer 436 00:23:58,640 --> 00:24:00,440 time. So it really doesn't matter. 437 00:24:00,440 --> 00:24:04,280 No, it matters because I have to teach them how to pray. 438 00:24:04,280 --> 00:24:06,560 It's my job and so it's important. 439 00:24:07,720 --> 00:24:10,800 OK, I'm not going to spend a lot of time on this one, but the 440 00:24:10,800 --> 00:24:12,960 next one is be aware of food preferences. 441 00:24:14,000 --> 00:24:17,760 Be aware of food preferences. A lot of kids with special needs 442 00:24:17,760 --> 00:24:21,400 have food allergies, food intolerances, things that 443 00:24:21,400 --> 00:24:24,920 parents are trying to avoid. Can I just, can I just kind of, 444 00:24:25,360 --> 00:24:26,800 this is from my heart right here. 445 00:24:27,200 --> 00:24:30,320 Just don't do food. It's not necessary. 446 00:24:30,960 --> 00:24:34,400 Just don't do food. There are so many kids with so 447 00:24:34,400 --> 00:24:38,600 many allergies nowadays. We don't have to do food. 448 00:24:39,400 --> 00:24:42,240 And it's almost become a culture in our class. 449 00:24:42,440 --> 00:24:45,800 We had a situation once a little while ago where every single 450 00:24:45,800 --> 00:24:49,560 week there was some reason for a sheet cake in Sunday school. 451 00:24:50,000 --> 00:24:53,360 And I'm like, no, there's not. You don't need to feed cake kids 452 00:24:53,360 --> 00:24:54,840 a sheet cake at 10:00 in the morning. 453 00:24:55,160 --> 00:24:57,200 Especially not when you're dealing with kids that have like 454 00:24:57,440 --> 00:24:59,680 behavioral issues and you're feeding them up on sugar. 455 00:24:59,840 --> 00:25:02,960 OK, I'm not necessarily telling you what to do in your church, 456 00:25:03,400 --> 00:25:06,680 but just think about it. Think about the end result. 457 00:25:06,680 --> 00:25:10,480 If you're hyping kids up on sugar, just be careful, OK? 458 00:25:10,920 --> 00:25:14,600 Point #2 we need to adapt the method of instruction. 459 00:25:16,160 --> 00:25:23,120 The method of instruction. We want to keep our verbal 460 00:25:23,120 --> 00:25:31,280 teaching time short, Short, maybe 15 minutes maybe. 461 00:25:31,920 --> 00:25:34,480 Now I said earlier I was explaining this a little bit 462 00:25:34,480 --> 00:25:36,360 more. Miss Cassandra and I teach the 463 00:25:36,360 --> 00:25:38,960 same lesson in Sunday school and junior church. 464 00:25:39,680 --> 00:25:42,760 And that allows us to keep our teaching time short because 465 00:25:42,760 --> 00:25:44,520 we're hitting it both times, right? 466 00:25:44,880 --> 00:25:48,280 But if you're dealing with kids that have ADHD or autism, their 467 00:25:48,280 --> 00:25:51,520 attention spans about this big you tweet, you try to teach for 468 00:25:51,520 --> 00:25:55,120 20 minutes of just you talking, you're losing control. 469 00:25:55,960 --> 00:26:01,160 Every minute you go past like 10, 1012 minutes, you're losing 470 00:26:01,160 --> 00:26:05,720 control, especially if you're teaching with just a flash card, 471 00:26:06,560 --> 00:26:09,640 right? And I love Rebecca flash cards. 472 00:26:09,880 --> 00:26:11,600 I love flash cards in general. I love visuals. 473 00:26:11,880 --> 00:26:14,320 But if you're just standing there with a visual and you're 474 00:26:14,320 --> 00:26:16,840 telling your story, you got 10 minutes. 475 00:26:17,040 --> 00:26:20,200 And then those kids are they're not even paying attention 476 00:26:20,200 --> 00:26:22,120 anymore. So why are we still talking, 477 00:26:22,640 --> 00:26:23,680 right? They're not paying attention. 478 00:26:24,720 --> 00:26:28,960 What I'm not saying is I'm not saying don't make it important 479 00:26:28,960 --> 00:26:32,480 to teach, but there are lots of different ways we can teach. 480 00:26:32,800 --> 00:26:35,520 We don't have to just teach by standing up there telling a 481 00:26:35,520 --> 00:26:38,800 Bible story. OK, so here's some of the ideas 482 00:26:38,800 --> 00:26:41,200 that we have. Can you just hand me one of 483 00:26:41,200 --> 00:26:48,240 those spinning wheels? OK, I use felt almost every 484 00:26:48,240 --> 00:26:52,440 week. This is the Betty Lukens felt 485 00:26:52,440 --> 00:26:54,600 kit. I feel like I should earn 486 00:26:54,600 --> 00:26:56,800 Commission from them because I talk about it all the time. 487 00:26:57,880 --> 00:27:00,360 This is the small version, which if you have a small church, you 488 00:27:00,360 --> 00:27:02,400 don't have a lot of storage. It's a great option. 489 00:27:02,640 --> 00:27:05,600 They do make big huge ones that would go on like a regular sized 490 00:27:05,600 --> 00:27:09,600 like easel board, but I love this one. 491 00:27:10,680 --> 00:27:12,440 Tomorrow our lesson is on the prodigal son. 492 00:27:13,520 --> 00:27:17,160 So I have two different scenes that I'll do with the kids. 493 00:27:17,680 --> 00:27:24,840 Even my neurotypical kids get excited about this and we'll say 494 00:27:24,840 --> 00:27:28,240 things like I'll have I won't have any of these people up 495 00:27:28,240 --> 00:27:29,840 tomorrow. I may not even have the house 496 00:27:29,840 --> 00:27:32,640 up. And I'll say, OK, what time of 497 00:27:32,640 --> 00:27:34,280 day do you think it is in our story today? 498 00:27:35,160 --> 00:27:36,480 Oh, it's daytime. Yes. 499 00:27:36,480 --> 00:27:39,800 How do you know it's daytime? Because the sun is out, right? 500 00:27:39,800 --> 00:27:42,760 The sun is out. And I get them involved into the 501 00:27:42,760 --> 00:27:43,840 story. OK. 502 00:27:44,440 --> 00:27:48,840 And then this is not the prodigal son, but I make some 503 00:27:48,840 --> 00:27:53,080 sort of manipulative for AJ every single week because if he 504 00:27:53,080 --> 00:27:57,600 has something in his hand to follow along with the story, he 505 00:27:57,600 --> 00:28:01,040 pays more attention. And I'm telling you, you ask, I 506 00:28:01,040 --> 00:28:03,280 probably could, I could probably could ask him, but I don't want 507 00:28:03,280 --> 00:28:05,840 to put him on the spot. If I brought if I brought him 508 00:28:05,840 --> 00:28:07,920 out here and showed him this, he could probably tell you the 509 00:28:07,920 --> 00:28:12,560 story because of the visual, but it keeps his hands. 