Maribel: Strategies and Adaptations to Ensure Engagement (Total Points = 35) Part 1 - Description of...

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Maribel: Strategies and Adaptations to Ensure Engagement (Total Points = 35) Part 1 - Description of Child: Read only. Maribel is a 5-year old girl with Down Syndrome which causes her to have a mild to moderate intellectual disability. She has a pleasant personality and likes going to school. Maribel is well-liked by her classmates. Sometimes they want to help her 'too much' and she is happy to let them. She doesn't get upset very often, but when she does, she has been known to bite other children to communicate her frustration. Maribel only uses single words or two-word combinations to communicate. If others use short, simple sentences, she appears to understand most of what is spoken to her. She recognizes her name in print. She has a conductive hearing loss and wears one hearing aid on her better ear, which seems to help. She has trouble coordinating her fingers in fine motor activities. Although she enjoys outdoor play, she has a problem keeping up with the other children on the playground due to her low muscle tone and short stature. She has a short attention span and is easily distracted. Three of Maribel's Goals: 1. Increase her expressive language skills 2. Write her name independently 3. Manage feelings such as anger and frustration in age-appropriate manner Part 2 - Strengths and Challenges: Add to the lists below. After reading the description of Maribel above, what do you consider her strengths or things that you can build on? What do you consider her challenges or areas of concern? List them in the columns below. A few have been listed for you in each column to help get you started. List at least two (2) more for each column. (15 pts) Areas of Strength that the Teacher can Build on Her intellectual disability is only mild to moderate so she is able to learn many things. She has a pleasant personality. . Challenges and Areas of Concern She bites when frustrated. She communicates with only single words or 2-word combinations even though she is 5 years old. Monitoring Communicative Input Teacher adjusts his/her voice or communication: Simplify the vocabulary words Use shorter sentences Slow down or pause speech Vary intonation to show enthusiasm and cue the child to the next activity 2. Peer-Mediated Strategies First Teachers need to: 1. Carefully select typically developing peers 2. Teach the peers how to interact with their classmates with disabilities 3. Encourage peers not to give up 4. Provide structured activities for children to interact 5. Provide support to the children during the activities 4. Specific Naturalistic Strategies Naturalistic strategies take advantage of the natural environment to support learning. Examples include: Incidental teaching - "teachable moments"; these are always child-initiated Time delay - briefly wait for child to initiate an action or an interaction Interrupted routine make silly mistakes and wait for child's response Part 3 - Adaptations and Strategies to Ensure Engagement: Explain what you would do. As Maribel's teacher, describe what you will do for her so that she can participate in each classroom activity on the daily activity schedule below. Think about her strengths, her challenges, and her goals. Are there any changes or modifications that need to be made to the environment, to the materials or to the instructional strategies? If so, explain and write your answers in complete sentences. Write two (2) adaptations for Maribel for each activity. If you think that no changes are necessary, then explain why in complete sentences. Activity 1 is done for you as an example. Complete activities 2-5 on the worksheet. There are many different correct answers for each one. (20 points) Daily Activity Activity 1 (Example): Circle time. Children are gathered on a large rug in the classroom. The class goes over the schedule for the day and sings a 'good morning song'. Then the teacher reviews the major theme for the week. This week's theme is "Thanksgiving". Activity 2: Learning Center for Fine Motor Skills. A learning center is set up in the classroom for 2-4 students to use at one time. It includes the following activities: stringing beads, making letters out of play dough and using hammering sets to pound pegs through a board. Activity 3: Snack Time. The children sit around tables and the snack is served 'family style', which means each child takes a turn serving him/herself using a measuring cup with a handle. On this day, the snack is fish crackers and a small pitcher of juice that each child will pour into their own glass. Planning for Maribel - Adaptations I would make sure that her better ear with the hearing aid is facing the music and the teacher's voice. I would use visuals - (photographs of Thanksgiving symbols like a turkey and people gathered around a table eating) - when discussing the theme because children with Down Syndrome learn better with visual prompts. I would let Maribel hold the pictures to keep her engaged in the activity and be less likely to get distracted. (This is an example - complete activities 2-5) Activity 4: Small Group Instruction. Four to five children sit at a U-shaped table with the teacher. This week, the teacher is using a Bingo game with poker chips and large cards so children will practice recognizing alphabet letters. Activity 5: Transition Activity - Lining up to go out for recess. The students get their coats and line up at the classroom door to go out for recess. **** *(Make sure that you address and modify the transition time; not the recess time) Exceptionality Developmental Delays; Intellectual Impairment Autism (ASD) Self-Care Strategies for Children with Special Needs Snack Time 1. Establish a consistent routine with clear language - use the same terms everyday 2. Use backward chaining when learning a new skill. Use hand over hand and then child do last step himself. Use placemats with designated spots for dishes and utensils 3. 