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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

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.
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.