510 00:28:12,880 --> 00:28:16,280 It keeps him engaged. I'll say, AJ, what picture are 511 00:28:16,280 --> 00:28:17,920 you on? What's happening next? 512 00:28:18,200 --> 00:28:21,720 And he'll be like, oh, you know, and he'll try to describe the 513 00:28:21,720 --> 00:28:23,480 pictures. Some of them have words on it. 514 00:28:23,480 --> 00:28:27,520 So he'll read the sentence, but it gets him involved and keeps 515 00:28:27,520 --> 00:28:31,480 his attention. They're also great tools for 516 00:28:32,800 --> 00:28:35,880 what's the word like reinforcement afterwards to be 517 00:28:35,880 --> 00:28:38,000 like, can you tell me about the story? 518 00:28:38,320 --> 00:28:42,280 And he'll go through each thing and he'll tell me the other ones 519 00:28:42,280 --> 00:28:46,320 I do are can I have the one on the D ring, the flip, the 520 00:28:46,320 --> 00:28:50,760 Flipboard, or just that one? I'll take that one, but yeah, 521 00:28:50,760 --> 00:28:53,920 that one. So this is another one. 522 00:28:53,920 --> 00:28:56,840 I don't do a wheel every week because he gets bored, right? 523 00:28:56,840 --> 00:29:00,280 So alternate these. I found all of these on teacher, 524 00:29:00,280 --> 00:29:04,280 pay teacher, all of them. And they're not expensive. 525 00:29:04,280 --> 00:29:08,880 We're talking 4-5 dollars a week is what I spend on it. 526 00:29:09,600 --> 00:29:12,520 So here's the Good Samaritan, which we which we just did. 527 00:29:12,720 --> 00:29:15,240 So this one actually has the story on the bottom so he can 528 00:29:15,240 --> 00:29:19,280 follow along. AJ cannot concentrate on just 529 00:29:19,280 --> 00:29:21,600 verbal. He has to have visual. 530 00:29:21,800 --> 00:29:26,040 Also, he's not just auditory. And so even at home, we have to 531 00:29:26,040 --> 00:29:28,600 have visuals. We have to have things in front 532 00:29:28,600 --> 00:29:31,000 of him to help him retain the information. 533 00:29:31,280 --> 00:29:34,720 If I just speak to him, he's not going to retain as much as if I 534 00:29:34,720 --> 00:29:39,280 show him and speak to him. OK, So this one, he'll follow 535 00:29:39,280 --> 00:29:41,640 along. He'll flip his book and it just, 536 00:29:41,640 --> 00:29:44,440 it helps keep him engaged in the story. 537 00:29:46,400 --> 00:29:52,560 This one is a little bit more in depth in the sense that as he 538 00:29:52,560 --> 00:29:57,760 goes through, he's supposed to put the correct image on the 539 00:29:57,760 --> 00:29:59,680 bottom. So this is more of a review. 540 00:29:59,960 --> 00:30:02,880 It can get kind of noisy if you do it during the lesson, but 541 00:30:02,880 --> 00:30:06,560 like afterwards as a review, you can be like, wait, find a 542 00:30:06,560 --> 00:30:10,040 picture of Nicodemus watching Jesus heal a man's hand and 543 00:30:10,040 --> 00:30:13,440 he'll do he'll put that on as a review. 544 00:30:13,800 --> 00:30:16,160 Usually when the other kids are doing like the craft time 545 00:30:16,160 --> 00:30:17,360 because he doesn't really like that. 546 00:30:18,200 --> 00:30:20,120 But it's just another visual tool. 547 00:30:20,200 --> 00:30:22,640 And it's a great way to make sure that what is what is he 548 00:30:22,640 --> 00:30:25,640 actually got from the lesson right is did he learn anything? 549 00:30:25,760 --> 00:30:31,680 I want to know. The teaching time shouldn't be 550 00:30:31,680 --> 00:30:35,560 more than 15 minutes. Reteach the lesson by doing 551 00:30:35,560 --> 00:30:41,240 multiple different activities. So we might do the felt board 552 00:30:41,800 --> 00:30:47,080 and then I might have the kids act the story out, or we might 553 00:30:47,080 --> 00:30:50,400 watch a little video about the story, or we might play a game 554 00:30:50,400 --> 00:30:54,120 related to the story. Or we might I might let the kids 555 00:30:54,120 --> 00:30:57,880 retell the story with the felt. So I may be only teaching for 10 556 00:30:57,880 --> 00:31:02,560 minutes or so, but we're taking up 20 minutes going over the 557 00:31:02,560 --> 00:31:04,640 story and over the story and over the story. 558 00:31:05,040 --> 00:31:08,040 But it's allowing the kids to move and be involved. 559 00:31:08,080 --> 00:31:10,920 So we're reducing behaviors because that's really the goal 560 00:31:10,920 --> 00:31:14,520 here is to reduce any behaviors and also make sure the kids are 561 00:31:14,520 --> 00:31:16,080 learning and retaining the information. 562 00:31:19,000 --> 00:31:26,320 OK, letter B teach from the senses, teach from all the 563 00:31:26,320 --> 00:31:29,400 senses. The more senses we can 564 00:31:29,400 --> 00:31:33,120 incorporate in our classroom, the better chance we have of our 565 00:31:33,120 --> 00:31:36,280 kids being involved and engaged and staying engaged. 566 00:31:37,200 --> 00:31:40,600 So here's just three examples of something that I have done in my 567 00:31:40,600 --> 00:31:44,600 classroom. We taught Nicodemus comes to 568 00:31:44,600 --> 00:31:48,000 Jesus by night. Well, it's night time, so I made 569 00:31:48,000 --> 00:31:54,160 my classroom dark. I put a blue tablecloth on the 570 00:31:54,160 --> 00:31:57,720 door because we have glass and I put can not real candles. 571 00:31:58,280 --> 00:32:00,520 I don't do real candles. I did. 572 00:32:00,800 --> 00:32:03,920 I did battery operated candles all around my classroom. 573 00:32:04,360 --> 00:32:08,280 And then I played night sounds on my phone and the kids were 574 00:32:08,280 --> 00:32:12,800 like, I was like, what time of day do you think it is? 575 00:32:13,360 --> 00:32:15,840 It's night time. Yeah, it's night time. 576 00:32:16,080 --> 00:32:19,120 We're going to talk about a man who came to Jesus at night. 577 00:32:19,720 --> 00:32:22,120 Why would we come to Jesus at night time? 578 00:32:22,560 --> 00:32:24,560 And then my kids that are a little bit older. 579 00:32:25,120 --> 00:32:26,560 Oh, but he didn't want anyone to see him. 580 00:32:26,640 --> 00:32:29,680 Oh, that's right. Do you see how immediately 581 00:32:29,760 --> 00:32:31,520 you've got your kids attention? Right. 