Roles and Responsibilities of an Educator
The educator ensures the goals of each learner is met holistically. To ensure safety throughout the day and that children are supervised at all times. They build self esteem and comfort children, and ensure that they feel comfortable. Educators establish routines and provide positive guidance and implement positive discipline when required.
Violet - Sensory Based Classroom
Sensory based classroom. Basic tasks introduced in a sensory platform. Basic classroom rules and environment introduced but is dependent on child’s functioning. Teacher directed social interaction. Social development will be encouraged by learners working around table with teacher rotating one on one attention. Behaviour management through sensory time out until calm. Acceptance is based on average developmental age of 6 months to 2 years and progression is based on round table discussion. Majority of ADL’s are carer directed. Introduction of basic school criteria. Language and communication.
Tulip - Pre-Vocational Class
A Class for functional skills and communication. To teach learners basic life skills in order for them to become more functional and independent. The ability to one day enter the workforce and live a productive and a self-sustainable life. The introduction of skills that carry over into the workplace can positively impact learners on the autism spectrum when it comes to cognitive development, quality of life and general well-being.
Sunflower - Task with Sensory Integration
A class with task for activities and participation with some sensory integration. Sensory is used as a motivation and prompting tool based on learners sensory needs. Learners are encouraged to initiate, engage, complete tasks independently and to engage in appropriate level of developmental tasks. Increased level of functioning in classroom rules and environment and also aim for social interaction to transition from prompted to independent. Majority of ADLs are independent with supervision with possible mastery. Develop of language and communication.
Daisy - School Readiness
The structure and curriculum of the Daisy Class encourages learners on the autism spectrum to develop overall independence, self-help, communication and school readiness skills while still providing for their individual needs. Its an academic based classroom environment and encourage tasks participation and to engage in appropriate level of developmental tasks. The Daisy Class encourages learners to focus on engaging with a range of activities with minimal assistance, provides opportunities for learners to engage with what meets their sensory needs and encourages social interaction at various levels. Majority of ADLs are independent with supervision with possible mastery. Develop of language and communication. The Daisy Class aims to prepare learners for the formal schooling setting. Majority of school criteria is independent.
Lily - Sensory with Task
Sensory is still part of their learning outcomes. Encourage learners to participate and engage in appropriate developmental tasks. Introduction of classroom rules and environment. Aim for social interaction is to transition from teacher directed to prompted. Majority of class activities will be based around one communal table with rotating one on one assistance. Introduction of a work station which will introduce learners to independent task engagement one at a time. Behaviour management through sensory time out for 1-2 mins/until calm. Majority of ADLs (Activities of daily living) are prompted with supervision and majority of school criteria is prompted. Encourage development of language and communication