Page 16 - Demo

Teaching children with developmental

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disabilities. classroom ideas.
when working with children with developmental 3. Build student motivation
::;be‘gl'ilc':[Sl‘ 'r°r‘:‘r:':;’l:a8_‘:j:::"#"S:fiV%::$"‘:3l[:y Motivation is the engine that drives student
significantl; lower and even prevefit behavior engagement and lea'ning' Even when providing
. constructive criticism or disci line, a child can still be
problems and promote learning, nmimedl D
3'“ MW‘, 'mmemi°” cwml. has 5” ways pm Can. - Phrase your criticism to reflect what you would like
:re“l£"y)::“:‘\:E a more mndume and efiemve leammg to see the child do, rather than what you would like
’ ' the student to stop doing. Choose vocabulary and
1- "59 Visual ("E5 syntax appropriate for the child's developmental
Children with developmental disabilities can be much l°"°L "V '‘°‘ “’ be '”°’dV!
more independent when they have strong visual cues
to guide them through the physical space ofthe
classroom. Marked boundaries make it easier for
children to know when they are in a space that is
dedicated to play. eat. read. etc. For example:
- Use boundary markers such as barriers (e.g., “ _.‘ \'

bookcases or other ftirniture), rugs, and colored ‘ v " .

tape on the floor to represent boundaries between , _

spaces that are used for different functions. . -
7. Create a predictable daily schedule " ‘

r
All students crave structure and predictability in ‘ .
their school day. Sometimes. special needs children ' - f‘
can react more strongly than their non-disabled ‘Q g
peers when faced with an unexpected change. when
creating daily schedules, be sure to match the 3
schedule format to the child‘s skill level. ‘ )
- For a child who cannot read, the . I '

schedule‘ would consist of objects _ , ’ \

that represent schedule entries. 7- , ‘ " I

A wrapped snack bar, for instance, - -'-5' >\. - ’§.’i i

can represent “Snack Time", ‘I ‘

while a book can represent ' K‘ ' ‘ ‘ i

“Circle Time." L “ ' , ..-, i _

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