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Ms. Sehgal’s Classroom Edit display name

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The two iPods I'm asking for will allow my Instructional Assistants and me to run Catalyst Client, a program that simultaneously tracks data on our students' social, behavioral, academic, and self-regulation targets. After researching the best technology for teaching students with Autism, I purchased Catalyst Client because of its capacity to gather data, tie that data to learning outcomes, and make those starting and finishing positions immediately accessible to general education teachers. In essence, this technology takes my students in leaps and bounds toward the ultimate goal of full inclusion. What this looks like: Let's imagine one of my boys, let's refer to him as Tony, is working on greeting peers. Our class is walking down the hallway to the library, and Tony spontaneously waves and says, "Hi!" to another student who is going to get a drink of water and the student waves back. Even though this is something we have been working on in our room, it's surprising to all of us when he engages with this student who is not in our class. With the click of a button, an iPod on hand with Catalyst records Tony's progress toward this target, and even the time, location, and peer he chose to interact with. When I collaborate with the general education teachers, I will take this information, along with other stored data about Tony's interests and reading skills. We will look at this collection of data points to design opportunities for Tony to successfully enter into the general education classroom. In the future, that peer who was going to drink water might be Tony's first reading partner when we phase him into a general education setting.

About my class

The two iPods I'm asking for will allow my Instructional Assistants and me to run Catalyst Client, a program that simultaneously tracks data on our students' social, behavioral, academic, and self-regulation targets. After researching the best technology for teaching students with Autism, I purchased Catalyst Client because of its capacity to gather data, tie that data to learning outcomes, and make those starting and finishing positions immediately accessible to general education teachers. In essence, this technology takes my students in leaps and bounds toward the ultimate goal of full inclusion. What this looks like: Let's imagine one of my boys, let's refer to him as Tony, is working on greeting peers. Our class is walking down the hallway to the library, and Tony spontaneously waves and says, "Hi!" to another student who is going to get a drink of water and the student waves back. Even though this is something we have been working on in our room, it's surprising to all of us when he engages with this student who is not in our class. With the click of a button, an iPod on hand with Catalyst records Tony's progress toward this target, and even the time, location, and peer he chose to interact with. When I collaborate with the general education teachers, I will take this information, along with other stored data about Tony's interests and reading skills. We will look at this collection of data points to design opportunities for Tony to successfully enter into the general education classroom. In the future, that peer who was going to drink water might be Tony's first reading partner when we phase him into a general education setting.

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