HEALTH IMPAIRMENTS

Effective Classroom Adaptations for Students with Visual Impairments~

This article was very informative on the different strategies and adaptations that can and should be used in the general education classroom.  There are three categories of visual impairments they are; low vision, functional blindness, and blindness.  Someone with low vision may work slower and need bigger print written on the board.  Functional blindness means a student generally reads and writes using braille. Blindness occurs when the vision reduces so much that learning takes place using data from other senses.   Many student with vision impairments, however will require mobility training, daily living skills, and social skills in order to feel comfortable in their surroundings. Although a students vision may be taken away, it was very interesting to read how well they can adjust to a general education classroom and their surroundings. 

Cox P. & Dykes M. (2001) Effective Classroom Adaptations for Students with Visual Impairments.  Teaching Exceptional Children, vol. 33, No. 6, pgs. 68-74

Back to Basics: working with young children with autism in inclusive classroom

This article was all about teaching strategies, techniques and modifications that can be made in the classroom for children on the autism spectrum.  As I continue each week becoming more educated in Special Education I am feeling more confident in my abilities to assist those students with a learning disabilities.  Children diagnosed with autism spectrum disorder (ASD) display a range of specific characteristics such as: (a) impairments in communication and interactions with others; (b) restricted, repetitive and stereotyped behaviors, interests and activities; (c) delays in either "social interaction, language as used in social communication, or symbolic or imaginative play with onset before the age of 3 (American Psychiatric Association, 2000, p. 71).

A few helpful strategies that seemed  appealing to me were: using visual cards, labeling, and choice making. Using the visual cards is a great way for the to understand and see themselves performing a certain task.  If they have music class, take a picture of the child in music with an instrument or something they can identify.

 Labeling a classroom  helps the student to know where materials and items are in the classroom.  For example, putting a piece of colored tape down on the floor so the child knows where to stand when the class lines up.  When a classroom is clearly labelled with identifying pictures this helps with comprehension nd letter sounds.

  Everyday choices have to be made, but with an autistic child it can become overwhelming.  Teachers should integrate choice-making opportunities for the child throughout the school day.  Choice making is highly motivating for a child's independence as they usually want more control in the classroom.  This usually has to be earned, but they quickly learn when it becomes a choice they prefer.

What I have learned is that although I am not autistic I can relate to everything in the article. I prefer things to be neat and organized, I like having structure and a routine everyday.  We all like having our own quiet spots to read a book or chill out and take 5.  So, if I can help a student become more successful with certain strategies and techniques to accommodate them throughout the day then GREAT, I have done my job.

Deris, A, & Di Carlo, C (2013). Back to basics:  working with young children with autism in inclusive classrooms.  Support for Learning vol.28 p. 52-56