BEST PRACTICE GUIDE
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BEST PRACTICE Guide
IMAGE MEMOIRE
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CAROLINE MOREL - FONTAINE
This guide was produced as part of the TEDDIP’s Europe project.
Throughout the project valuable exhanges of good practices took place amongst the professional participants. The guide is based on 9 types of educational activities carried out within the childcare structures dealing with children who exhibit TED* or DIP* syndromes.
This guide is available :
• in 4 languages : French – English – Spanish – Italian • in a downloadable PDF format (free of charge)
from the site : http://alcasal-pocymes.fr/teddipeurope-2
This guide is illustrated and supported by TEDDIP videos, available with French and English subtitles. The links to these videos appear at the bottom of each module. It is also possible to access them directly with the QR-Codes.
This pedagogical work has been achieved through the hard work, enthusiasm and professionalism of a great team of educators.
Thank you to all our young TEDDIP !
Photo and video credits go to Caroline Morel-Fontaine, association Image Mémoire Corps.
*TED : Invasive Developmental Disorders
*DIP : Deep Intellectual Deficit
PAGES
PHOTOS TEDDIP ALBUM 22-23
M4 crEATIvE AcTIvITy 10-11
M5 SPOrT AcTIvITy 12-13
M6 PEDAGOGy 14-15
M7 workshop - CookING ACTIVITY 16-17
M8 THErAPEUTIc PSycHOLOGy 18-19
M9 PSycHOMOTrIcITy 20-21
M3 opeNING To The ouTsIde 8-9
M2 BODy AcTIvITy, BODy & SELf IMAGE 6-7
M1 AuToNoMY IN dAILY LIFe ACTIVITIes 4-5
BEST PRACTICE GUIDE | TEDDIP’Europe
INDEX of MODULES
BEST PRACTICE GUIDE | TEDDIP’Europe
See this module video
M1
AuToNoMY IN dAILY LIFe ACTIVITIes
Environment description
& Means
• Inside and outside
• Room size :
• Inside : class, boarding school, canteen, residential places
• Outside : various tours, theater,
restaurant, museums, etc.; also longer term tours with overnight stay; exchanges with other structures and cultures
External collaboration
Yes and No (depending).
If Yes : public financing and private foundations.
Means
Images to support communication ; cosmetic and hygiene products ; public or private transport ; pedagogical and ludic materials for symbolic games ; materials needed for daily life ; finances (needed for tours) ; individual planning (agenda / register).
Patient profiles
Age range + syndrome : TEDDIP 3-21 years old, light and heavy mental disability and autism.
Duration of the sequence
24 hours.
Frequency
Number of sequences per week : 7.
Minimum number of sequences
Not applicable.
Target group specification
• Maximum size of the group : 2-5 (max 6).
• Age homogeneity : Yes.
• Physical disability accepted : Yes.
Activity operator
Educators, teachers, rehabilitation therapists.
https://youtu.be/GwQ28HHbtuA
Pictures & Videos Caroline Morel-Fontaine
©
General objectives
• To support practical and functional learning through the experiences and understanding in order to increase the motivation and guarantee the progress while adapting social and family environments.
• To support the learning and capacity to apply it in daily life
Specific objectives
• To acquire the level of personal autonomy that is sufficient to act freely in a daily life
• To give knowledge of how to use daily life materials in a proper way
• To acquire a certain autonomy to solve daily life problems (e.g. to know how to change a light bulb; to know how to call the emergency services, etc.)
• To know how to manage social codes adequate for public places and community
• To learn social codes and norms and respect them
• To valorise self-image and increase self-trust
• To learn how to evaluate and prevent risky situations
• To know how to manage the budget for daily expenses using different payment methods
Description of the steps of the activity
Individual programme development and monitoring of the programme.
Example : Alimentation and autonomy during the meals 1. To prepare the meals
2. To set up the table
3. To know the ingredients and to know how to organise a proper meal 4. To use cutlery
5. To behave in a proper manner
6. To clean up the table and the kitchen (dishes)
Limits , constraints , difficulties
There are no limits because autonomy can be learned in a transferable manner during all daily life activities and different social contexts.
Evaluation of the activity
Observation of professional operators ; self-evaluation of the patient and the team; evaluation grid.
