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Supporting Children with Exceptionalities in the Classroom

Supporting Children with Exceptionalities in the Classroom. Donna Jo Hewitt Calvary Christian School donnajohewitt@hotmail.com. Team. T – Together E – Everyone A - Achieves M - More. Four Areas of Exceptionality. Children with Motor Difficulties

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Supporting Children with Exceptionalities in the Classroom

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  1. Supporting Children with Exceptionalities in the Classroom Donna Jo Hewitt Calvary Christian School donnajohewitt@hotmail.com

  2. Team T – Together E – Everyone A - Achieves M - More

  3. Four Areas of Exceptionality • Children with Motor Difficulties • Children with Perceptual and Sensory Difficulties • Children with Visual Difficulties • Children with Auditory Difficulties

  4. Children with Motor Difficulties

  5. Children with Motor Difficulties Some children have difficulty with their reaction to movement and changes in position. Most people are able to move or adjust smoothly but for some the information from the brain to the body gets confused. This may cause challenges with writing, posture, clumsiness, or sports or games.

  6. Children with Motor Difficulties • Autism Spectrum Disorder • Attention Deficit Disorder • Cerebral Palsy • Fetal Alcohol Spectrum Disorder • Premature or Traumatic Birth • Low Muscle Tone • Developmental Delay • Environmental Cause

  7. Children with Motor Difficulties Fine Motor Activity

  8. Children with Motor Difficulties What does this affect in the classroom? • Crafts • Games • Self-Help • Papers • What else?

  9. Strategies *Most Important* Empathy and Awareness

  10. General Strategies Group activities Larger tools (crayons, pencil) Modified art (choices) Role in games Buddy to assist

  11. Specific StrategiesGroup Times Shorten length of time sitting on carpet Allow children to sit in chairs Incorporate times of movement (DPA) Have optional alternative seating available i.e. beanbag chair

  12. Specific StrategiesArt Build up handles on brushes and other tools Place artwork inside box or cookie sheet Offer larger tools: crayons, markers Offer modified art (choices) Use stencils or Wikki sticks to assist Offer a variety of scissors

  13. Specific StrategiesGames Praise/reinforce attempts Encourage different activities Use a buddy system Consider role in games

  14. Specific StrategiesSelf-help Skills Suggest Velcro or snaps instead of buttons or laces Provide sub schedules of activities

  15. Specific StrategiesMusic/Instruments/Action Songs Position children for safety (designated space) Teach to orient self in space Vary type of movements used Allow choice of movement

  16. Children with Perceptual and Sensory Difficulties

  17. Children with Perceptual and Sensory Difficulties Some children have difficulty with muscle coordination and agility. Others have struggles with being over stimulated by sounds, sights, tastes, or textures. This may cause challenges with integrating into the environment or with participating in games and activities. It can lead to behaviour struggles as this disorder can be painful for students.

  18. Children with Perceptual and Sensory Difficulties • Autism Spectrum Disorder • Attention Deficit Disorder • Learning Disability • Fetal Alcohol Spectrum Disorder • Premature or Traumatic Birth • Sensory Integration Disorder • Anxiety Disorders

  19. Children with Perceptual and Sensory Difficulties Perceptual & Sensory Activity

  20. Children with Perceptual and Sensory Difficulties What does this affect in the classroom? • Crafts – textures, smells • Games/Participation • Music • Drama/puppets • Environment-sounds, smells, visuals • What else?

  21. Strategies *Most Important* Empathy and Awareness

  22. General Strategies Use Visuals Reduce stimulations if possible Provide a break or way to withdraw Modified art (choices) Role in games Buddy to assist Strategic seating Earphones or headphones

  23. Specific StrategiesArt Allow gloves to be worn for finger painting or put in Ziploc bag Markers may be more tolerable than messy alternatives Introduce materials slowly, allow to watch first Use hand over hand to assist (not a soft touch) Allow child to stand to do activity

  24. Specific StrategiesGames Use pictures to show instructions and steps Introduce activities slowly, allow to watch first Provide a choice of activity if possible Allow child to participate separately Be aware of the noise and lights in the gym – use a break card