582 00:32:31,680 --> 00:32:33,640 And this works with non special Ed kids. 583 00:32:35,760 --> 00:32:39,280 Wise man built on a rock versus the foolish man on the sand. 584 00:32:40,320 --> 00:32:45,040 I had a sheet, a cookie sheet, and we had flour and I made like 585 00:32:45,040 --> 00:32:47,280 a, a dam with blocks in the middle. 586 00:32:47,600 --> 00:32:50,320 And they made a house on one side with blocks and the other 587 00:32:50,320 --> 00:32:55,080 they made on the hill of flour and we poured water and the 588 00:32:55,080 --> 00:32:56,560 house fell over. OK. 589 00:32:59,120 --> 00:33:02,600 Oh, this was fun. I taught the lesson on the blind 590 00:33:02,600 --> 00:33:07,080 man who Jesus touched his eyes with clay and gave him his 591 00:33:07,080 --> 00:33:09,800 sight. So we made slime because why 592 00:33:09,800 --> 00:33:14,400 not? And so I had a, I had a table 593 00:33:14,640 --> 00:33:17,920 and we made slime because I said I wasn't about to let us play in 594 00:33:17,920 --> 00:33:20,280 the mud because I didn't think mom mommies and daddies like 595 00:33:20,280 --> 00:33:22,880 that very much. So we made slime and we talked 596 00:33:22,880 --> 00:33:26,880 about how it felt and we talked about and I made it, I added 597 00:33:27,120 --> 00:33:32,320 food coloring to it and I added like food safe scents to it. 598 00:33:32,760 --> 00:33:35,040 And they got to smell it and touch it. 599 00:33:35,040 --> 00:33:37,080 And you tell me the kids won't remember that. 600 00:33:37,880 --> 00:33:39,040 Of course they're going to remember that. 601 00:33:39,280 --> 00:33:43,560 And AJ, it was all about it. And it just, it's just another 602 00:33:43,560 --> 00:33:47,560 layer of teaching the story by getting them up out of their 603 00:33:47,560 --> 00:33:50,520 seats, getting them involved, getting them to be a part of the 604 00:33:50,520 --> 00:33:55,080 story of what's going on. OK, Teach with movement. 605 00:33:57,160 --> 00:34:00,880 Teach with movement. My kiddos love these little 606 00:34:00,880 --> 00:34:03,600 stick puppets. Are these cute? 607 00:34:04,600 --> 00:34:07,480 This one is 0. Jerry's his daughter. 608 00:34:08,320 --> 00:34:12,000 So after I told the story with my felt, the kids each got to 609 00:34:12,000 --> 00:34:14,239 take a little character and we acted out the story. 610 00:34:14,360 --> 00:34:18,080 OK, so I may be only taught for 10 minutes, but then them 611 00:34:18,080 --> 00:34:21,159 retelling the story afterwards, I'm just teaching it again, 612 00:34:21,159 --> 00:34:22,960 right? And reiterating all those 613 00:34:22,960 --> 00:34:25,239 different truths that I want them to learn. 614 00:34:28,120 --> 00:34:31,000 I taught the story of Peter walking on the water and I 615 00:34:31,000 --> 00:34:37,159 brought a tablecloth in and my daughter, who's my helper, We 616 00:34:37,159 --> 00:34:41,159 had the kids walk and we made it like the ocean and then they 617 00:34:41,159 --> 00:34:43,320 fell down because they weren't looking at Jesus. 618 00:34:44,719 --> 00:34:46,920 And then let them act out the story, right. 619 00:34:47,400 --> 00:34:51,280 The more we can get the body involved, the better it is. 620 00:34:51,280 --> 00:34:53,400 Especially if you have kids with ADHD. 621 00:34:54,080 --> 00:34:57,280 Get them moving. Get them using their movement 622 00:34:57,320 --> 00:35:00,480 for your purpose because if you don't, they're going to use it 623 00:35:00,480 --> 00:35:03,680 for their purpose. So be deliberate in getting 624 00:35:03,680 --> 00:35:08,160 movement into your classroom and then teach using lots of 625 00:35:08,160 --> 00:35:11,360 different visuals. Teach using lots of different 626 00:35:11,360 --> 00:35:14,160 visuals. We use the felt board. 627 00:35:14,400 --> 00:35:17,040 We use flash cards. Can I have those ones, baby? 628 00:35:19,280 --> 00:35:22,960 What I love about this too is I don't know, I would like to get 629 00:35:22,960 --> 00:35:27,000 in on the ground floor of this because whoever the artist is 630 00:35:27,000 --> 00:35:31,320 that drew these characters, every single creator on Teacher 631 00:35:31,320 --> 00:35:33,920 Pay Teacher uses exactly the same artwork. 632 00:35:34,480 --> 00:35:37,680 That person must be a millionaire by now, man. 633 00:35:38,280 --> 00:35:41,080 But, and what I like about it is it doesn't seem to matter which 634 00:35:41,080 --> 00:35:43,960 store I go to, they do all have the same visuals. 635 00:35:43,960 --> 00:35:46,080 So there's a little bit of continuity from week to week, 636 00:35:46,080 --> 00:35:48,160 which is really cool no matter who I buy from. 637 00:35:48,720 --> 00:35:51,640 But this is an example of of, of flash cards. 638 00:35:51,640 --> 00:35:55,960 And then it might be that this flash card story matches the one 639 00:35:55,960 --> 00:35:58,760 AJ's holding. So it's easy for him to keep up 640 00:35:58,760 --> 00:36:04,040 and see what's going on. Use visual storyboards, which I 641 00:36:04,040 --> 00:36:07,880 already showed you visual story wheels and then the clip art 642 00:36:07,880 --> 00:36:09,680 puppets, which I already showed you all of those. 643 00:36:10,480 --> 00:36:13,160 So just the more the merrier, right? 644 00:36:13,440 --> 00:36:18,320 Keep them, keep it interesting. And then we want to talk about 645 00:36:18,320 --> 00:36:22,320 adapting the conditions, Adapting the conditions. 646 00:36:23,240 --> 00:36:30,240 So what do I mean by conditions? This is a secular example, OK? 647 00:36:31,280 --> 00:36:33,560 If you're a teacher in the public school and you have a 648 00:36:33,560 --> 00:36:36,600 student with dyslexia, they would be given a special 649 00:36:36,600 --> 00:36:40,600 condition for exam time. It might be that everyone in the 650 00:36:40,600 --> 00:36:43,600 class, everyone else in the class gets an hour and a child 651 00:36:43,600 --> 00:36:45,400 with dyslexia maybe gets an hour and a half. 652 00:36:45,760 --> 00:36:49,520 OK, That's a condition that has been given to that child because 653 00:36:49,520 --> 00:36:52,640 of their special need. So it may be that in our 654 00:36:52,640 --> 00:36:56,840 classrooms, we need to provide similar conditions for our 655 00:36:56,840 --> 00:37:01,680 special needs kids. And so the one, one way that we 656 00:37:01,680 --> 00:37:04,160 can do that we already talked about is with how we word our 657 00:37:04,160 --> 00:37:10,920 rules, OK, I, we have to be careful. 