Assistive technology

Assistive technology can be helpful for individuals with disabilities in order to perform functions that might otherwise be difficult or impossible.  This may include mobility devices such as walkers and wheelchairs or programs or accessories to use with computers. 

I can see many uses of assistive technology in the classroom for children with disabilities.  The accommodations can be as basic as having a larger keyboard or larger font for children with visual disabilities or a microphone to use when teaching for children with hearing loss. 

I think that it would be important for me as a teacher to learn about all of the available options available with assistive technology.  I would then be able to be trained on the best way to use the materials to accommodate the child with disabilities.  The assistive technology used would depend on the individual needs of the child.

Resources:

http://www.washington.edu/accessit/articles?109

Task analysis

The task analysis I chose for my focus child is opening a milk carton.  He buys lunch everyday and has a hard time getting his milk open.  This can also be used with the other children in the classroom.  I always have the children try with verbal prompts before I will open it for them.  The pictures will help them break down the steps visually and follow along.  The steps will use forward chaining to open the carton.

1. Put a hand on each side of the milk carton.
2. Hold the milk carton with your hands.
3. Use thumbs to push tabs back.
4. Use fingers to push tabs forward.
5. Grasp middle of tab with pointer and thumb.
6. Pull middle of tab forward.

Cook, Ruth E., Klein, Diane & Tessier, Annette. (2008).  Adapting Early Childhood Curricula for Children with Special Needs.

Communication skills

          My child’s area of delay is speech and language. Therefore, communication strategies are important to use in the classroom.  The children and adults in the classroom have a hard time understanding him when he speaks.  He substitutes /p/ for /f/, /r/ for /l/, and omits sounds in consonant blends. He also uses incorrect pronouns and language.  We have taught the whole class many signs to use and he uses these signs throughout the day.

            He is usually taken out of the classroom twice a week to work with the school’s speech pathologist.  She is currently working on helping him produce /s/ blends.  She has also worked on him remembering colors, shapes, time concepts, and location concepts.  He will usually grasp most of these concepts by the end of the lesson, but cannot remember them long term.

            All of the communication strategies are used in the classroom and by the speech therapist.  We encourage communication throughout the day.  Choices are always offered in the classroom.  Commenting and expanding are used most often used strategies.  The text recommends speaking clearly and not too fast.  I also always try to make eye contact when repeating or expanding his sentences. 

Cook, Ruth E., Klein, Diane & Tessier, Annette. (2008).  Adapting Early Childhood Curricula for Children with Special Needs.

Motor skills

The focus child in my classroom has typically developing motor skills.  He has continued to develop skills using gross and fine motor skills throughout the school year.  The text recommends offering opportunities to practice.  The classroom is filled with a variety of activities that promote using large and small muscles. 

He participates in center activities such as puzzles, peg boards, sand/ water table, blocks, playdough, etc.  He also participates in activities for gross motor skills such as dancing, climbing, sliding, balancing, and running.  The playgroud offers the time and space to practice these skills everyday. 

He has progressed in writing the letters in his name.  He was not able to form any letters when he first started school.  He is still working on forming the letters and writing them in the correct order. His cutting skills have also improved.

He has a lot of opportunities to practice self-help skills.  He is able to feed himself and put on clothes.  He is able to button his clothes and continues to work on zippering his jackets. 

Cook, Ruth E., Klein, Diane & Tessier, Annette. (2008).  Adapting Early Childhood Curricula for Children with Special Needs.

Social stories

I think that social stories are great tools to use in the classroom.  I have made books for children who have challenging behaviors.  I read it to the class and then leave it in our reading corner to use when needed.  The children like to read them because they are usually simple and they can relate to the content.

My focus child has a speech delay.  The social story will be about communication.  I will provide pictures for common signs that may be needed in the classroom.  I will also provide the words for those signs.  For example, I will put in the sign for stop and write the word under it.  I will then write a sentence about the sign and word.  The whole class will be able to use this book and it will provide another means of communication in the classroom. 

Goals imbedded into activities

The goals of the focus child should be worked into daily routines and activities.  Learning opportunities should be set up in the classroom.  The most meaningful activities will originate during the natural play process.  These activities should be planned for by the teacher for specific learning objectives.

Daily routines, activities, and the environment should be set up with a child's goals in mind.  For instance, a teacher may choose to use a picture schedule as part of the morning routine to help a child sequence the day.  Individual, small group, and large group activities can be planned specifically for children's needs.  The schedule or environment may need to be adapted.  A child who is overwhelmed may need the lights dimmed to help keep him calm.  The teacher should set aside a quiet area away from other activities for children to visit if needed. 

Learning centers can be set up or adapted to help reach certain goals.  Materials may be chosen based on the children's interests and learning needs. If a child needs practice using fine motor skills, playdough and tools could be set up at the tables.  Children could practice pouring at the water table.  "Embedded learning opportunities, or those activities that originate out of natural play behavior, are very appropriate" (Cook, Klein, Tessier, 2008, p. 129). 

The teacher should be aware of the child's goals during the planning process.  The teacher can choose activities and learning opportunities based on the child's needs.  The teacher can modify plans after evaluating the child's interests and success rates. 

Cook, Ruth E., Klein, Diane & Tessier, Annette. (2008). Adapting Early Childhood Curricula for Children with Special Needs.

The importance of the collection of progress on IEP goals

It is important to document a child's progress toward his IEP goals.  Special education teachers and therapists keep notes and record progress during each session.  This allows them to determine if adjustments need to be made to teaching methods, changes need to be made to the goals and/or objectives, and to analyze a child's progress.

Professionals may need to adjust their teaching plans as they get to know the child.  They may learn a child's preferred learning styles.  The teachers can then adapt the curriculum to fit the child's method of learning.  Professionals will also learn about a child's interests and personality and can use this knowledge to improve interest in lessons. 

The objectives may need to be simplified if they are too difficult.  Some objectives may need to be added or deleted.  It may also be determined that a child needs more or less time to complete the tasks.  Professionals should make sure that the child is able to be successful when attempting tasks (Cook, Klein, Tessier, 2008). 

A collection of progress documentation allows professionals and parents to analyze a child's progress.  They can track progress and determine new needs and strengths.  Professionals are also able to reflect on lessons to determine if they were successful.  This documentation can be used during transitions to acquaint new teachers and therapists to past services and the child's progress and current levels.

It is important for professionals to take notes and monitor progress during each session with the child.  This documentation can verify that services are being implemented as intended.  This information can be used to update objectives and goals and track a child's progress.

Cook, Ruth E., Klein, Diane & Tessier, Annette. (2008). Adapting Early Childhood Curricula for Children with Special Needs.