4. Use picture icons to allow child to choose his snack Position with feet flat on the floor 5. 6. Sit in the seat backwards 7. "Wake up" the child's face or use spicy, tart, sour, or cold foods 8. Use adaptive utensils or child-size utensils 9. Try different cups that are easy for child to manipulate 10. Communicate with pictures or sign language 11. Practice handwashing, tooth brushing, cooking and clean-up during snack time (applies to all children) 1. Slow rocking or swinging before snack can calm child for snack 2. Use calm music during snack 3. Consistently expose child to a variety of foods 4. Break into small steps when trying a new food 5. 6. Be gentle but persistent May be able to mix a new taste or texture with an acceptable food 7. Even if a child will not eat a food, encourage him to touch it and serve it to others 8. Oral motor toys can decrease tactile defensiveness 9. Use predictable routines 10. Use picture icons on the daily schedule 11. Food shaped like letters may work - alphabet soup or macaroni 12. Brush teeth without paste first; try an electric brush 1. Allow more time 2. Provide very specific verbal cues 3. Model the expectation first 4. Classroom Transitions Perform dressing and undressing in the same order each time and give verbal descriptions during the task Use backward chaining Use picture cues to clarify the transition - playground for recess; school bus for going home 7. Use clothing that is easy to get off and on 5. 6. 8. Can adapt zippers with large rings 9. Incorporate singing to explain steps in a transition 10. Have children hold a rope while walking in line 11. Use a picture board schedule 12. Use a photo of child instead of word to designate where she is supposed to be 1. Provide a picture schedule and discuss ahead of time; place the pictures in see-through pockets so that they can be handed to the child to reinforce the transition 2. 3. Do dressing and undressing in the same routine every time Use black and white drawings on picture cards 4. Be consistent with words used to communicate transitions 5. Use songs to cue a transition is coming 6. Model the behavior in an exaggerated way 7. May need to use hand over hand 8. Let the child flash the lights to signal a transition 9. Use calm music for rest time - music without words is best 10. Calm sensory input-weighted vests; cocooning in a blanket 11. When transitioning to centers - bring object from next center to encourage the change 12. Use positive reinforcement when the transition goes well Exceptionality ADHD Visual Impairments 1. 2. 3. 4. 5. 6. Snack Time Give clear expectations and limits for seating Give small amounts of food at a time to discourage eating too fast Eat in a quiet, non-distracting part of the classroom Offer appropriate food during snack time and then remove them when snack time is over- do not get into power struggles Try offering food gradually Consider the timing of the medication with the time for snack 7. Use a timer 1. Establish familiar routines 2. Set up snack in a familiar pattern 3. Use a placemat to define the eating area 4. Teach child to replace items in routine position so that he can find them again 5. Cue the child with verbal or tactile prompts 6. Gradually phase out adult assistance 1. Post a picture schedule 2. Remind child what comes next 3. Reduce waiting time for the child; have everything well-planned 4. Plan an outdoor, active time when the child first arrives to use up some of the physical energy Classroom Transitions 5. Incorporate movement into transitions - skipping, walking like a robot, making facial expressions 6. Give advance warning of a change 7. Bring child back to a central area between activities to re-group Make sure there is enough space between children when transitioning 8. 1. Assign cubby at the end of the row and mark it with a tactile cue such as sandpaper or Velcro 2. Give child verbal information about the location of items in the room Use rug a child 3. as 'home base' to be a reference point the 4. Model/teach the child how to ask for help from a peer 5. Define the areas of the room by using different floor coverings 6. Glue Velcro strips to the wall and furniture to serve as a guide 7. Allow child extra time to complete transitions 8. Make sure the room is safe-pad sharp corners; remove clutter 9. Use consistent auditory cues to indicate transition time Exceptionality Orthopedic and Motor Problems Snack Time 1. Positioning is everything; work with the OT and PT for proper alignment and suggestions 2. 