658 00:37:10,920 --> 00:37:13,440 We don't want to look like we're playing favorites with our kids, 659 00:37:13,440 --> 00:37:18,280 right? But my kids in my classroom know 660 00:37:18,800 --> 00:37:21,200 that sometimes AJ needs something that they don't. 661 00:37:21,720 --> 00:37:22,960 And that's OK. And you know what? 662 00:37:22,960 --> 00:37:27,840 That teaches them to see the need and have compassion, right? 663 00:37:27,840 --> 00:37:30,800 Especially if I if I relay it that way, right? 664 00:37:31,960 --> 00:37:36,600 So it may be that AJ is having a particularly hard day. 665 00:37:37,280 --> 00:37:41,360 Well, I'm maybe not going to be as strict with him on the rule 666 00:37:41,560 --> 00:37:45,120 as I would be otherwise. And you want to be careful, 667 00:37:45,240 --> 00:37:47,560 right? I know my son, if he wasn't my 668 00:37:47,560 --> 00:37:49,040 son, it might be a little bit different. 669 00:37:49,040 --> 00:37:56,920 But we just want to be thinking about am I just being a stickler 670 00:37:57,200 --> 00:38:00,800 or am I actually trying to help the child in where they're at, 671 00:38:00,800 --> 00:38:04,360 what they need right now. Maybe they need a break and you 672 00:38:04,360 --> 00:38:06,680 don't normally let kids leave your classroom. 673 00:38:06,680 --> 00:38:10,120 Well, that would be a condition. AJ leaves our classroom after 674 00:38:10,560 --> 00:38:11,880 Sunday school and before junior church. 675 00:38:11,880 --> 00:38:15,120 None of our other kids do unless their parents come and take them 676 00:38:15,120 --> 00:38:19,160 to the bathroom or something. But we don't have a basement 677 00:38:19,160 --> 00:38:22,560 where the kids can, like, go, so we have to keep them in there. 678 00:38:23,120 --> 00:38:27,120 But AJ, one of his conditions is that if he needs the break, he 679 00:38:27,120 --> 00:38:28,960 goes to his daddy's office and he gets a break. 680 00:38:29,120 --> 00:38:30,800 OK. It's an example of a condition. 681 00:38:31,560 --> 00:38:34,360 It may be that you have a kid that needs to go for a walk with 682 00:38:34,360 --> 00:38:36,760 her helper, and all the other kids are like, well, I want to 683 00:38:36,760 --> 00:38:38,520 go. You don't need to go. 684 00:38:38,800 --> 00:38:40,480 He needs to go. So we're going to make a 685 00:38:40,480 --> 00:38:43,720 condition for him to go. Memory verse would be another 686 00:38:43,720 --> 00:38:46,760 example of a condition, right? All the other kids have to 687 00:38:46,760 --> 00:38:50,120 verbally say their memory verse. But AJ and our other little 688 00:38:50,120 --> 00:38:52,440 girl, they get to use the board. OK. 689 00:38:53,320 --> 00:38:56,600 Prayer time is another example of how we made a condition for a 690 00:38:56,600 --> 00:39:02,120 special needs kid. Activity time is probably what 691 00:39:02,120 --> 00:39:07,360 the one we would use the most. I would say AJ hates coloring of 692 00:39:07,360 --> 00:39:09,680 any kind. He hates it. 693 00:39:10,760 --> 00:39:15,840 I am not going to give him a coloring sheet to do because I'm 694 00:39:15,840 --> 00:39:17,280 going to be shooting myself in the foot. 695 00:39:17,760 --> 00:39:21,680 He's going to get bored. So I give him an activity that's 696 00:39:21,680 --> 00:39:24,000 usually slightly different than the rest of the kids. 697 00:39:25,040 --> 00:39:27,920 I will. Sometimes I'll make sheets for 698 00:39:27,920 --> 00:39:30,840 him with the memory verse and he writes it. 699 00:39:31,200 --> 00:39:36,200 Sometimes I'll have a paper with like the names of the people 700 00:39:36,200 --> 00:39:38,040 from the story and he'll write it. 701 00:39:38,320 --> 00:39:43,000 Sometimes I'll give him that. Can you hold that one up? 702 00:39:43,880 --> 00:39:45,080 Yeah. Sometimes I'll give him 703 00:39:45,960 --> 00:39:49,440 something like this where he is retelling the story, right? 704 00:39:49,600 --> 00:39:52,400 He's putting them in order. He's really retelling the story. 705 00:39:52,640 --> 00:39:55,520 He might do that at the table while the other kids are doing 706 00:39:56,120 --> 00:39:58,480 the whatever the activity is we're doing, right? 707 00:39:58,480 --> 00:40:01,840 That would be that would be called a condition, right? 708 00:40:01,840 --> 00:40:05,920 I'm allowance isn't really the right word, but because. 709 00:40:06,400 --> 00:40:09,040 Allowances aren't necessarily needed, but a condition is 710 00:40:09,040 --> 00:40:12,200 needed, right? So I, I give him that to do, but 711 00:40:12,200 --> 00:40:18,640 he's still included with all the other kids at the table, right? 712 00:40:18,640 --> 00:40:21,400 Teacherspayteachers have amazing adaptive resources for lesson 713 00:40:21,400 --> 00:40:25,280 activities. I probably should buy stock in 714 00:40:25,280 --> 00:40:27,960 teacher pay teacher. And then here's some 715 00:40:27,960 --> 00:40:32,680 alternatives to craft time. I feel like sometimes we just 716 00:40:32,680 --> 00:40:34,640 like, oh, here's a coloring sheet, right? 717 00:40:35,320 --> 00:40:38,120 Here's a coloring sheet. Because my brain's tired now. 718 00:40:38,800 --> 00:40:40,680 I just want you to do something for the last 10 minutes of 719 00:40:40,680 --> 00:40:42,560 class. So here's some examples of some 720 00:40:42,560 --> 00:40:45,520 different things you can do. I didn't grab any of these. 721 00:40:46,160 --> 00:40:50,240 I'll grab some for later. I have done word searches 722 00:40:50,240 --> 00:40:52,960 before. And again, it's another great 723 00:40:52,960 --> 00:40:57,720 way to reinforce the story right as we're looking for the So we 724 00:40:57,720 --> 00:41:01,560 just did Jerry's daughter, who was Jarius, What was wrong? 725 00:41:01,560 --> 00:41:04,080 What did he need? As they're looking for the word. 726 00:41:04,080 --> 00:41:07,920 I'm still teaching the story lesson. 727 00:41:07,920 --> 00:41:12,600 Bingo is a fun one, and so I'll bring that out later. 