Title: Teachers Guide to Selective Mutism
Type of the resource: Handbook/Guide/Manual
Funded by: Child Mind Institute
Authors:
Type of disability: ALL TYPES
Target education level: Early childhood
Primary education
Language(s): English
IPR: Yes
OER: Yes
Overall objectives of the inclusive learning resource
Inclusive learning intervention logic: (What are the overall broader objectives to which the action will contribute?)
Selective mutism (SM) is an anxiety disorder that affects children in school, where they find themselves unable to speak, though they speak comfortably at home. In this guide we explain what selective mutism looks like in the classroom, and advise teachers on how to approach parents if you are concerned a student might have the disorder. We also offer tips for encouraging kids with SM to participate and verbalize, strategies for handling testing and advice on what to do if you learn you will be getting a student who has struggled with SM in the past.
Objectively verifiable indicators of achievement: (What are the key indicators related to the overall objectives?)
Sources and means of verification: (What are the sources of information for these indicators?)
Risks and Challenges:
Specific purpose of the inclusive learning resource
Inclusive learning intervention logic: (What specific objective is the resource intended to achieve to contribute to the overall objectives?)
The disorder often isn’t discovered until a child first starts going to school and his teacher notices that something is wrong. Parents might not realize their child has trouble speaking around other people since talking is not a problem at home. Or they may think that their child is shy, but not realize just how impairing their child’s anxiety really is.
Objectively verifiable indicators of achievement: (Which indicators clearly show that the objective of the actions/resource has been achieved?)
Sources and means of verification: (What are the sources of information that exist or can be collected? What are the methods required to get this information?)
Risks and Challenges: (Which factors and conditions outside the user's responsibility are necessary to achieve that objective? (external conditions)) Which risks should be taken into consideration?
Expected results on implementation of the resource
Inclusive learning intervention logic: (The results are the outputs envisaged to upscale. What are the expected results?)
Objectively verifiable indicators of achievement: (What are the indicators to measure whether and to what extent the action/resource achieves the expected results?)
Sources and means of verification: (What are the available sources of information for these indicators?)
Risks and Challenges: (What external conditions must be met to obtain the expected results on schedule?)
Activities
Inclusive learning intervention logic: (What are the key activities to be carried out and in what sequence in order to reach the expected results?)
What Is Selective Mutism?
Signs a Child Might Have SM
What Isn’t SM?
Sharing Concerns With Parents
How SM Is Treated
Tips for Helping Kids Talk
Strategies for the Classroom
Rethinking Testing
Helping a New Student Already Diagnosed With SM
Objectively verifiable indicators of achievement: (What are the means required to implement these activities, e.g. personnel, equipment, training, studies, supplies, operational facilities, etc.)
Sources and means of verification: (What are the sources of information about action progress?)
Risks and Challenges: (What pre-conditions are required before the use of the resource starts? What conditions outside the user's direct control have to be met for the implementation of the planned activities?)
Attachment:
URL: http://www.infocoponline.es/pdf/SELECTIVEMUTISM.pdf
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