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CHILD GROWTH AND DEVELOPMENT * 4 HOURS * LEVEL 2


Introducing Growth, Development, and Diversity
Strategies for Including Children with Disabilities in Program Activities
Course Menu

Page 16


Children with disabilities may need additional support or they may progress on the standards in ways that are different from typically developing children. There are many ways of adapting or modifying activities for children with disabilities. It is important that every teacher consider the uniqueness of each child and recognize that all children have different approaches, preferences, and skill levels. 

The following strategies, though not an exhaustive list, are recommended practices for helping teachers meet the diverse needs of each of their children.
Picture

Cognitive Delays or Learning Challenges
  • Reduce distractions (background noise, clutter, etc.); provide access to areas that are quiet and offer a break from stressors in the environment.
  • Give clear instructions, repeat and demonstrate when necessary; combine verbal and visual cues.
  • Use concrete materials/experiences.
  • Break down difficult tasks into smaller parts; make suggestions that give clues for next steps in an activity.
  • Establish routines without being rigid; post picture and word sequences of schedules and routines.
  • Plan for and limit the number of transitions.
  • Allow time for meaningful repetition and practice.
  • Provide encouragement and frequent feedback.
  • Model appropriate use of materials, tools, and activities in classroom.

Hearing Impairments
  • Get children’s attention and use visual cues.
  • Face children when possible, and use clear voice and facial expressions.
  • Use objects or pictures to demonstrate what is being talked about.
  • Provide many opportunities for communication with adults and peers.
  • Ask for feedback to be sure message is understood. 
  • Limit background noise and other auditory distractions.
  • Use multiple forms of communication, such as gestures, printed words, and objects, when needed.
  • Learn about adaptive aids or communications systems children use; learn basic signs to communicate and to model appropriate behaviors.
  • Sing along with tapes, CDs, etc. to encourage children to lip read.

Orthopedic, Motor, or Other Health Challenges
  • Adapt/modify materials, equipment, toys, etc. by stabilizing/enlarging them, adding handles or grips, etc.
  • Ensure that environment accommodates wheel-chairs, body boards, etc.; monitor pathways/floor space to promote accessibility and movement.
  • Keep classroom uncluttered; ensure easy access to shelves, cubbies, sinks, etc.
  • Learn about adaptive equipment; seek inexpensive solutions, if adaptive equipment is not available (e.g., support child’s feet, by using a telephone book as a footrest, use a tray on walker to move toy).
  • Provide additional time for children to get to materials/activities.
  • Use non-locomotor movement activities, such as moving arms, even when feet are in place.

Communication Challenges
  • Plan experience/opportunities that motivate children to give and receive messages with adults and peers.
  • Verbalize what children tell you with their actions; ask open-ended questions.
  • Add new information slowly and clearly; give only one verbal direction at a time.
  • Provide language experiences with repetitive sounds, phrases, sentences, rhymes, chants, etc.
  • Be familiar with an AAC (augmentative and alternative communication systems) used by children.
  • Repeat and expand on children’s thinking; introduce concepts and add new information slowly and clearly.
  • Support children’s communication in other areas, such as with writing or drawing.

Visual Impairments
  • Evaluate the environment, including the lighting to ensure that pathways are unobstructed, furnishings are consistently located and materials are positioned so children can see them clearly.
  • Describe and label demonstrations, objects, or events that children cannot readily see.
  • Give clear and specific directions, using children’s names; provide additional directional language when possible (near, forward, next to, etc.).
  • Use pictures/books that are bold and uncluttered; use high-contrast colors (black/yellow, black/orange). 
  • Use auditory or tactile cues; plan activities to help children strengthen all of their senses.
  • Use large, clear, tactile labels to identify materials, activities, etc.

Challenging Behaviors + Emotional Disturbances
  • Provide a warm, inviting, and supportive environment; have appropriate expectations of children’s behavior.
  • Establish consistent routines and transitions; limit waiting or unoccupied time between activities.
  • Limit classroom rules; establish clear consequences for violations and follow through on them; use positive guidance techniques.
  • Anticipate problems and have action plans in place to avoid them; develop signals for when particular be­haviors should stop or when a child needs help.
  • Model and role-play appropriate social behaviors and coping strategies; label feelings behind children’s actions and help children to label the feelings themselves.

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  • Child Care Training
    • A-B >
      • 123 Dance with Me
      • A Directors Guide
      • A Teachers Guide to Pinterest
      • A Vaccination Conversation
      • All Aboard: Creating an Inclusive Classroom
      • Art and Sensory Experiences for Infants and Toddlers
      • Art Integration
      • Back to School Transition Tools
      • Basic Sign Language in the Classroom
      • Basic Signs for Babies and Toddlers
      • Beyond the Classroom: Engaging Families
      • Block Play for Infants and Toddlers
      • Bright Minds ​STEM Play for ​Infants and Toddlers
      • Building Community Through Circle Time
    • C-D >
      • Chicka Chicka Boom Boom in the Classroom
      • Child Abuse and Mandated Reporting in Washington
      • Children and Nature
      • Classifying and Sorting
      • Cooking Up Fun
      • Developing Minds and Bodies Tummy Time for Infants
      • Dream Team Successful Teambuilding
    • E-I >
      • Easing Separation Anxiety
      • Executive Function
      • Exploring the Magic of Harry Potter
      • Fantastic Mr. Dahl
      • Guide to Goosebumps
      • Infant and Toddler Temperament
      • Introduction to Planning Activities
    • K-M >
      • Keeping Children Safe and Healthy
      • Managing Your Time
      • Math Exploration
      • Mildred D. Taylor and Cultural Awareness​
      • Mindful Leadership
      • ​Motivating Morale Keeping Staff Around
      • Music and Movement for Infants and Toddlers
      • My Brain Craves Action
    • N-P >
      • Nap Time
      • Operation Military Families
      • Ouch Infant and Toddler Biting
      • Picture This
      • Positive Strategies for Classroom Management
    • R-U >
      • Reinforcement and Redirection
      • Simple Science
      • Spanish in the Early Childhood Classroom
      • Speech and Language Milestones
      • Supporting Families with Special Needs
      • Supporting Self-Esteem
      • Teaching with Tolkien
      • The Child's Developing Brain
      • The Infant and Toddler Classroom
      • The Infant and Toddler Teachers Role
      • The Wonderful Author of Oz
      • Theories of Child Development
      • Understanding Autism
    • V-Z >
      • Where the Wild Things Are
      • Worldwide Art
      • Yoga with Children
  • Need Help
    • About Us
    • Certificates
    • Lesson Plans for Young Learners
    • Terms of Use