3. Use adaptive cups, dishes and utensils - individualize Use non-slip material under dishes to reduce slipping 4. Use a Velcro cuff with a pocket for utensils 5. Weighted utensils can be helpful for poor coordination 6. Manually provide jaw support as needed for eating and drinking 7. Use foods with various textures and tastes 8. Use picture icons so child can indicate choice of snack 9. Liquids may need to be thickened to aid in swallowing 10. Use hand over hand 11. Hang a mirror near the table so child can check face for cleanliness 12. Use non-breakable dishes Classroom Transitions 1. Use coat hook and cubby at end of the row to give more space 2. Make everything wheelchair accessible with clear pathways 3. Put affected arm in jacket first and take it out last 4. Child may need more support when dressing - use chair, beanbag, or sit on floor or against wall 5. Ask child in wheelchair to go first and be the helper by holding door for others 6. Tape down rugs and carpets 7. Do transitions in small groups; let child with motor problems go with one group and come back with another 8. Provide child with a way to signal that she is ready to move - bell 9. Let other children assist with transition under adult supervision 10. Simplify dressing by doing it in same order each time; use backward chaining Promoting Acceptance Just because a child is placed in an inclusive setting, does not mean the child will be accepted. Teachers must be intentional to make acceptance happen. Prepare the students ahead of time Read books and stories; watch videos have discussions Structure social and cooperative learning activities GIRAFFES CAN'T DANCE Giles Andreae Guy Parker-Rees Invite parent as guest speaker Make sure children with disabilities are represented in toys, displays, materials, and media Providing Prompts 1. Direct verbal prompts "Turn it the other way." 2. 4. Model prompts I'll do this one; and you do that one." 3. Physical prompts - hand over hand; guide an elbow Spatial prompts placing an object in a location that will more likely increase the desired response. Example: Put paper towels near the sink. 5. Visual/pictorial prompts - use pictures, symbols, or colors 6. Cued prompts - "Pick up your spoon. It's time to eat", while pointing at the handle of the spoon Accepting Different Levels and Types of Participation These allow a child with special needs to be more engaged in group activities: Partial participation: Accepts a partial response Teacher accepts a one-word response instead of a whole sentence response Adapted participation: Child uses an alternative means to participate Child uses a communication board instead or oral language Maribel: Strategies and Adaptations to Ensure Engagement (Total Points = 35) Part 1 - Description of Child: Read only. Maribel is a 5-year old girl with Down Syndrome which causes her to have a mild to moderate intellectual disability. She has a pleasant personality and likes going to school. Maribel is well-liked by her classmates. Sometimes they want to help her 'too much' and she is happy to let them. She doesn't get upset very often, but when she does, she has been known to bite other children to communicate her frustration. Maribel only uses single words or two-word combinations to communicate. If others use short, simple sentences, she appears to understand most of what is spoken to her. She recognizes her name in print. She has a conductive hearing loss and wears one hearing aid on her better ear, which seems to help. She has trouble coordinating her fingers in fine motor activities. Although she enjoys outdoor play, she has a problem keeping up with the other children on the playground due to her low muscle tone and short stature. She has a short attention span and is easily distracted. Three of Maribel's Goals: 1. Increase her expressive language skills 2. Write her name independently 3. Manage feelings such as anger and frustration in age-appropriate manner Part 2 - Strengths and Challenges: Add to the lists below. After reading the description of Maribel above, what do you consider her strengths or things that you can build on? What do you consider her challenges or areas of concern? List them in the columns below. A few have been listed for you in each column to help get you started. List at least two (2) more for each column. (15 pts) Areas of Strength that the Teacher can Build on Her intellectual disability is only mild to moderate so she is able to learn many things. She has a pleasant personality. . Challenges and Areas of Concern She bites when frustrated. She communicates with only single words or 2-word combinations even though she is 5 years old. Monitoring Communicative Input Teacher adjusts his/her voice or communication: Simplify the vocabulary words Use shorter sentences Slow down or pause speech Vary intonation to show enthusiasm and cue the child to the next activity 2. Peer-Mediated Strategies First Teachers need to: 1. Carefully select typically developing peers 2. Teach the peers how to interact with their classmates with disabilities 3. Encourage peers not to give up 4. Provide structured activities for children to interact 5. Provide support to the children during the activities 4. Specific Naturalistic Strategies Naturalistic strategies take advantage of the natural environment to support learning. Examples include: Incidental teaching - "teachable