M1 | AuToNoMY IN dAILY LIFe ACTIVITIes
CommenTs
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BODy AcTIvITy, BODy & SELf IMAGE
See this module video Environment description
& Means
• Inside room, neutral and calm to create a secure environment
• Inside the institution
External collaboration
No.
Means
Mirrow, shampoo, beauty cream, make up, specific relaxation means (essential oils, music...).
Patient profiles
Age range + syndrome : TEDDIP 4 to 20 years old.
Duration of the sequence
30 min to 1 hour.
Frequency
Number of sequences per week : 1 or 2.
Minimum number of sequences
It depends on the activity.
Target group specification
• Maximum size of the group : 1 person for individual relaxation.
• For aesthetical activity or group relaxation : 6 people maximum.
• Age homogeneity : Yes.
• Physical disability accepted : Yes.
Activity operator
Educator, teacher, psychomotricist.
M2
https://youtu.be/Dyo5kZPE2_I
Pictures & Videos Caroline Morel-Fontaine
©
General objectives
• To achieve a personal state of maximum wellness (relaxation)
• To achieve a better state of self-esteem (aesthetical activity)
Specific objectives
Relaxation
• To achieve a state of maximum relaxation
• To reduce tension in the body (partial or total)
• Awareness of breathing Aesthetical
• To work on body image and awareness of self-esteem
Description of the steps of the activity
Relaxation
• To structure the session through a ritual of entry and exit to provide a space of trust and security
• To diversify the activities according to how the TEDDIP feel about them (positively or not) Aesthetic
• Different activities according to each person’s specific objectives
Limits , constraints , difficulties
• It requires specific means and space
• It requires an emotional state which is not too agitated
Evaluation of the activity
Specific register about the session.
M2 | BODy AcTIvITy, BODy & SELf IMAGE
CommenTs
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See this module video Activity operator
School staff : teachers, educators.
Environment description
& Means
• Inside a classroom and outside
• Room size : A spacious classroom or a setting with instruments adapted to the activities
External collaboration
Yes. The partner should run activities for people without TEDDIP disability.
Means
It depends on the activity : audio-visual instruments, books, artistic materials, pc, cleaning materials.
Patient profiles
Age range + syndrome TEDDIP : Kids and teenagers with disability and mild autism.
Duration of the sequence
2 hours.
Frequency
2 hours per week for a total of 10 months.
Minimum number of sequences
40.
Target group specification
• Maximum size of the group : 20 members.
The group should be with a maximum of 10 persons with disability.
• Age homogeneity is not possible as the group must be formed according to personal abilities.
• Physical disability accepted : Yes.
opeNING To The ouTsIde
M3
https://youtu.be/0Uw3NWGj6lY
Pictures & Videos Caroline Morel-Fontaine
©
General objectives
• The activity aims to valorize the differences and help to know and to understand how disabilities are an opportunity to share plural values.
• The activity is focused on learning with other people with a positive and supporting attitude.
Specific objectives
To enjoy shared experience, to create emotional ties and cooperation, to develop respect and prosocial initiative.
Description of the steps of the activity
At the first step the coordinators of the two organizations to prepare the activity and to describe the characteristics of the patients who are going to participate in the activity group.
At the beginning the activities are introduced by the two coordinators to the group and the first session is dedicated to team building and to understand the program of the activities
and the methodology, the means. After this step, successively, the activity is set up according to the planned timetable.
Limits , constraints , difficulties
Requires a lot of organisation skills and motivation from the 2 coordinators.
Evaluation of the activity
Evaluation session is held every three months with the group and an information session with parents too.
Evaluation tool or method used in the activity
Tools like verbal group sessions, group with parents held by coordinators.
M3 | opeNING To The ouTsIde
CommenTs
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See this module video
https://youtu.be/dSUl6ln2UKk
Environment description
& Means
• Inside
• Room size : depending on the group
• Specifications : A table is needed
External collaboration
Yes. External operators.
Means
Colours.
Patient profiles
Age range + syndrome TEDDIP : All.
Duration of the sequence
50 min - individual ; 90 min - in group
Frequency
Number of sequences per week : 1.
Minimum number of sequences
40.
Target group specification
• Maximum size of the group : 8/9 persons.
• Age homogeneity : Yes.
• Physical disability accepted : Yes.
Activity operator
Psychologist, art therapist.
crEATIvE AcTIvITy
M4
Pictures & Videos Caroline Morel-Fontaine
©
CommenTs
M4 | crEATIvE AcTIvITy
General objectives
The main objective of art therapy is achieving a better state of living, freer and liberated from anxieties.
