Blog 7

This blog is going to go off of my last one and talk more about the autism unit at Lander Elementary School. Last time I talked about their work sheet in which it lists the things they need to do before they get rewarded and get to play. It helps them focus on their tasks and complete their work. Having that set schedule in front of them is really important because it helps them focus on what they're doing and help them focus on doing their work. Something else that helps them focus is that when they work, they are by themselves and independent. Other kids can be distracting, so the children sit at their desks by themselves, and the desks are usually distant from the other kids' desks. The teachers also put up cardboard walls to help block the view of other things and students. The children's disability makes it more difficult for them to concentrate, so putting them in a space where it's just themselves and their work helps them work better. Millridge Elementary school also has a couple autism units, but also has classrooms in which there are kids without disabilities and some kids who have a disability of some sort. So these classrooms also have similar things that the autism unit classrooms have. All around the room there are instructions with illustrations to help the kids with disabilities get tasks done. Like by their cabinets where they put their bags, there is a strip with pictures of things they need to bring to their desk once they arrive such as their binder, a pencil, etc. It just helps the kids complete their task. The children with disabilities also have their own binders that have their schedule for the day on it. Having a set schedule is very important for these kids so that they have structure and an idea of what they're going to do.

Comments

Post a Comment

Popular posts from this blog

Blog 5

There are typically three different learning environments for children with disabilities. There is the least restrictive environment, which is where children with disabilities go to school every day for the whole day like the majority of kids. There is most restrictive where the kids don't come to school and they stay at home.  And then there is something in the middle which is where the children go into school for about half the day. Choosing which one of these environments the children should learn in is dependent mostly on how comfortable the parents feel. The parents know their children the most, so if they don't think they can function in a regular classroom environment with a bunch of other kids, they won't send them to school for the whole day. The goal is to put the child in the least restrictive environment possible. Some kids can only really stay in a classroom and in school for a couple hours, while some kids absolutely can't go to school. Every child is diff...
Read more

Blog 10

Early childhood intervention specialists do a lot of different things. But the main part of their job is to help educate and work with kids with special needs. Part of their job is to work with parents to help brainstorm different strategies to help their child based on their disability. Like sometimes a child will have a hard time following directions because of their disability. So a strategy an early childhood intervention specialist would tell a parent is to split up directions into small steps. Like if a child with certain disabilities is told to clean their room, they may have a hard time following that direction because there is a lot of different actions needed to do when cleaning their room. So instead of just telling a child to clean their room, they should split it up and say, "pick up all your dinosaur toys and put them in this bin", and then set up a timer and give them a time limit. These things help the child focus on one thing at a time which will ultimately h...
Read more

Blog 8

I was able to witness an evaluation of a child from start to finish. The child was a little boy and I was able to go into his house and see him in his home environment. He in my opinion seemed like a very normal child, but he did have a disability. His speech was actually a little behind for a standard child his age, and I kind of noticed that. There would be times where I couldn't understand what he was saying, but for the most part I could understand. He seemed pretty normal in the way he interacted with adults. When we asked him questions he would answer them, and he seemed pretty smart when he explained how some of his toys worked. When we talked to his mom, she helped shed some light on his behavior and how it's not very normal sometimes. It's normal for a child to be curious, but she said that her son would ask a lot of questions, and sometimes they would be questions that aren't very relevant. Like if she asked him to put on his shoes, he would ask questions like...
Read more