Time is not always on our side when it comes to completing classroom responsibilities. So many things to do and so little time to do them! How can we get it all done?
Welcome to the idea of embedded scheduling! Infusing content areas into a variety of activities help with addressing time efficiency to manage learning, behaviors, and on-task time.
Embedded scheduling is so important for:
- Time efficiency.
- On-task behaviors decrease negative off-task behaviors.
- Addressing generalization of skills.
- Building background knowledge.
- Increasing communication opportunities.
- Including literacy skills in daily lesson plans and activities.
- Increasing teacher motivation.
- Increasing student motivation.
Creating a framework to provide integration is vital to maximizing student participation and learning. Planning ahead is key to embedding instruction. Don’t think that learning, comprehension, and generalization happen by accident. You must plan, organize, and prepare any embedded activities. It is vital to address strategies that support active engagement during activities.
So what does that look like? Create a chart to guide your organization. Pre-plan and organize! Check out the example below.
Embedding Scheduling Planning Form
Unit Topic:
Be sure to address communication and physical access to ALL activities!
| Event | Communication Opportunities | Literacy | Math | Socialization/ Inclusion Opportunities | IEP objectives | Generalization opportunities |
| Arrival | ||||||
| Breakfast | ||||||
| Morning Meeting | ||||||
| Literacy Activity | ||||||
| Math Activity | ||||||
| Recess | ||||||
| Science Activity | ||||||
| Lunch | ||||||
| Encore Class (Art, music, PE, etc.) | ||||||
| Social Studies | ||||||
| Afternoon Meeting/ Dismissal |
Pre-planning on paper is crucial but hands-on preparation makes it happen! We must ensure that student access to specific activities and individualized communication methods are set up and ready to go. Precious time can be wasted when materials, students, and staff are not ready. If students use some form of tactile, picture, object, or voice output communication, these methods should be set up and ready to use at a moment’s notice in a variety of settings and activities. In addition, it is important to determine how IEP goals and skills will be addressed through any generalization opportunities.
Can we make all of this happen alone? Yes, but you will certainly be headed down ‘Burnout Highway’! Take advantage of collaborative opportunities. Each school has access to a variety of support staff, including Physical Therapists, Occupational Therapists, Speech, Teachers of the Visually and Hearing Impaired, etc. Paraprofessionals and Interveners are also an integral part of classroom routines and activities. We need to develop and nurture the classroom team (teachers, paraprofessionals, and Interveners).
Paraprofessionals are the VIPS! They are there to:
- Support the teacher.
- Address self-care skills.
- Address and carry-out behavior management plans.
- Promote time on task and engagement.
- Act as communication partners to students who use alternative methods of communication.
How do we guide paraprofessionals to become assets in the classroom?
Teach them:
- Technology.
- Terminology.
- Methodology.
- Behavior techniques.
- Distinction between communication partners and communication facilitators.
- Communication support strategies.
Teamwork makes the dream work! Working together is vital to ensuring our students are provided with the most effective learning opportunities. We just have to tap into the wonderful resources right at our schools!
Embedded scheduling can be an effective way to provide concept development activities for students with DeafBlindness. We can guide them towards independence, more effective communication, and increased generalization in all skill areas through planning and preparation. If you have used embedded scheduling plans, please share your experiences in the comment section below!
Julie Brickhouse, M.Ed., NBCT
Technical Assistance Consultant
ECU Teacher Support Program for Learners with DeafBlindness