728 00:41:12,600 --> 00:41:15,800 I don't have that visual. Storyboards are fun. 729 00:41:16,440 --> 00:41:19,360 You can also print a lot of these ones that I make for AJ. 730 00:41:19,600 --> 00:41:23,040 You can just print them and have your kids as the activity, put 731 00:41:23,040 --> 00:41:25,480 the story in order and then color their own, you know, 732 00:41:25,480 --> 00:41:29,360 storybook. A visual scavenger hunt is fun. 733 00:41:29,360 --> 00:41:31,000 We've done that. We did that at Easter. 734 00:41:31,360 --> 00:41:33,040 The kids loved that. That was fun. 735 00:41:33,040 --> 00:41:36,040 If you have a bigger room than ours, it would be a lot more 736 00:41:36,040 --> 00:41:41,160 fun. But you give a clue and then the 737 00:41:41,160 --> 00:41:43,680 kids have to go find the visual that matches the clue. 738 00:41:43,920 --> 00:41:48,520 So for example, at Easter time, we did Jesus. 739 00:41:48,520 --> 00:41:55,480 So Judas, too many J names, Judas got this for betraying 740 00:41:55,520 --> 00:41:58,400 Jesus. And the kids would be like, oh, 741 00:41:58,400 --> 00:42:00,000 silver coins. And they were running all around 742 00:42:00,000 --> 00:42:01,600 the room trying to find the picture that had the silver 743 00:42:01,600 --> 00:42:04,680 coins in it. So it's an absolutely great 744 00:42:04,680 --> 00:42:06,800 review, right? Because they have to know the 745 00:42:06,800 --> 00:42:10,320 lesson to be able to answer the question to then find the image. 746 00:42:12,080 --> 00:42:14,840 And it's a great review game because it allows for movement. 747 00:42:15,120 --> 00:42:18,120 And again, movement is is so necessary. 748 00:42:19,360 --> 00:42:22,960 The letter F says provide a break space if possible. 749 00:42:23,320 --> 00:42:27,960 I know that's not always possible and it's not possible 750 00:42:28,040 --> 00:42:30,800 also if you're the only teacher, right? 751 00:42:31,080 --> 00:42:34,440 If you're the only person in the room, you can't leave the other 752 00:42:34,440 --> 00:42:38,600 kids to take a kid out, right? So maybe if you have a child 753 00:42:38,600 --> 00:42:42,920 that gets overstimulated in the room, you may have to for a 754 00:42:42,920 --> 00:42:46,120 little while, have a second helper that's just for that 755 00:42:46,120 --> 00:42:48,960 little one that can give them the breaks that they need to 756 00:42:48,960 --> 00:42:51,800 then bring them back in and may even have to be mom and dad for 757 00:42:51,800 --> 00:42:53,320 a little while. And that's OK. 758 00:42:53,680 --> 00:42:58,080 But it just means that church doesn't become something they 759 00:42:58,080 --> 00:43:00,600 dread, right? Because this is what will 760 00:43:00,600 --> 00:43:02,760 happen. Then the kid will have, the 761 00:43:02,760 --> 00:43:06,320 child will have more and more excessive behaviors every 762 00:43:06,320 --> 00:43:09,320 Sunday, and then mom and dad say we can't come. 763 00:43:10,480 --> 00:43:12,880 And then that's how parents drop out of church. 764 00:43:13,280 --> 00:43:16,240 And then the divorce rate, I don't remember the statistic, 765 00:43:16,360 --> 00:43:19,160 but the divorce rate of special needs families is through the 766 00:43:19,160 --> 00:43:22,640 roof. And so they are not having 767 00:43:22,640 --> 00:43:25,560 community, they're not hearing the word of God, they're not 768 00:43:25,560 --> 00:43:27,880 being encouraged to be good spiritual parents. 769 00:43:28,680 --> 00:43:32,760 So it may be that if you have a child that's new or they're just 770 00:43:32,760 --> 00:43:35,880 having a really difficult time in the classroom, maybe mom or 771 00:43:35,880 --> 00:43:38,280 dad has to buddy with them for a little while. 772 00:43:38,320 --> 00:43:40,600 We've done it with our older girls before where they've 773 00:43:40,600 --> 00:43:43,480 buddied with their brother and they've taken him out and let 774 00:43:43,480 --> 00:43:47,080 him have a break and then go back into class, and now he 775 00:43:47,080 --> 00:43:48,280 doesn't need any of those things. 776 00:43:48,440 --> 00:43:50,200 And a lot of times, that's what will happen. 777 00:43:50,200 --> 00:43:53,120 You're not necessarily setting up something for a lifetime. 778 00:43:53,400 --> 00:43:56,880 You're making an accommodation for a child in order to make 779 00:43:56,880 --> 00:43:58,880 coming to church possible for them. 780 00:43:59,160 --> 00:44:02,440 And as they do that, more and more they learn the tools that 781 00:44:02,440 --> 00:44:06,040 they need to be able to be in your classroom and to stay in 782 00:44:06,040 --> 00:44:09,720 that environment. I said this already, AJ goes to 783 00:44:09,720 --> 00:44:13,520 his dad's office between Sunday school and junior church. 784 00:44:13,920 --> 00:44:16,640 And again, none of the other kids are like, well, I want to 785 00:44:16,640 --> 00:44:19,600 go to pastor's office because they know. 786 00:44:19,880 --> 00:44:23,640 They know, Oh no, AJ needs that. That's what AJ needs and they're 787 00:44:23,640 --> 00:44:25,720 happy for him to have it because it's it. 788 00:44:25,720 --> 00:44:29,440 That's an environment that we have fostered in our church and 789 00:44:29,440 --> 00:44:32,160 that allows them some time for self regulation, which is so 790 00:44:32,160 --> 00:44:35,920 important because the goal here is that the child learns to 791 00:44:35,920 --> 00:44:37,760 regulate their own emotions, right? 792 00:44:38,000 --> 00:44:40,240 The child learns to regulate their own behaviors. 793 00:44:40,240 --> 00:44:42,840 But we have to be as the adults, the one that gives them the 794 00:44:42,840 --> 00:44:48,800 tools to be able to do that very, very quickly. 795 00:44:49,200 --> 00:44:54,560 I want to talk about a few other adaptations that would fit into 796 00:44:54,560 --> 00:44:59,560 any of these situations. The first one is adapting song 797 00:44:59,560 --> 00:45:03,200 time. I did those of you who were here 798 00:45:03,200 --> 00:45:06,760 the last time we had lesson, I did a whole thing up here where 799 00:45:06,880 --> 00:45:10,440 I talked about rhythm sticks or something like that where you 800 00:45:10,440 --> 00:45:13,360 can have a child involved in the song time. 801 00:45:13,920 --> 00:45:15,760 If you have a child that's non verbal, they're not going to 802 00:45:15,760 --> 00:45:18,840 sing the song, right? So what can you do so that they 803 00:45:18,840 --> 00:45:22,040 feel included in the song time? Maybe they get to hold the 804 00:45:22,040 --> 00:45:26,280 visual, maybe they clap. Maybe they would you learn sign 805 00:45:26,280 --> 00:45:29,000 language if they know sign language for a song, right? 