THERAPEUTIC EXPERIENCE

Student Name:Jessica LuongoDate:09/21/2017 Age Group: Grade 4

Purpose: Purpose:

Reason for developing It is important for me to consider Child As

therapeutic experience. This limitations. I needed to adjust the difficult of the
could be in response to an lesson to help him to be able to participate in the
observation, discussion with classroom activities in a way that fits his needs. I
the site supervisor, etc. needed to simplify the the classroom materials.

Observation This experience will be building off the the

- Document what you saw and Matching Colours in French lesson. To help Child A
heard further understand the colours in french, I have
- Document non-verbal created a colouring sheet to help him recognize the
communication (i.e., body colours in French.
language, facial expressions
and voice tone) I have noticed that Child A likes to colour and do
- Document in detail: who, craft activities, so by creating an experience that
what, where, and when involves him using a task that he already
- Documentation should be understands and enjoys. By using this method I
written in past tense, believe it will help him learn the colours in French
objective, and in anecdotal faster.
format
OR
Discussion
Document the discussion
between you and your site
supervisor that led to the
planning

Therapeutic Experience Therapeutic Objectives:
What are you planning in 1. He will use his fine motor skills to colour the
response to your purpose?
- Label your experience (e.g. 2. He will gain recognition skills as he uses his
Painting with cars).
- What are your 3 therapeutic
objectives? (eg. Sense of 3. He will gain a sense of independence as he
normalcy, control,
independence, etc)
Describe the experience:
- Who will be involved in the
experience?
- Where will the experience
take place?
- List the materials and
resources you will use
- Describe the
implementation of the
experience, with a step by
step description
- Describe any precautions
you needed to take with the
activity, or any restrictions
that existed, effecting the
child(ren)s ability to
complete the task
(Precaution eg. Child has a
type of blood cancer, so he/
she has to be careful not to
get a cut; Restriction eg.
Child has an IV in his/her
dominant hand, limiting use
of the hand)
What I have created is a French-English Colouring
Sheet. Child A will be able to distinguish which
pencil crayons to use to match the colouring sheets
instructions.
colouring.
memory of colours to colour the French-English
colouring sheet.
completes the activity on his own with no
assistance.
Those who will be involved in this experience will
be Child A, the ERW and myself. The experience
will take place in Child As Grade 4 classroom, at his
desk. This task will involve him to use his prior
knowledge on colours to be able to match the right
colours on the colouring sheet.
Materials:
- French-English colouring sheet
- Pencil crayons
Implementation
1. I will set out the materials on his desk in the
classroom.
2. I will go through the colours with him in english
first.
3. Then I will go through the colours in french.
4. I will then sit with him at his desk and ask him
to colour the sheet while matching the colours.
5. As he is matching the colours I will ask him what
colour he is matching.
6. I will have him match the colours a couple times
to help him learn the colours.
Precautions and Restrictions
As a precaution I will go through the lesson with
him first before having him try it by himself first. It
is important for me to take things slow and taking it
at his pace when teaching him this new concept.
Reflection:
- What went well? Provide
examples for how you know
it went well.
- What didnt go well? Provide
examples for how you know
it didnt go well.
- What did you learn?
- What might you do
differently next time you
implement this same
experience and why?
- Did you have to make any
adaptations or
modifications? If so, what
were they?
- What type of experience
might you plan to extend on
this one
Field Supervisor Feedback:

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