![]() Special needs children, though, can sometimes react more strongly than their non-disabled peers when faced with an unexpected change in their daily schedule. Both typical students and those with developmental disabilities crave structure and predictability in their school day. Post a clear and predictable daily schedule (Volmer, 1995). Train students in the procedures that you want them to use in accessing the materials (e.g., first raise hand, then request teacher permission, then go to supplies shelf to get a pencil.) When needed, provide labels for these materials (using pictures paired with words). Store common classroom materials (e.g., school supplies, games) on accessible shelves or in see-through storage containers.For example, you might create a sign with a picture of children eating snacks along with the words 'Snack time,' and post that sign on a table to signify that snacks are about to be served. In multi-use spaces, you can employ signs or other visual cues to mark that the space is being used for a particular purpose at a specific time. The reality, of course, is that most classroom space is used for multiple purposes. Marked boundaries make it easier for children to know when they are in a space that is dedicated to play, one that is set aside for study, etc. Use boundary markers such as barriers (e.g., bookcases or other furniture), rugs, and colored tape on the floor to represent boundaries between spaces that are used for different functions.Children with developmental disabilities can be much more independent when they have strong visual cues to guide them through the physical space of the classroom. Use visual cues to orient student in the classroom (Volmer, 1995). ![]() Here are additional classroom ideas for accommodating students with significant special needs: Children with developmental disabilities should therefore have explicit skills-training in deficit areas as a central component in their curriculum. But identified students may also experience behavior or learning problems because they lack key skills (e.g., capacity to interact with other children in socially appropriate ways). When working with children with developmental disabilities, teachers can accomplish a great deal by managing the learning environment proactively to prevent behavior problems and promote learning. ![]()
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