The Audacious Aspie Prepares For Another Hard Part-day At Work (Hey, Sitting Around For Hours Is Hard)

Welcome Back to the Audacious Aspie. In today's post, we will dive deeper into the resources of the Trade Federation, I mean OTF (though let's be honest, we’ve all been, or still are, students in high school. Site should be called Ontario Torture Federation). And man, do we still have some time to go. If it makes you feel any better, think of it as a police investigation into an extremely organized criminal ring that dabbles in child labour.  

 

Like the tools of the criminal trade shown here in this picture, pencils and erasers are really just objects used to torture helpless teenagers. Those are not zits, you see, they are bruises.  

 

Today we will be looking into the section of Exceptions Determined by IPRC, but because I’m lazy and don’t want to write it all down again and again, I will hereby shorten it to EDIPRC. Now like all other sections, EDIPRC contains a number of subsections like Autism Spectrum Disorder, Behaviour Exceptionality and Blind and Low Vision. Because are taking a break from all stuff autism, we will focus instead on the Learning Disabilities section (though we will go back to the autism bit right after this so as I don't forget). So let’s dive in and read what the LD section contains.

 

What do we know, more strategies! Ranging from strategies on motoring skills to attention skills and Agency contacts kills. Oh wait, I don't think that last one is a skill. What does it say under attention skills, I wonder: the same kind of sub sections; instructional, environmental and assessment. We’ve been through the instructional one, with things like “Alternate between sitting/less engaging and active classroom tasks” (paragraph 1). But what does it say under the environment section?

 

In the environment section, you have things like “Post simple and action focussed rules and consequences” (paragraph 2). Also a good thing to practice with Trump maybe? or “Provide items that a student can physically manipulate” (paragraph 2) with a stress ball and chewing gum given as examples. If you were hoping that it would contain something concerning trees or the ozone layer, than you’ve been listening to too much of Greenpeace. Have you?

 

Is this what it is for you? Everytime someone mentions environment, all you can think of is, a topless cowboy showing appreciation to a tree? Ecoterrorist.  

 

This environment concerns itself with the classroom environment, with the only source of wood being the shredded, nailed and mashed bits from the trees. If you think of it, our school is really just a display case for all the other trees to see what happens if they ever act up. We’re watching you trees. And on that note, I'll leave this post here! I love to leave on a happy note. We'll continue on from this into the next post (except for the tree murdering bit) but until then, this continues to be, the Audacious Aspie.     

 

Sources used:

https://www.teachspeced.ca/teaching-strategies-students-special-needs#iprc