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JANUARY/FEBRUARY 2017
Snack
83
EXCHANGE
Clean Up
A Childs Perspective
There are many children for whom
the constant barrage of sounds is
difficult to process. They get lost in
the words, movements, and sounds
that are a constant in the classroom.
Imagine yourself with headphones
on that you cannot take off, tuned
to fairly loud music playing in your
ears and the other adults around are
talking at you and, the next thing
you know, you are being rushed
into the next room to participate in
an activity: What activity and why?
Implementation
During the first few days of drop-off and
pick-up, Sharon helped Zoe move her
pictures from First to Then. When Zoe
got comfortable and began to initiate
changing her schedule, Pauline began to
go with her and talk about first and then.
More pictures were added for additional
activities as Zoe gained success using her
First, Then schedule. This included circle
time with her classmates, participating in
and transitioning between activities, as
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Designing a Sequential
Visual Schedule
With the help of their director, Ana and
Charles were excited to begin designing
a visual schedule for Diego. Following
the design steps handout created and
shared by Zoes teachers at the staff
meeting, the teachers:
talked with and obtained permission from Diegos parents, reporting
back to the director their support
and eagerness to help their son with
his anxiety in the classroom. They
were also hopeful that if this strategy
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Implementation
The next morning Diego helped Charles
choose the place where the schedule
would be mounted in the classroom. The
pictures relating to the center-time routine
were already placed on his schedule.
It was here that he talked with Charles
about which center he would go to first,
second, third, and so on. Throughout the
morning, Diego frequently went over to
the picture schedule, touched the pictures,
and asked Charles, What we doing?
Charles would simply point to the picture
and Diego would nod his head and
continue playing. Before naptime, Diego
and Charles placed the pictures in order
of what would happen after he woke up
from nap. While there were a few bumps
in the road over the first few days of
implementation, Ana and Charles began
to notice diminishing anxiety in Diego,
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Resources
Autism Speaks
www.autismspeaks.org
Education.com
www.education.com
Indiana Resource Center for Autism
www.iidc.indiana.edu
Oklahoma Assistive Technology Center
www.theoatc.org
Visual Aids for Learning
www.visualaidsforlearning.com
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