  25. Specific StrategiesMusic, Drama, and Puppets Be aware of noise levels Introduce activities slowly, allow to watch first Allow a break if over stimulated or overwhelmed

  26. Specific StrategiesEnvironment (sounds, smells, visuals) Seat away from distractions Provide dimmer lighting if possible Prepare student for loud noises Remove over-stimulating decorations if possible Provide sound reducing headphones if they help Teach student to use a break card if overwhelmed

  27. Specific Strategies Transitions Follow a clearly established schedule and routine (use a visual schedule) Prepare students well in advance for changes to the routine Use the same song, phrase, signal to signify change (bell) Allow a transitional object if it helps

  28. Questions/CommentsBreak Time

  29. Children with Visual Difficulties

  30. Children with Visual Difficulties Some children have difficulty with their vision. Some may wear glasses but certain types of vision struggles cannot be completely corrected. Others may see clearly but have trouble interpreting what they see correctly. This can lead to problems in understanding information, completing an activity, safety, or participating in group games.

  31. Children with Visual Difficulties • Autism Spectrum Disorder • Learning Disability • Irlens Syndrome • Fetal Alcohol Spectrum Disorder • Premature or Traumatic Birth • Low vision/visual impairment

  32. Children with Visual Difficulties Visual Activity

  33. Test Your Awareness FINISHED FILES ARE THE RESULT OF YEARS OF SCIENTIFIC STUDY COMBINED WITH THE EXPERIENCE OF MANY YEARS.

  34. Children with Visual Difficulties What does this affect in the classroom? • Crafts • Games/Participation • Environment- layout • What else?

  35. StrategiesChildren with Visual Difficulties *Most Important* Empathy and Awareness

  36. General Strategies Buddy to assist Pre-exposure to room Modified crafts (choices) Role in games Strategic seating Consistency in room and routines

  37. Specific StrategiesUse of Sensory Cues Allow child to smell, touch, and hear the item or activity described before engaging. Most helpful are sound (verbal) and tactile (touching) cues. Be aware of how other senses can help child understand.

  38. Strategies for Enhancing Low Vision Lighting: consider whether an object should be lit from above or behind, or beside. Some children, who are light sensitive, may need a lower lit area to work in. Contrast: dark coloured objects should be placed on a light coloured background, while light coloured objects should be placed on a dark background.

  39. Strategies for Cortical Visual Impairments Reduce multi-sensory (over) stimulation to allow the child to concentrate on the visual information. Allow child to touch objects while looking at them. Place objects far apart to help with visual over-crowding Bring objects close to child Use contrasting colours (yellow and red are preferable to black and white). Allow child to use peripheral vision if stronger (may look like not paying attention).

  40. Children with Auditory Difficulties

  41. Children with Auditory Difficulties Some children have difficulty with hearing information that is presented. Others may struggle to filter out background noises and are easily distracted. Some cannot process information as quickly or accurately as others. This may cause challenges with understanding instructions, focus, and attention. It can also lead to behavioural and social struggles.

  42. Children with Auditory Difficulties • Autism Spectrum Disorder • Learning Disability • Fetal Alcohol Spectrum Disorder • Premature or Traumatic Birth • Auditory Processing Disorder • Deafness, Hearing Loss, or Impairment

  43. Auditory Processing Disorder APD is a disorder that causes difficulty in recognizing and interpreting information that is heard. Children with APD can hear but have trouble distinguishing between certain sounds or the order in which information is given. They also struggle with remembering information that they have heard.

  44. Children with Auditory Difficulties Auditory Activity

  45. Children with Auditory Difficulties What does this affect in the classroom? • Crafts • Games/Participation • Instructions • Environment • Social Interaction • What else?

  46. Strategies *Most Important* Empathy and Awareness

  47. General Strategies Buddy to assist Visuals Completed art projects in steps for display Demonstration in games Strategic seating Consistency in room and routines

  48. Specific Strategies Seat the child close to the sound source. Make sure the child can see your face. Speak clearly and at a good volume. Use the child’s name to get his/her attention. Use visuals and tactile cues. Learn about the child’s hearing aid if he/she has one.

  49. Early Childhood Strategies Give simple directions Provide visual cues with oral directions Speak slowly Maintain eye contact Limit background noise

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