806 00:45:29,720 --> 00:45:32,280 Think of some way to make an adaption so that they feel 807 00:45:32,280 --> 00:45:37,600 included in song time. If your class is doing a 808 00:45:37,600 --> 00:45:41,120 performance in your church. Our kids did. 809 00:45:41,120 --> 00:45:45,120 I think it was 4th of July. They did my country tis of the 810 00:45:45,680 --> 00:45:50,360 AJ got to wave a flag. Our our other child who's non 811 00:45:50,360 --> 00:45:52,520 verbal, she wasn't here. She was on her trip. 812 00:45:53,160 --> 00:45:56,720 But we're singing again for our missions conference and, and she 813 00:45:56,720 --> 00:46:00,720 Can't Sing, she's non verbal. So we will give her something, a 814 00:46:00,720 --> 00:46:05,120 visual or something. We're singing Take me now, Lord 815 00:46:05,120 --> 00:46:07,240 Jesus. So a heart or something, I don't 816 00:46:07,240 --> 00:46:08,600 know. We'll give her something so that 817 00:46:08,600 --> 00:46:14,320 she can hold it up. And I always think of friends of 818 00:46:14,320 --> 00:46:16,440 ours who have a little well, she's not a little girl. 819 00:46:16,720 --> 00:46:21,880 She's an adult now who was bitten by a tick when she was 820 00:46:21,880 --> 00:46:27,800 young and ended up with Rocky Mountain spotted tick fever. 821 00:46:28,080 --> 00:46:31,680 I always put those words in the wrong order and became severely 822 00:46:31,680 --> 00:46:40,600 disabled, could not talk, could not walk without assistance. 823 00:46:42,560 --> 00:46:46,000 Just so many things neurologically that happened to 824 00:46:46,000 --> 00:46:49,080 her because of having this illness and I will never forget 825 00:46:49,320 --> 00:46:51,120 watching. I used to go to her church 826 00:46:51,800 --> 00:46:54,560 watching the kids, all the kids in that church get up to sing 827 00:46:54,560 --> 00:46:57,840 for their patch program. And she got up there with her 828 00:46:58,600 --> 00:47:05,120 augmented speech device and she would press, she would press the 829 00:47:05,120 --> 00:47:06,480 words while the kids were singing. 830 00:47:07,720 --> 00:47:10,720 That's inclusion. That was inclusion before 831 00:47:10,720 --> 00:47:13,680 inclusion was a thing because this was a long time ago. 832 00:47:14,160 --> 00:47:17,680 That's inclusion. That little girl deserves to be 833 00:47:17,680 --> 00:47:19,760 up there with the rest of her class. 834 00:47:20,480 --> 00:47:24,040 She couldn't sing the songs, but she had her little Walker with 835 00:47:24,040 --> 00:47:26,800 her little speech device. And I remember looking at that, 836 00:47:26,800 --> 00:47:28,800 and this was before I was married, before I had a special 837 00:47:28,800 --> 00:47:30,360 needs child. And I just remember that 838 00:47:30,360 --> 00:47:35,520 touching my heart so deeply that that church loved her so much 839 00:47:36,040 --> 00:47:39,520 and they valued her so much that they figured out whatever it was 840 00:47:39,520 --> 00:47:41,920 they needed to do to get her up on that stage with the rest of 841 00:47:41,920 --> 00:47:43,840 the kids. And not just standing there, 842 00:47:44,440 --> 00:47:48,240 right, but actively participating in what the rest 843 00:47:48,240 --> 00:47:51,040 of the kids were doing. That is what we're trying to 844 00:47:51,040 --> 00:47:53,600 talk about today. What can we do so that that 845 00:47:53,600 --> 00:47:57,840 child feels included? We could talk about special 846 00:47:57,840 --> 00:48:01,440 outings that you may do or whatever, whether you're taking 847 00:48:02,240 --> 00:48:04,760 field trips to school. But if you're taking like a kids 848 00:48:04,760 --> 00:48:07,800 activity or something, be thinking about your special 849 00:48:07,800 --> 00:48:10,480 needs kids. You don't want it to be that 850 00:48:10,480 --> 00:48:13,760 you're like, you get there and you're like, oh, I don't know 851 00:48:13,760 --> 00:48:15,760 how they're going to do this, right? 852 00:48:15,760 --> 00:48:19,240 Think about it before we're having this activity. 853 00:48:19,800 --> 00:48:24,120 Can AJ be included? If he can't be included, what 854 00:48:24,120 --> 00:48:26,800 can I do so that he is included? Right. 855 00:48:27,280 --> 00:48:30,280 And that will go a long, long way with your special needs 856 00:48:30,280 --> 00:48:32,880 parents too. They will feel very seen and 857 00:48:32,880 --> 00:48:37,720 heard if they know that you are going to make an effort so that 858 00:48:37,720 --> 00:48:40,840 you're their little 1 can be included in what you're doing 859 00:48:41,080 --> 00:48:43,360 right. All right. 860 00:48:44,080 --> 00:48:44,600 Oh yeah. I. 861 00:48:45,600 --> 00:48:47,560 Think we'll do this because we just have a few minutes before 862 00:48:47,560 --> 00:48:49,920 we break for lunch. We have a longer question and 863 00:48:49,920 --> 00:48:52,920 answer session after lunch that just encompasses everything 864 00:48:52,920 --> 00:48:55,720 we've talked over. But there's a lot here. 865 00:48:55,720 --> 00:48:58,200 It kind of feels like drinking out of a fire hose probably to 866 00:48:58,240 --> 00:49:01,840 see all that we have here. And this is all doable. 867 00:49:01,960 --> 00:49:05,640 This is all things that you can do, but no doubt you have some 868 00:49:05,640 --> 00:49:09,160 questions. And so maybe just for the next 7 869 00:49:09,160 --> 00:49:12,120 or 8 minutes, if you have a question directed to Diane about 870 00:49:12,120 --> 00:49:14,840 what you see here on the table or about manipulatives in 871 00:49:14,840 --> 00:49:17,880 general, why don't you go ahead and just raise your hand And 872 00:49:17,880 --> 00:49:20,920 then we'll have, we'll try to get it so that that we have our 873 00:49:20,920 --> 00:49:23,280 mics up top, we'll get for the people who are watching online. 874 00:49:23,280 --> 00:49:24,800 Does anybody have a question for Diane? 