Art therapy is at the crossroad of the disciplines of art and psychoanalysis.
Art therapy uses images and words but also the process of non-verbal language for the representation of emotions and thoughts.
Consequently,the works produced through artistic methods are the main tool for analysis and intervention.
Art therapy can be proposed both in individual sessions or for collective groups.
Specific objectives
• Developing a greater self-awareness through the recognition of the creative dimension
• Encouraging the growth of self-esteem and self-confidence
• Valorizing a person enhancing the skills and capabilities of young people
• Experiencing playful and pleasant interaction to people fearing social interaction or facing rejection
• Activating the imaginative world and the inner resources of the young
• Facilitating the construction of a more peaceful and cooperative climate in the group
Description of the steps of the activity
Each session is as follows:
Reception : after the greetings, young people are invited to take vision of the work produced during the previous session, to make new comments or to reflect on whether they want to make changes to the work rather than start a new one.
Middle phase : the participants are invited to take a paper and materials and begin work or to continue to be suspended and to experiment with new materials and compositions.
Final phase : teens, after helping the facilitators to store materials, are encouraged to submit their final work to the group if they feel like it, others are invited to pay attention and listen.
How do you evaluate the activity ?
Participants are regularly invited to present their opinions and feelings about working together and on the achievement of objectives.
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Environment description
& Means
• Inside and outside
• Adapted facility
Possible subactivities
Gym, judo, horseback riding, water sport, ping-pong, football, pétanque, basketball, swimming, athletics, skiing, sailing, badminton, biking.
External collaboration
Yes. External sport operators.
Means
Sport equipment.
See this module video Patient profiles
Age range + syndrome : 6-21 years old TEDDIP.
Duration of the sequence
60 min.
Frequency
Number of sequences per week : 1.
Minimum number of sequences
10.
Target group specification
• Maximum size of the group : range 5-10
• Age homogeneity : Yes.
• Physical disability accepted : Yes.
Activity operator
Educator + sport teacher.
https://youtu.be/HT0aSu6W-Is
SPOrT AcTIvITy
M5
Pictures & Videos Caroline Morel-Fontaine
©
M5 | SPOrT AcTIvITy
General objectives
• Boost individual responsibility
• Learn to interact with others while respecting the rules
• Respect other human beings, the environment, equipment...
• Favour autonomy
• Improve motricity - body consciousness
Specific objectives
• Self acceptation and self love
• Promote initiative in actions - Cooperate in the activities
• Stimulate motivation and constant effort
• Show pleasure and self satisfaction
• Help to overcome light difficulties - Boost maturity
• Learn hygiene and health – Accept and follow rules
Limits , constraints , difficulties
• It can be technical specifications
• It can be pedagogical specifications (some diplomas are requested)
Evaluation tool or method used in the activity
It can be in your native language no problem.
Description of the activities
JUDOSpecific objectives : motricity - interaction.
1. Put on the kimono
Possible next steps : practice by himself - fight with someone 2. Stand in a circle and faire le salut at the beginning and the end 3. Do the game and exercises
4. Take off the kimono HORSE RIDING
Specific objectives : Share affection - Confidence and wellbeing through interaction with an animal - Emotional control - Respect security rules - Learn to care for someone
1. Cask and boots
2. Selection the horse / Kid (always the same)
3. Prepare the relationship with the horse : cleaning, brushing, put on the equipment (selle) in the box 4. Walking, riding in the circus, voltige exercises, outside riding
5. Feeding - Take off the equipment - Back to the equipment.
SPECIAL OLYMPICS
Specific objectives : Social integration - Inclusion - Self confidence 1. Select sport
2. Organise between ordinary and TEDDIP schools 3. Training
4. Team outfits
5. Can be one day or one week event
6. Competition will give one winner / one sport 7. Ceremony to present the winner : medal or gift
CommenTs
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PEDAGOGy
Environment description
& Means
• Classroom, T.B.I, digital tablets with adapted software official programs of National Education
• Size of the room: in compliance with the standards of hygiene and security
• Supports: adapted programs (inspired by LSF PECS MAKATON), reading method inspired by the work of Ms. Borel-Maisonny
External collaboration
Yes.Inclusions with the neighbouring public school.