moments"; these are always child-initiated Time delay - briefly wait for child to initiate an action or an interaction Interrupted routine make silly mistakes and wait for child's response Part 3 - Adaptations and Strategies to Ensure Engagement: Explain what you would do. As Maribel's teacher, describe what you will do for her so that she can participate in each classroom activity on the daily activity schedule below. Think about her strengths, her challenges, and her goals. Are there any changes or modifications that need to be made to the environment, to the materials or to the instructional strategies? If so, explain and write your answers in complete sentences. Write two (2) adaptations for Maribel for each activity. If you think that no changes are necessary, then explain why in complete sentences. Activity 1 is done for you as an example. Complete activities 2-5 on the worksheet. There are many different correct answers for each one. (20 points) Daily Activity Activity 1 (Example): Circle time. Children are gathered on a large rug in the classroom. The class goes over the schedule for the day and sings a 'good morning song'. Then the teacher reviews the major theme for the week. This week's theme is "Thanksgiving". Activity 2: Learning Center for Fine Motor Skills. A learning center is set up in the classroom for 2-4 students to use at one time. It includes the following activities: stringing beads, making letters out of play dough and using hammering sets to pound pegs through a board. Activity 3: Snack Time. The children sit around tables and the snack is served 'family style', which means each child takes a turn serving him/herself using a measuring cup with a handle. On this day, the snack is fish crackers and a small pitcher of juice that each child will pour into their own glass. Planning for Maribel - Adaptations I would make sure that her better ear with the hearing aid is facing the music and the teacher's voice. I would use visuals - (photographs of Thanksgiving symbols like a turkey and people gathered around a table eating) - when discussing the theme because children with Down Syndrome learn better with visual prompts. I would let Maribel hold the pictures to keep her engaged in the activity and be less likely to get distracted. (This is an example - complete activities 2-5) Activity 4: Small Group Instruction. Four to five children sit at a U-shaped table with the teacher. This week, the teacher is using a Bingo game with poker chips and large cards so children will practice recognizing alphabet letters. Activity 5: Transition Activity - Lining up to go out for recess. The students get their coats and line up at the classroom door to go out for recess. **** *(Make sure that you address and modify the transition time; not the recess time) Exceptionality Developmental Delays; Intellectual Impairment Autism (ASD) Self-Care Strategies for Children with Special Needs Snack Time 1. Establish a consistent routine with clear language - use the same terms everyday 2. Use backward chaining when learning a new skill. Use hand over hand and then child do last step himself. Use placemats with designated spots for dishes and utensils 3. 4. Use picture icons to allow child to choose his snack Position with feet flat on the floor 5. 6. Sit in the seat backwards 7. "Wake up" the child's face or use spicy, tart, sour, or cold foods 8. Use adaptive utensils or child-size utensils 9. Try different cups that are easy for child to manipulate 10. Communicate with pictures or sign language 11. Practice handwashing, tooth brushing, cooking and clean-up during snack time (applies to all children) 1. Slow rocking or swinging before snack can calm child for snack 2. Use calm music during snack 3. Consistently expose child to a variety of foods 4. Break into small steps when trying a new food 5. 6. Be gentle but persistent May be able to mix a new taste or texture with an acceptable food 7. Even if a child will not eat a food, encourage him to touch it and serve it to others 8. Oral motor toys can decrease tactile defensiveness 9. Use predictable routines 10. Use picture icons on the daily schedule 11. Food shaped like letters may work - alphabet soup or macaroni 12. Brush teeth without paste first; try an electric brush 1. Allow more time 2. Provide very specific verbal cues 3. Model the expectation first 4. Classroom Transitions Perform dressing and undressing in the same order each time and give verbal descriptions during the task Use backward chaining Use picture cues to clarify the transition - playground for recess; school bus for going home 7. Use clothing that is easy to get off and on 5. 6. 8. Can adapt zippers with large rings 9. Incorporate singing to explain steps in a transition 10. Have children hold a rope while walking in line 11. Use a picture board schedule 12. Use a photo of child instead of word to designate where she is supposed to be 1. Provide a picture schedule and discuss ahead of time; place the pictures in see-through pockets so that they can be handed to the child to reinforce the transition 2. 