875 00:49:26,400 --> 00:49:27,960 Not everybody wants can't handle that. 876 00:49:27,960 --> 00:49:28,960 All right, there we go. Good. 877 00:49:29,280 --> 00:49:34,000 Would you recommend being prepared and doing at least some 878 00:49:34,000 --> 00:49:38,600 basics before you have special needs children in your church? 879 00:49:41,480 --> 00:49:46,520 I mean, you, you can basic things, OK, So like visual 880 00:49:46,520 --> 00:49:50,080 schedule, sure, because you can use that no matter what. 881 00:49:50,600 --> 00:49:53,160 Visual rules, sure. I think all classrooms should 882 00:49:53,160 --> 00:49:55,720 have those. As an educator, I think all 883 00:49:55,720 --> 00:49:57,040 classrooms should have those anyway. 884 00:49:57,840 --> 00:49:59,760 So those kind of things, absolutely. 885 00:50:00,600 --> 00:50:02,760 Even like the reward system and all of that. 886 00:50:02,760 --> 00:50:06,520 Yes, the other stuff, we have to be careful with some of it 887 00:50:06,520 --> 00:50:08,720 because it is kind of need specific. 888 00:50:09,080 --> 00:50:11,160 So you wouldn't want to go too crazy, right? 889 00:50:11,360 --> 00:50:14,480 And then the child that God brings to you doesn't have, you 890 00:50:14,480 --> 00:50:19,640 don't have what they need. But, but I mean, yeah, I mean, 891 00:50:19,640 --> 00:50:22,640 if and if your church has the budget and your pastor's OK with 892 00:50:22,640 --> 00:50:25,680 it and you want to start making visuals for your next year, 893 00:50:25,720 --> 00:50:28,320 praying that God will bring in special needs kiddo, go for it. 894 00:50:28,320 --> 00:50:32,040 I think that's awesome. And then just one additional 895 00:50:32,360 --> 00:50:36,880 thought is that I'm not certified, but I've worked with 896 00:50:36,880 --> 00:50:41,360 special education. I. 897 00:50:41,760 --> 00:50:47,880 Think a lot of the basics you can adapt to most children like 898 00:50:47,960 --> 00:50:52,360 with schedules and I think it helps with regulating those 899 00:50:52,360 --> 00:50:56,800 children as well in a in a basic and it teaches them to kind of 900 00:50:57,120 --> 00:51:00,760 conform to. Yes, I agree. 901 00:51:00,760 --> 00:51:03,040 And I agree with that especially, you know, a lot of 902 00:51:03,040 --> 00:51:06,760 us in here are from smaller churches where we don't have 903 00:51:06,760 --> 00:51:09,040 different classrooms for different ages, right. 904 00:51:09,240 --> 00:51:10,960 All of our kids are in the same classroom. 905 00:51:11,280 --> 00:51:13,640 So yeah, a visual schedule, visual rules. 906 00:51:13,640 --> 00:51:16,120 When you have a four year old in there and a 10 year old, that's 907 00:51:16,120 --> 00:51:19,400 awesome, right, Because you are, it's your, the 10 year old maybe 908 00:51:19,400 --> 00:51:20,680 doesn't need it, but the four year old does. 909 00:51:21,360 --> 00:51:24,080 And it helps them to learn to self regulate too. 910 00:51:24,200 --> 00:51:26,960 Yeah, that's something I've learned as a special needs mom 911 00:51:27,200 --> 00:51:30,320 that I didn't necessarily learn when my older kids were little 912 00:51:30,320 --> 00:51:33,320 was how much they need to learn self regulation too. 913 00:51:33,320 --> 00:51:36,880 It's just not as obvious necessarily as it is with my 914 00:51:36,880 --> 00:51:39,000 son. But I know now with my youngest 915 00:51:39,000 --> 00:51:43,120 daughter, I'm much more aware of it because I've seen how my son 916 00:51:43,120 --> 00:51:45,480 has needed that and and how to help her with that too. 917 00:51:45,800 --> 00:51:47,640 Yeah. Anyone else? 918 00:51:47,640 --> 00:51:52,600 What's the name of that? Teacherspayteachers, is it in 919 00:51:52,600 --> 00:51:55,280 the resource guide? So yes, and then the last page, 920 00:51:55,280 --> 00:51:58,200 the next to last page of your booklet is a resource page and 921 00:51:58,200 --> 00:52:00,960 it's going to name a lot of the things that we've talked about 922 00:52:00,960 --> 00:52:05,040 today so that you can go back. But if you are looking and I, I 923 00:52:05,080 --> 00:52:06,960 said I'd let Diane talk about I'm a normal creature and I'm 924 00:52:06,960 --> 00:52:10,800 taking over again. But if you look at this and say 925 00:52:11,200 --> 00:52:13,720 we're not, we're not making this up, we can't do that. 926 00:52:13,720 --> 00:52:17,400 I just want to remind you, we didn't do this either. 927 00:52:18,480 --> 00:52:20,800 This was bought and purchased on teacher pay. 928 00:52:20,800 --> 00:52:23,040 Teachers that one normally that's close that is. 929 00:52:23,480 --> 00:52:24,720 That one is Royal Kids, which is. 930 00:52:24,720 --> 00:52:27,400 Also funded, right? So and that's also in the back 931 00:52:27,400 --> 00:52:29,400 as well. But you're looking at cutting 932 00:52:29,400 --> 00:52:34,000 these that's and listen, Diane goes the extra mile and 933 00:52:34,000 --> 00:52:36,000 laminates them. You don't have to laminate them 934 00:52:36,000 --> 00:52:39,080 unless you think about reusing them over and over again. 935 00:52:39,680 --> 00:52:42,360 Or if you're using them maybe 3 weeks in a row, you might want 936 00:52:42,360 --> 00:52:45,160 to laminate them. But even that's not necessary. 937 00:52:45,440 --> 00:52:50,800 And there's so much of this that does cover the spectrum, not 938 00:52:50,800 --> 00:52:54,280 just the spectrum of autism, but just spectrum in general. 939 00:52:54,280 --> 00:52:57,720 I'm thinking of Betty Lukens. You know, it's so interesting 940 00:52:57,720 --> 00:52:59,800 that kids are so over stimulated. 941 00:52:59,800 --> 00:53:02,960 Most of these kids have iPads. Most of these kids have phones 942 00:53:02,960 --> 00:53:06,400 way too young. They are inundated with media. 