I have used some low tech type of assistive technology devices to help the children with disabilities communicate, make choices, participate in activities and meet their individual needs in my classroom. The occupational and physical therapists who work with the children with disabilities in my classroom explain and demonstrate how to use some assistive technology for me to be able to help my students effectively. I had children with cerebral palsy and developmental delays in my More at Four classroom. I provided adaptive scissors with non-slip pad for my student with cerebral palsy. It helped him cut out papers using only his left hand. It helped him participate in activities with his peers.
I have used picture schedules to help my students with routines and help them get ready for transitions. I used pictures of the children themselves and placed Velcro on each picture. I had a button that was shaped like a child with Velcro on it. The child who was diagnosed with speech-language impairment and had a difficult time understanding our schedule and transitioning would move this child-shaped button from one picture or activity to the next. I used picture communication system to help my students with speech-language impairment. In one of my previous courses, I also used a talking photo album. I placed pictures and recorded stories, simple instructions, and food choices to help a child when reading stories and communicating her needs and wants.
To meet the individual needs of the children with disabilities in my classroom, it is important to know about their disabilities and how they can increase, maintain, or improve their functional capabilities by using appropriate assistive technology. I have gained useful information about assistive technology and I am looking forward to learning more and using them in my classroom to help children with disabilities communicate and participate in activities with their peers, become active and productive participants, and meet their individual needs.
Saturday, April 9, 2011
Saturday, April 2, 2011
Task Analysis
My study child always runs out of the door when it is time for her to go home and leaves her parent or grandparent in the classroom. She will stop whatever she is doing, cleans up her center fast and runs out of the door. Her teachers and I will call her back to the classroom. We and her parents or sometimes grandparents will run after her and get her back inside. For the task analysis, I would like to teach her to follow the steps to do the task of checking out, replacing her name tag back onto her cubby and getting her things before walking out of the door with her parent or grandparent.
The steps are:
1. Check out and replace your name tag onto your cubby.
2. Get your coat from your cubby and put it on. Put one arm into one sleeve.
3. Get your bag from your cubby and carry it on your back.
4. Get your green, speech-language therapy folder and show it to your parent/grandparent.
5. Check your cubby for other things to take home.
6. Say and wave goodbye to your teachers and friends.
7. Walk out of the door with your parent/grandparent.
I will use pictures of her checking out for the day and replacing her name tag back onto her cubby. I will use a picture of her coat and the proper way of putting it on. I will have a picture of my study child's book bag and of her getting it from her cubby. I will use a picture of her green, speech-language therapy folder that she needs to show her parents or grandparents for any notes from the speech-language therapist on her session days. I will have a photograph of her checking her cubby for any newsletter or anything she needs to take home. I will have a picture of her waving and saying goodbye to her teachers and friends. Finally, I will use a picture of her walking to the door.
Teaching my study child the steps of checking out for the day and getting her things from her cubby instead of running out of the door when it is time to go home will give her knowledge of what she needs to do to complete the task and help her attain her functional goals. It will also teach her to be responsible for her own belongings, be safe in the classroom and the center/school premises and become independent.
The steps are:
1. Check out and replace your name tag onto your cubby.
2. Get your coat from your cubby and put it on. Put one arm into one sleeve.
3. Get your bag from your cubby and carry it on your back.
4. Get your green, speech-language therapy folder and show it to your parent/grandparent.
5. Check your cubby for other things to take home.
6. Say and wave goodbye to your teachers and friends.
7. Walk out of the door with your parent/grandparent.
I will use pictures of her checking out for the day and replacing her name tag back onto her cubby. I will use a picture of her coat and the proper way of putting it on. I will have a picture of my study child's book bag and of her getting it from her cubby. I will use a picture of her green, speech-language therapy folder that she needs to show her parents or grandparents for any notes from the speech-language therapist on her session days. I will have a photograph of her checking her cubby for any newsletter or anything she needs to take home. I will have a picture of her waving and saying goodbye to her teachers and friends. Finally, I will use a picture of her walking to the door.
Teaching my study child the steps of checking out for the day and getting her things from her cubby instead of running out of the door when it is time to go home will give her knowledge of what she needs to do to complete the task and help her attain her functional goals. It will also teach her to be responsible for her own belongings, be safe in the classroom and the center/school premises and become independent.
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