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Assistive technology is any device that allows a child with disabilities to succeed in the classroom. This could be an adapted toy, a software program that aids communication, or a seat or piece of gross motor equipment.
A regular classroom with consultation and support from the resource specialist is usually the most appropriate placement for a child with a mild learning disability. The teacher and resource specialist work together to provide curriculum adaptations.
Building a warm-up time into the lesson plan can help children settle in for learning. A warm-up time may include a quick set of exercises, an attention-getting activity, or a story. An effective lesson plan includes activities designed to eliminate or reduce unwanted behaviors.
Children are more likely to respond to and understand class rules that they helped develop. Keep the rules clear and simple and limit them to no more than five. Make a poster and display it in a prominent place. Refer back to the class rules often.
A final step in the lesson planning process should include an evaluation of the lesson’s effectiveness. Making notes allows the teacher to make improvements and modifications.
Reinforcers are prizes or privileges students can gain by earning points. Every student is aware of the reinforcer and is allowed to participate.
Many teachers use a talking stick or other teaching device to teach children turn-taking in conversation. A talking stick is any stick, wand, or homemade tool that the children hold while they are talking. Only the person holding the talking stick may talk and when he’s finished, he passes it to the next person. The visual and physical reminder the talking stick provides is often very effective in eliminating verbal outbursts. If a child forgets simply say, “Oops, who has the talking stick right now? Thank you for waiting your turn.”
Multiple choice questions with an answer key are an example of a test that can teach. A spelling bee or game show-type test may also provide learning, but multiple choice tests are specifically designed to clarify information and provide instruction.
Sebastian’s teacher can help him by monitoring his behavior and stepping in when he becomes agitated. A cozy corner is a box, bean bag, or other area in the room designated as a quiet place to go to calm down. Cozy corners are often stocked with small fidget toys, books, and stuffed animals. The teacher can calmly talk with Sebastian, helping him to feel safe and offering alternatives to angry outbursts.
Working with the special ed teacher to adapt the curriculum to Isabella’s level of learning will help her access the curriculum. Reviewing curriculum from a lower grade level is a good way to get ideas on making adaptations, but if Isabella is to catch up, she should be studying the same concepts as her peers.
Setting clear expectations, providing adequate structure, and promoting mutual respect sets a tone for a peaceful, happy classroom. Making learning fun and inviting is also important, but promoting a party-like atmosphere is usually asking for trouble. Most children benefit from some structure.
Posters that provide visual and written cues for basic skills are called strategy boards. Teachers use them to provide basic information, such as how to format a paragraph, how to sound out words, or how to take a test.
Mrs. Mueller turns off the fluorescent lights because she knows some children are overstimulated by them. Relying on natural light and table lamps creates a more relaxing, home-like atmosphere that children and teachers prefer.
Mrs. Williams allows Bobby to use the computer to learn because research has shown that children with ADHD can sometimes learn better using digital technology.
Motor breaks are frequent breaks to stretch and exercise and they allow Duncan to focus. Children learn best when they are taught in an active, physical learning environment. Motor breaks are especially important for children with ADHD or SID.
As part of orientation, Mrs. Williams will show the students where to put their things and provide instructions on lining up.
Mrs. Simonton can help her students prepare for the fire drill by explaining what a fire drill is. She can calmly show the children how to line up and move to the destination outdoors before the fire drill. If she approaches it as an interesting, positive thing, the students are less likely to be frightened.
In a developmental classroom, the teacher serves as a mentor and collaborator and students actively participate in learning. Teachers actively engage in learning and relationship-building with the children. They allow choice, within structure, and promote high expectations.
A successful contingency contract should have specific goals and a timeline outlined, as well as potential consequences or rewards. Parents should be informed of the contract and the contract should be discussed with the child in private.
An obstacle course, as used by occupational therapists and special ed teachers, is a series of motor activities designed to warm up the body and mind and reach specific objectives for motor development. Obstacle courses are often planned in conjunction with a specific theme or learning concept.
Mrs. Matthews shows children how to do a project or assignment, which is an example of modeling the process.
Providing warm-up exercises before a snack may help Katie eat more successfully.
Use paraprofessionals effectively by training them and providing necessary information. Don’t give the classroom aide the jobs you don’t want to do, but share in the “dirty work.” Develop trust and open communication and challenge her to grow professionally. Handle conflicts quickly and respectfully, treat her as an equal, and give her additional challenges as she gains experience.
Individual mats or a carpet divided into separate squares will delineate personal space and make it easier for Cori to sit still during group time. Many young children seem unaware of personal space or frequently touch their friends. Other options include using a cube chair or giving Cori a fidget toy to provide some sensory input during group time.
A subtle hand signal is a good way to indicate a need for a break. Many teachers use hand signals to check in with students, as well, without alerting the other children.
