Designing a primary classroom for young children with multiple disabilities including children with significant motor problems
Children with multiple disabilities require the best support. Teachers “should consider different factors whenever designing effective classrooms for children with motor problems” (Justice & Kaderavek, 2004, p. 4). The best thing is creating an inclusive-learning environment (Justice & Kaderavek, 2004). This strategy will ensure every teacher supports the needs of his or her children. Teachers should use evidence-based concepts to support the needs of their learners. Every classroom should have enough space for interaction. The “classroom should have assistive devices and charts” (Carr & Bertrando, 2012, p. 38). These devices will support the learning needs of the targeted children. Teachers should consider the use of assistive technologies. They should also consider the inclusion of different learning activities. The third consideration is the inclusion of special transport devices.
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Factors to consider when an IEP is assistive technology for a child
The Individualized Education Program (IEP) makes it easier for students to achieve their academic goals. Educators can use the best Assistive Technologies (ATs) to make the IEP successful (Carr & Bertrando, 2012). However, teachers should analyze various factors before using such technologies. The educator should examine the strengths and weaknesses of every targeted child. The “educator should also analyze the dislikes and likes of every learner” (Jennings, Hanline, & Woods, 2012, p. 18). The individual should also consider the nature of the surrounding environment. The educator should also understand the effectiveness of every targeted Assistive Technology (AT). Every AT device should support the educational needs of different learners. The device should also be compatible with other ATs. A good example “of a low-tech AT is a handheld magnifier” (Westwood, 2008, p. 41). The magnifier makes it easier for the learner to read various texts. An example of “a high-tech AT is a computer with specialized software” (Westwood, 2008, p. 42). This will support the learning needs of many disabled children.
Benefits of using embedded interventions in the early childhood special education classroom
According to Westwood (2008, p. 76), “embedded interventions are day-to-day practices that make it easier for learners to achieve their academic goals.” Educators should ensure every child acquires new ideas. Such routine-based practices will ensure every learner achieves his or her goals (Gargiulo & Kilgo, 2014). These interventions are “applicable in every early childhood education classroom” (Westwood, 2008, p. 76). Many children learn through observations. Such practices will increase the level of interaction (Lingard, Mills, & Hayes, 2000). The learners will also interact with their friends. This practice will equip them with new cognitive skills. Games and plays will ensure “my children develop expressive communication skills” (Alam & Hamida, 2014, p. 41). I will ensure every child engages in different learning activities. The targeted children will interact with one another. This practice will support the child’s learning objectives.
Indicators of effective early childhood curriculum
Teachers should use various indicators to monitor the effectiveness of every early childhood curriculum. The “first unique indicator is the child’s level of engagement” (Alam & Hamida, 2014, p. 19). A high-level of engagement means that the curriculum is effective. The second indicator is the inclusion of evidence-based practices. Such practices can produce the best goals. The third indicator is the comprehensiveness of the curriculum. The fourth indicator is the performance of the targeted learners. An effective curriculum is usually “based on the prior experience of every learner” (Watson & Boman, 2005, p. 44). These indicators will make the learning process successful. This practice will ensure every learner benefits from the curriculum. The approach will support the educational needs of every disabled child.
Alam, M., & Hamida, E. (2014). Surveying Wearable Human Assistive Technology for Life and Safety Critical Applications: Standards, Challenges and Opportunities. Sensors, 14(1), 1-57.
Carr, J., & Bertrando, S. (2012). Teaching English Learners and Students with Learning Difficulties in an Inclusive Classroom. New York, NY: West Education Press.
Gargiulo, R., & Kilgo, L. (2014). An Introduction to Young Children with Special Needs. Lexington, KY: Cengage Learning.
Jennings, D., Hanline, M., & Woods, J. (2012). Using Routines-Based Interventions in Early Childhood Special Education. Dimensions of Early Childhood, 40(2), 13-23.
Justice, L., & Kaderavek, J. (2004). Embedded–Explicit Emergent Literacy Intervention I: Background and Description of Approach. Web.
Lingard, B., Mills, M., & Hayes, D. (2000). Teachers, school reform and social practice: challenging research and practice. Australian Educational Researcher, 27(3), 99-115.
Watson, J., & Boman, P. (2005). Mainstreamed students with learning difficulties : failing and underachieving in the secondary school. Australian Journal of Learning Disabilities, 10(2), 43-49.
Westwood, P. (2008). What Teachers Need to Know about Learning Difficulties. New York, NY: Acer Press.