265+Advanced+Observation+and+Participation+assignment+one



=== CHD 265 Implementation Checklist - Faculty: click on link to fill out checklist online at end of semester. ===

=== A 'Warm-Up" group discussion with videos that go along with the activity: Using Adaptation in the EC classroom to help students begin to think about including children with disabilities and how to best support them in the classroom. (pre-cursor to Assignment 1) === ||

=== **Video 1-** A teacher in an early childhood classroom voices her concerns about knowing how to teach Luke, a child with disabilities in her early childhood classroom of typically developing children []===
 * == Resource: [[image:vaparaprofessionalearlychildhoodtrainingproject/Connect.jpg width="236" height="39"]] ==

===**Video 2-** The mother of Luke expresses her excitement of the idea of Luke being provided the opportunity to develop social skills in the early childhood classroom, but voices some concerns about using embedded invention techniques when he is in school, rather than the specific therapies that Luke has been receiving at home []===

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==Objective One: //Demonstrate knowledge of adaptations to the environment and lesson plans for children with special needs and varying cultural expectations. Identify how adaptations to the early childhood environment facilitate development for all children//== ===  Instructor Activity Guide: Provides overview of activity along with videos, group activities, and assignment facilitation and suggestions. ===
 * ==== ** ASSIGNMENT ONE: Using Adaptations in the EC classroom:** ====

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1. Students view the handout:
====** //Handout 1.1 Examples of Environmental Modifications.// **==== []

http://community.fpg.unc.edu/connect-modules/resources/videos/video-1-8

[[image:vaparaprofessionalearlychildhoodtrainingproject/video.png width="45" height="32" align="left"]] Routine in a program : Block Play
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3. Students complete the activity sheet:

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Assignment Synthesis:
==** Assess your current practicum site/classroom and choose two ways in which you can modify the experiences to better accommodate a diverse group of children in the classroom. Using the following resources, choose from a list of possible developmental challenges (below) and provide modifications, adaptations, assistive technology, and/or social-behavioral strategies to best meet those needs (whether you actually have a child displaying these needs in your practicum or not) **==

** Challenges: **
===** Fine Motor: **** Difficulty with fine motor tasks, such as turning the pages of a book, holding and using scissors correctly, unzipping backpacks, clothing, holding writing or drawing instrument. **=== ===** Attention: **** Difficulty paying attention at circle time, moving quickly from one activity to another without following through on chosen activities, Being ‘squirmy’ while sitting at a table, sitting in circle, etc. **===

** Sequencing: **** Difficulty in following the steps of routine activities such as washing hands, putting away materials, following an activity from the beginning to the end. **
===** Social/Emotional: **** Difficulty making social connections with peers, being aggressive with peers in order to get their attention, difficulty with understanding the concept of sharing or waiting for turns, not understanding the difference in a level of activity that is appropriate for indoors vs. outdoors (yelling, running, tumbling, etc). Difficulty in handling transition times, such as clean up, arrival, changing from one part of the day to another; which can result in avoidance behaviors or tantrums/meltdowns. **===

[|**http://community.fpg.unc.edu/connect-modules/resources/handouts/CONNECT-Handout-1-1.pdf/view**]
===** CONNECT Hand out 5.3 Examples of Assistive Technology Adaptations **[|**http://community.fpg.unc.edu/connect-modules/resources/handouts/CONNECT-Handout-5-3.pdf/view**]=== ===** CELL Early Learning reflection checklist (The page that is most related to children with special needs is page 7 of this source) **[|**http://www.earlyliteracylearning.org/ta_pdf/reflections_chk_lists.pdf**]=== ===** This page on the CELL website contains a power point entitled: ” **** Evidence-Based Practices for Promoting Literacy Development of Infants, Toddlers, and Preschoolers: Adaptations for Children with Disabilities.” This power point provides many scenarios of children who require adaptations and examples of appropriate adaptations and modifications. **[|**http://www.earlyliteracylearning.org/ta_pract_present1.php**]=== ===** CSEFEL (Center for Social Emotional Foundations for Early Learning) ** [|**http://csefel.vanderbilt.edu/resources/strategies.html**]** This links you to the page that relates to practical social emotional strategies, such as “Book Nooks”, “Scripted Social Stories” (for transitions and routines), tools for problem solving with children, and teaching social and emotional skills. **=== ||