3. Do dressing and undressing in the same routine every time Use black and white drawings on picture cards 4. Be consistent with words used to communicate transitions 5. Use songs to cue a transition is coming 6. Model the behavior in an exaggerated way 7. May need to use hand over hand 8. Let the child flash the lights to signal a transition 9. Use calm music for rest time - music without words is best 10. Calm sensory input-weighted vests; cocooning in a blanket 11. When transitioning to centers - bring object from next center to encourage the change 12. Use positive reinforcement when the transition goes well Exceptionality ADHD Visual Impairments 1. 2. 3. 4. 5. 6. Snack Time Give clear expectations and limits for seating Give small amounts of food at a time to discourage eating too fast Eat in a quiet, non-distracting part of the classroom Offer appropriate food during snack time and then remove them when snack time is over- do not get into power struggles Try offering food gradually Consider the timing of the medication with the time for snack 7. Use a timer 1. Establish familiar routines 2. Set up snack in a familiar pattern 3. Use a placemat to define the eating area 4. Teach child to replace items in routine position so that he can find them again 5. Cue the child with verbal or tactile prompts 6. Gradually phase out adult assistance 1. Post a picture schedule 2. Remind child what comes next 3. Reduce waiting time for the child; have everything well-planned 4. Plan an outdoor, active time when the child first arrives to use up some of the physical energy Classroom Transitions 5. Incorporate movement into transitions - skipping, walking like a robot, making facial expressions 6. Give advance warning of a change 7. Bring child back to a central area between activities to re-group Make sure there is enough space between children when transitioning 8. 1. Assign cubby at the end of the row and mark it with a tactile cue such as sandpaper or Velcro 2. Give child verbal information about the location of items in the room Use rug a child 3. as 'home base' to be a reference point the 4. Model/teach the child how to ask for help from a peer 5. Define the areas of the room by using different floor coverings 6. Glue Velcro strips to the wall and furniture to serve as a guide 7. Allow child extra time to complete transitions 8. Make sure the room is safe-pad sharp corners; remove clutter 9. Use consistent auditory cues to indicate transition time Exceptionality Orthopedic and Motor Problems Snack Time 1. Positioning is everything; work with the OT and PT for proper alignment and suggestions 2. 3. Use adaptive cups, dishes and utensils - individualize Use non-slip material under dishes to reduce slipping 4. Use a Velcro cuff with a pocket for utensils 5. Weighted utensils can be helpful for poor coordination 6. Manually provide jaw support as needed for eating and drinking 7. Use foods with various textures and tastes 8. Use picture icons so child can indicate choice of snack 9. Liquids may need to be thickened to aid in swallowing 10. Use hand over hand 11. Hang a mirror near the table so child can check face for cleanliness 12. Use non-breakable dishes Classroom Transitions 1. Use coat hook and cubby at end of the row to give more space 2. Make everything wheelchair accessible with clear pathways 3. Put affected arm in jacket first and take it out last 4. Child may need more support when dressing - use chair, beanbag, or sit on floor or against wall 5. Ask child in wheelchair to go first and be the helper by holding door for others 6. Tape down rugs and carpets 7. Do transitions in small groups; let child with motor problems go with one group and come back with another 8. Provide child with a way to signal that she is ready to move - bell 9. Let other children assist with transition under adult supervision 10. Simplify dressing by doing it in same order each time; use backward chaining Promoting Acceptance Just because a child is placed in an inclusive setting, does not mean the child will be accepted. Teachers must be intentional to make acceptance happen. Prepare the students ahead of time Read books and stories; watch videos have discussions Structure social and cooperative learning activities GIRAFFES CAN'T DANCE Giles Andreae Guy Parker-Rees Invite parent as guest speaker Make sure children with disabilities are represented in toys, displays, materials, and media Providing Prompts 1. Direct verbal prompts "Turn it the other way." 2. 4. Model prompts I'll do this one; and you do that one." 3. Physical prompts - hand over hand; guide an elbow Spatial prompts placing an object in a location that will more likely increase the desired response. Example: Put paper towels near the sink. 5. Visual/pictorial prompts - use pictures, symbols, or colors 6. Cued prompts - "Pick up your spoon. It's time to eat", while pointing at the handle of the spoon Accepting Different Levels and Types of Participation These allow a child with special needs to be more engaged in group activities: Partial participation: Accepts a partial response Teacher accepts a one-word response instead of a whole sentence response Adapted participation: Child uses an alternative means to participate Child uses a communication board instead or oral language

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Heres a completion of the table based on the given information Areas of Strength that the Teacher can Build on Challenges and Areas of Concern Her intellectual disability is only mild to moderate so s... View the full answer