Means
All equipment necessary for good functioning of a classroom with individual desks and last names of each child with more photographs if necessary, individual lockers.
Several tables: traditional and digital.
Computer tablets.
Support paper: class notebooks...
See this module video Patient profiles
Age bracket syndrome TEDDIP : 3-16 years old.
Duration of the sequence
Between 1 h and 1 h 30.
Frequency
Number of sequences per week : 8 half-days a week.
Minimum number of sequences
40.
Target group specification
• Maximal size of the group :
seven children from 6 to 12 years old.
• Age homogeneity : Various.
• Physical disability accepted : Yes.
Activity operator
A specialized teacher.
M6
https://youtu.be/bY2hXzYDC50
Pictures & Videos Caroline Morel-Fontaine
©
General objectives
• Writing a Personal Project Schooling PPS
• Access to the prerequisites
• Mastery of oral and written language
• Favour socialization, access to the citizenship
• Flourish self development
Specific objectives
• Respect of the framework and class rules
• Respect for adults and peers
• Create links with students in ordinary classes, social inclusion
• Solicite for language skills
• Develop the oral and written language as a communication tool
• Develop the autonomy and responsibility
Description of the steps of the activity
The development of the individual programme and its follow-up :
• Childcare from 9:00 to 12:00 and from 13:30 to 16:30
• A first time of school rituals :
Weekdays, months, seasons, weather, parties, development of the day, table of the children present and absent .
• Snack and recess time
• Pedagogical Workshop:
School learning outcomes. In connection with the personal project of each child.
• Afternoons are more focused on extra-curricular activities such as plastic-art workshops, media, inter-generational exchanges (nursing homes and mainstream schools)
Limits , constraints , difficulties
Difficulty of following the official Education programs because there is no specific reference
to special education. Difficulty to adapt traditional learning tools to TEDDIP kids. Learning outcomes are limited by the TEDDIP skills, his / her degree of attention and his / her involvment to return to school learning
Evaluation of the activity
Development of a tool for a clear Evaluation Matrix to each organisation, including assessment items aligned with personal projects.
CommenTs
M6 | PEDAGOGy
BEST PRACTICE GUIDE | TEDDIP’Europe
See this module video Environment description
& Means
• Inside : Cooking workshop, conveys to purchase upstream of the elaboration of the recipe
• Size of the room : in compliance with the standards of hygiene and security
• Supports : recipe books, full of recipe images
External collaboration
No.
Means
Local cuisine, recipe books, pictogram, vehicle for the courses.
Patient profiles
Age bracket syndrome TEDDIP : Any ages.
Duration of the sequence
4 h 30.
Frequency
Number of sequences per week : 1.
Minimum number of sequences
10.
Target group specification
• Maximal size of the group : 6.
• Age homogeneity : Various.
• Physical disability accepted : Yes.
Activity operator
2 educators.
workshop - CookING ACTIVITY
M7
https://youtu.be/3vaKe4lPWuo
Pictures & Videos Caroline Morel-Fontaine
©
M7 | workshop - CookING ACTIVITY
General objectives
• Follow and decrypt, understand the recipe and preparation of the dish
• Realize the meal service according to the codes and uses of an application restaurant
• Learn trades and social codes
Specific objectives
• Respect the rules of work, hygiene and security
• Create social links
• Participate to the cleaning of the kitchen
• Learn how to situate oneself among retail shops or departments
Description of the steps of the activity
Purchases : Follow the shopping list set for the recipe.
Personal preparation : Upon arrival in the kitchen, TEDDIP wash their hands, put on their apron.
Preparation of the material : The participants prepare the necessary material for the preparation of the meal.
Preparation of the meal : Each child has a defined task given by the operator or at his/her initiative (e. g. : preparation of the dessert, preparation of the dish, the entry, dishwashing…).
These tasks are changing at each session.
Meal service :
• The meal is served between 12:00 and 12:30 in the reception room.
All the young people participate in the service that ends at about 13:30
• Tidy up the workshop
• The workshop is clean and tidy (surfaces, ground, dishes, equipment, materials...)
Limits , constraints , difficulties
Reading the recipe can be difficult, as well as following the chronological order of the recipe.
Duration of concentration and attention is sometimes limited.
Evaluation of the activity
Very good pedagogical support, transversal, this activity allows a concrete realization.
CommenTs
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See this module video Environment description
& Means
• Inside
• Room neutral and calm to promote a secure environment
External collaboration
Yes.If no internal professional.
