Methodologies


The OCDE Special Schools Program utilizes a variety of educational and research based instructional methodologies to meet the varied individual needs of students.  Our instructional methodologies include:

Applied Behavioral Analysis (ABA)
ABA is methodology based on the applied behavioral teaching research out of the University of  
Oregon and UCLA.  Its focus is the awareness and application of teaching behaviors for maximizing student learning.

Assistive Technology
Assistive Technology training emphasizes legal requirements to assess all children with regard to needs that can be addressed through the utilization of technology and other augmentative and assistive equipment.

Integrating therapies as they Naturally occur In Functional activities Utilizing technology, which is Synthesized into Everyday routines (INFUSE)
INFUSE is a one-day training designed to assist the classroom staff who work with students with the most significant cognitive and physical needs.  Its emphasis is on bringing therapy, technology and instruction together during everyday activities.

Intensive Behavioral Instruction (IBI)
IBI Orientation (is a two-day overview of the characteristics and learning needs of students with Autism Spectrum Disorder.  The principles of discrete trial training, data collection, student notebooks and IEP team collaboration are reviewed.

Picture Exchange Communication System (PECS)
PECS is an augmentative/ alternative training system that teaches individuals with communication deficits to initiate communication via the exchange of pictures. The system goes on to teach discrimination of symbols and then how to put them all together in simple sentences. In the most advanced phases, individuals are taught to comment and answer direct
questions. Students using PECS are also encouraged to use speech during the training phases.

Training and Education of Autistic and related Communication handicapped Children (TEACCH)
TEACCH is a system of instruction and support developed at the University of North Carolina to provide a classroom structure and instructional methodology so that students understand where to be, what to do, and how to do what they are requested to do as independently as possible.