943 00:53:07,000 --> 00:53:12,000 But I will tell you this, they are always so excited about belt 944 00:53:12,000 --> 00:53:14,560 board, you know, because you know, you can have iPad, but you 945 00:53:14,560 --> 00:53:19,200 can't go, you know, and move it around and all of that. 946 00:53:19,520 --> 00:53:24,120 And Betty Lukens and this is where we both are on the same 947 00:53:24,120 --> 00:53:26,840 page with this as far as wanting to get maybe some kind of 948 00:53:26,840 --> 00:53:29,520 Commission, but we're not affiliated with, with them at 949 00:53:29,520 --> 00:53:31,760 all. But I have this is the second 950 00:53:31,760 --> 00:53:37,880 set we bought in our ministry, the 1st in Florida, where the 951 00:53:37,920 --> 00:53:40,640 books just give you the lessons. They tell you what to do. 952 00:53:40,640 --> 00:53:45,880 They give you a wonderful folder to be able to, to store them. 953 00:53:46,000 --> 00:53:48,720 In fact, if you want to look at our Betty Lukens folder, just 954 00:53:48,720 --> 00:53:51,080 please be careful, don't not taking things out. 955 00:53:51,320 --> 00:53:55,400 It's in the back and you can look at those and they're great 956 00:53:55,400 --> 00:53:58,680 for everything. One of our I mentioned someone 957 00:53:58,680 --> 00:54:02,520 earlier, the editor of our books, I've worked with her all 958 00:54:02,520 --> 00:54:05,640 the way from when I was writing for religious columns for our 959 00:54:05,640 --> 00:54:08,320 town newspaper before the newspaper went belly up. 960 00:54:08,800 --> 00:54:11,280 And every time she's read one of our books, she said this. 961 00:54:11,360 --> 00:54:13,200 I don't have special needs children, she says. 962 00:54:13,200 --> 00:54:16,640 But almost everything you talk about is applicable to my 963 00:54:17,080 --> 00:54:20,520 neurotypical children because all of these are just basic 964 00:54:20,520 --> 00:54:23,240 principles. But at the same time, and that's 965 00:54:23,240 --> 00:54:26,480 where you have to be careful, not going too far ahead because 966 00:54:26,480 --> 00:54:28,680 you don't know what specific adaptations you have to make 967 00:54:28,680 --> 00:54:30,680 until you know the diagnosis is in the room. 968 00:54:31,720 --> 00:54:34,320 And so some of these generally you can use Betty Lukens works 969 00:54:34,320 --> 00:54:40,920 for anyone, but this may not be as helpful depending on the 970 00:54:40,920 --> 00:54:42,800 child specifically you have in your room. 971 00:54:42,880 --> 00:54:45,400 So a lot of really good stuff here. 972 00:54:45,400 --> 00:54:47,720 And I would say teacher pay teachers, royal kids. 973 00:54:48,120 --> 00:54:51,520 And again, being careful to understand that, and we say this 974 00:54:51,520 --> 00:54:55,560 on the back of the resource page, some of those are secular 975 00:54:55,560 --> 00:54:58,080 in the sense that teacher pay teachers is just teachers making 976 00:54:58,080 --> 00:54:59,680 things and selling them to other teachers. 977 00:55:00,120 --> 00:55:01,360 So we're not talking about doctrine. 978 00:55:01,360 --> 00:55:03,560 We're not talking about the King James Bible. 979 00:55:03,560 --> 00:55:05,640 You have to take care of those things on your own and use 980 00:55:05,640 --> 00:55:08,760 wisdom going through. And as I mentioned in our class 981 00:55:08,760 --> 00:55:11,600 previously with the gentleman, we continue to use the King 982 00:55:11,600 --> 00:55:14,960 James Bible with our children, despite the fact that it might 983 00:55:14,960 --> 00:55:17,880 be more difficult for them. But we're not going to change 984 00:55:18,240 --> 00:55:23,640 the word of God to try to explain away what the what the 985 00:55:23,720 --> 00:55:26,080 children need to learn. We're just going to teach them 986 00:55:26,400 --> 00:55:27,960 through this. And what you're going to see at 987 00:55:27,960 --> 00:55:31,120 1:00 with the video that Diane shows you, I think it's really 988 00:55:31,120 --> 00:55:34,680 going to hammer home how you can do this yourself by just using 989 00:55:34,680 --> 00:55:37,360 the Bible and teaching children little bits at a time. 990 00:55:37,360 --> 00:55:38,320 I took over. I'm sorry. 991 00:55:38,560 --> 00:55:40,920 So anyway, we have time for one more question. 992 00:55:40,920 --> 00:55:42,160 Want to check is there any on the live? 993 00:55:42,160 --> 00:55:44,600 Stream. We'll say why he's looking. 994 00:55:44,960 --> 00:55:49,240 This is also a great a great way to have like our little girl 995 00:55:49,240 --> 00:55:52,360 that's non verbal. Let's say we were doing a review 996 00:55:52,360 --> 00:55:54,840 Question Time. She's non verbal. 997 00:55:54,840 --> 00:55:58,880 She can't answer a question, so we could say I'm not going to 998 00:55:58,880 --> 00:56:01,480 use her name, but I'll use my own. 999 00:56:01,640 --> 00:56:05,520 Hey, Diane, can you bring me the picture where, Jesus, wait, 1000 00:56:05,520 --> 00:56:07,440 which one is this? Oh, Good Samaritan, can you 1001 00:56:07,440 --> 00:56:10,080 bring me the picture where the man helped? 1002 00:56:10,360 --> 00:56:13,120 Sick man? She brings you the right 1003 00:56:13,120 --> 00:56:16,200 question, the right picture. Then you realize she was 1004 00:56:16,200 --> 00:56:18,560 listening right and she understood there's some 1005 00:56:18,560 --> 00:56:21,160 understanding there. One thing that's really, really 1006 00:56:21,160 --> 00:56:26,480 important if you have kids with speech delays or speech, any 1007 00:56:26,480 --> 00:56:31,560 kind of communication problem, issue or complete non verbalism, 1008 00:56:32,240 --> 00:56:36,400 you must assume competence. Just because a child cannot 1009 00:56:36,400 --> 00:56:38,800 speak does not mean they are not intelligent. 1010 00:56:39,240 --> 00:56:42,720 Just because it's my son is way more intelligent than his speech 1011 00:56:42,720 --> 00:56:46,160 would indicate. You have to assume intelligence 1012 00:56:46,160 --> 00:56:48,600 and and not just intelligence, but like that they can 1013 00:56:48,600 --> 00:56:52,160 comprehend what you're saying. I tell tell a story about that 1014 00:56:52,160 --> 00:56:55,000 in our book that I won't go into now, but how God showed that to 1015 00:56:55,000 --> 00:56:58,960 me as a parent. Yes, your son understands what 1016 00:56:58,960 --> 00:57:00,880 you're saying to him. Just because he can't talk to 1017 00:57:00,880 --> 00:57:02,720 you doesn't mean he doesn't understand you. 1018 00:57:03,200 --> 00:57:07,320 So don't assume that your little nonverbal child can't answer a 1019 00:57:07,320 --> 00:57:08,800 quick word. They they don't they're not 1020 00:57:08,800 --> 00:57:11,120 understanding. You don't know that unless you 1021 00:57:11,560 --> 00:57:12,680 try to find out.