Means
Specific to the therapy.
Patient profiles
Age range + syndrome : TED and DIP.
All ages.
Duration of the sequence
30 min minimum per person.
60/90 min for a group.
Frequency
1 per week (sometimes 2, it depends on the duration of the session).
Minimum number of sequences
Minimum 1 course, 1 year or 40 sessions.
Target group specification
• Maximum size of the group : 10 members
• Age homogeneity : Yes.
• Physical disability accepted : Yes
Activity operator
Psychologist - speech therapist - physiotherapist.
THErAPEUTIc PSycHOLOGy
M8
https://youtu.be/Njk9dafzWPM
Pictures & Videos Caroline Morel-Fontaine
©
M8 | THErAPEUTIc PSycHOLOGy
General objectives
• Promote the integration between the emotional and cognitive dimensions
• Reinforce the sense of identity and self confidence
• To achieve a personal state of maximum relaxation
• To reinforce the level of communication
• Develop and strengthen the level of communication. Verbal and non-verbal.
Specific objectives
It depends on each theraphist and the issues encountered by the TEDDIP :
• Psychologists favour the psychic autonomy and individual expression of the person
• Speech-language pathologists promote communication through verbal and non-verbal tools
• Physiotherapists / physiotherapists work the motor rehabilitation of the TEDDIP
Description of the steps of the activity
• Evaluation and observation of the initial state (from 1 to 3 months)
• Planning of the individual intervention
• Deliver information to the family and other professionals about the responsiveness of the TEDDIP
• Search for specific ressources and necessary tools
• Evaluation of the intervention with the cooperation of the families and the other professionals involved
Limits , constraints , difficulties
• Sometimes the planning can’t be followed
• Sometimes some specific resources need to be created or adjusted to each patient (can take some extra time)
Evaluation of the activity
This depends on each therapy but in general we use : specific assessment tools, interviews, video recor- dings, specific therapeutic tests and operational / visual communication tools (PECS, MAKATON, LSF).
Evaluation tool or method used in the activity
It depends on each therapist, there are standardized evaluation grids. Psychologist (WISC evalua- tion test, Functional assessment scale, EFI or VINELAND, Specific autism tests...).
CommenTs
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See this module video Environment description
& Means
• Inside / Outside : can be both but usually inside
• Room size : Big
• Location specifications : usually indoor
External collaboration
Usually no but depends on the objectives, the help or the advice of the doctor or the psychologist ; physiotherapist is welcome.
Means
Pencils- other : colours, plastic materials for delicate and global motricity.
PSycHOMOTrIcITy
M9
Patient profiles
Age range + syndrome TEDDIP : sensorial, motoric, visual ; 1-20 years old.
Duration of the sequence
30 min to 1,5 hour depending on the age of the child.
Frequency
Minimum 1 per week.
Minimum number of sequences
10.
Target group specification
• Maximum size of the group : 8 members
• Age homogeneity : Not always necessary
• Physical disability accepted : Yes
Activity operator
Psychomotricist- other : sometimes with the help of psychologist or educator for a group.
https://youtu.be/vE3VAtuYw4g
Pictures & Videos Caroline Morel-Fontaine
©
M9 | PSycHOMOTrIcITy
General objectives
Encourage the development of psychomotor maturity respecting the pace of each child.
Specific objectives
• Help to reduce fears and anxiety thanks to the pleasure given by motor activity
• Experiencing self emotions through basic motor activities such as running, throwing, jumping, balance, imbalance, rotating dunk...
• Enjoy motor games and the relational aspects that they involve
• Experiencing spatial orientation and distance in relation to oneself and the environment
Description of the steps of the activity
It depends on the pedagogical line but usually it involves : 1. Arrival ritual
2. Game spontaneous or not 3. Representation
4. Ritual to say goodbye
Limits , constraints , difficulties
This activity requires a big room and specific material for promoting delicate and global motricity.
Evaluation of the activity
Specific evaluation table both for the beginning and the end of the course.
Evaluation tool or method used in the activity
It depends on each professional.
CommenTs
BEST PRACTICE GUIDE | TEDDIP’Europe
TEDDIP ALBUM
CAROLINE MOREL - FONTAINE [email protected]
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Videos
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IMAGE MEMOIRE
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CAROLINE MOREL - FONTAINE [email protected]
