The "Supporting Children with Special Needs" section of the Teacher's Manual suggests setting up a buddy system, using peer tutoring, and reducing the amount of material that is covered each day. Teaching Practices and Interventions: The curriculum provides minimal guidance on how to embed intentional teaching practices and other interventions to support the development and learning of children with disabilities, suspected delays, or other special needs. The activities in the Teaching Guides and Intentional Teaching Cards provide specific suggestions for how teachers may need to add or modify learning materials to meet individual children's needs. The Volumes offer many examples of universal design principles and modifications to the physical environment. Learning Environment: The curriculum provides specific guidance that is embedded throughout many of the curriculum materials to ensure the physical environment and learning materials are accessible to children with disabilities or other special needs. The Teaching Guides and Intentional Teaching Cards provide specific suggestions for how to include children with disabilities or other special needs in learning experiences (e.g., providing something to hold during large group activities to focus a child's attention, suggesting alternative materials for all children to participate in an activity). Teaching Practices and Interventions: Volumes 1–6 provide strategies and examples of how to ensure daily routines and activities are inclusive of children with disabilities or other special needs (e.g., using visual and tactile cues, providing picture sequences). Universal design principles are not explicitly addressed, and the curriculum lacks consistent, embedded guidance on how to ensure that the physical environment and learning materials are accessible to all children. The Teacher's and Director's Handbooks include a few specific adaptations for materials (e.g., adding materials when children with sensory issues have a difficult time with planned materials, providing a second copy of books for children to follow along during read-alouds). Learning Environment: C4L provides minimal guidance on how to ensure learning materials and the physical environment are accessible to children with disabilities, suspected delays, or other special needs. However, the curriculum lacks guidance on how to embed specific research-based practices or other interventions in daily routines and activities to support the learning of children with disabilities or other special needs. ![]() The Teacher's Handbook provides examples of modifications that teachers working with children with disabilities have made (e.g., using picture cues, partnering children with more competent peers, providing visuals for vocabulary). Teaching Practices and Interventions: The curriculum provides minimal guidance on how to embed teaching practices and other interventions in daily routines and activities to support the learning of children with disabilities or other special needs. However, universal design principles are not discussed, and the Teacher Guides do not provide consistent guidance embedded throughout on how to ensure the physical environment and learning materials are fully accessible to children with disabilities or other special needs. The suggested modifications for each "Big Learning Experience" often refer to making the materials and physical space accessible for specific activities (e.g., rearranging physical space so that children in wheelchairs can participate). Learning Environment: The Professional Handbook includes some adaptations to ensure learning materials and the physical space are accessible for children with disabilities or other special needs (e.g., adding a screen magnifier, using visual posters, providing easy-to-grip markers). It also describes how teachers can use the "One-to-One Follow-Ups" to provide responsive instruction, all of which follow a similar structure of "If you observe., then adapt." Finally, the Teaching Guides provide specific modifications for each "Big Learning Experience" in relation to certain disabilities. Teaching Practices and Interventions: The Professional Handbook provides a general overview of adaptations for children with disabilities or other special needs (e.g., teach to children's strengths, address children's needs with special scaffolding).
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