Transitioning a disabled boy into school life

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"Mrs. Smith is an early childhood educator and wants to transition Tommy, a 5 year old boy with physical handicaps- he was born without arms. He is extremely bright (IQ above normal) and has good social skills and uses his toes to manipulate writing instruments". Mrs. Smith goes to Jane Long Elementary to check out the first grade classrooms and finds that the first grade class will be a very trying transition process for Tommy but it can be accomplished with everyone's cooperation and support. All of the teachers at Jane Long Elementary seem excited about having Tommy in their classroom and are very anxious to meet him. The communication and cooperation has been great so far as all the teachers seem more than willing to make accommodations and modifications to their classrooms and modifying the assignments to accommodate Tommy's needs. Since Tommy does not have any mental handicaps and an above normal IQ the learning material will not need to be modified. The way in which Tommy will do his assignments will have to be modified to accommodate his handicap. Mrs. Smith will develop the objectives for the transition program, using a job card which will help Tommy and his family complete his school and homework assignments. Tommy will be responsible for turning in his homework/assignments just as all the other children in order to help him become organized and be aware of what assignments he has finished and what assignments he needs to continue working on. This will also give Tommy dates in which he has to have his work turned in. Mrs. Smith will then teach Tommy to use the adapted keyboard in which he will learn to type with his toes. While Tommy will do what homework/assignments he can on this he will still often do his assignments orally and not written. Environmental Assessment Teacher: Mrs. Hanson Subject: Grade: first Date: 05/15/10 Teacher completing the observation: Mrs. Smith

Teaching Materials and support Personnel

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1. What textbooks and teaching materials are used in the class? How difficult are these texts and teaching materials? 2. What supplementary materials are used in the class? How difficult are these materials? What are their unique features? 3. What types of media and technology are often used in the classroom? 4. What type(s) of support personal are available in the classroom? How often are they available? 5. What teaching accommodations does the teacher employ?

Presentation of Subject Matter

1. How does the teacher present information to students (e.g., lecture, small groups, cooperative learning groups, learning centers)? 2. What is the language and vocabulary level used by the teacher?

C. Learner Response Variables

How do the students respond in class? (e.g., take notes, read aloud, participate in class, copy from the board)? In what ways can the student request help in the classroom?

D. Student Evaluation

How often and in what ways does the teacher evaluate the student's progress? How are grades determined? What types of tests are given? What test accommodations does the teacher use for the students? Does the teacher assign homework? (What type, how much, how often?) Does the teacher assign special projects or extra credit work? Please explain.

E. Classroom Management

What is the teacher's management system? What are the stated rules in the classroom? What are the unstated rules in the classroom? What are the consequences of following the rules? What are the consequences of not following the rules? In what ways and how often does the teacher reinforce the students? Does the teacher follow any special routines? What are they?

Social Interactions

What are the student norms in this class concerning dress, appearance, and interests? What are the students' attitudes toward individual differences? In what locations and ways do students interact in the classroom and the school?

Physical Design

What, if any, architectural barriers exists in the classroom? How does the classroom's design affect the students' academic performance and social interactions? 2. Intervention a. Using the Job Card Tommy will be able to interact with his teachers to determine what the assignments are, what directions he should follow, what materials he will need, and when the assignments are due. This will allow Tommy to be able to complete and turn all of his homework assignments in on time each week. (note: the job card will have his modifications to the assignments on it. This way his parents will know what to do and will be required to sign the card each week before Tommy turns his assignments in. I will use this as a communication tool to let me know that they saw and are aware of his assignments.) b. Once Tommy understands the process and is comfortable with what he is responsible for I will require the folder to be at least 90% complete each week before accepting. c. Once Tommy masters the adapted keyboard he will have several assignments in which he will repeatedly type words until he reaches 85% accuracy on them. 3. Preparation 3. Tommy will be issued a job card in which all of his classes will be attached and updated with his homework assignments. This card will tell Tommy everything he will need to know in order to complete his assignments for each class. This will not only help Tommy but also his parents so that they know exactly what he is expected to be completing for his assignments. The assignments on Tommy's job card will include his modifications and accommodations on it to help him and also his parents understand. I will ask the parents to sign each night so that I know they say his homework and was aware of what he is suppose to be doing on a daily basis. I will use the homework folder as a double check method for both Tommy and his parents. The homework folder will help Tommy continue with his organization skills and learning to keep everything in order and keeping track of due dates. Tommy will learn to use his toes to manipulate the enlarged keys on the keyboard in which he will learn to type his name, school, and date. As time goes on Tommy will learn to type other things and hopefully be able to fully communicate in writing as well as others. This will allow Tommy to not only be able to complete his assignments but also to be able to use for his personal interest and needs also. 4. Generalization

Change Reinforcement

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Description/Methods Examples Change from rewards to privileges * allow Tommy to spend free when Changing to mainstream setting time with other students instead of giving him rewards as in resource room Use same reinforcers in different settings * Encourage all teachers working with Tommy to use the same reinforcement program.

Change Cues

Description/Methods Examples Use alternate/parallel directions * Ask Tommy to think out loud by stating what he remembers he should be doing

Change Material

Description/Methods Examples Change typing * Challenge Tommy to learn to type other things other than what is required of him every day. Add fun things to type like funny rhymes or maybe type a list of 5 funny things he heard his classmates say that day. Use a skills diary * Have Tommy keep a skill diary in which he records situations or settings where he has successfully used a strategy.

Change Setting(s)

Description/Methods Examples Move from more structured * Move one-to-one teaching to to less structured work arrangements small group teaching * provide opportunity for individuals to work together * provide opportunity for the students to work also in larger groups

Change Teachers

Description/Methods Examples Assign student to work with * select tasks so that the student has different teachers an opportunity to work with aide, peers, volunteers, tutors, etc. 5. Evaluation When evaluating Tommy's objectives he will be given grades on his job card assignments as well as on his homework folder. Both of these objectives will be turned in and graded. The job card will be graded on a daily basis and the homework folder will be graded on a weekly basis. I will be monitoring Tommy's progress on the keyboard on a daily/weekly basis and will keep a journal of his progress/struggles. I will also be watching his overall reactions and transition into the regular classroom on a daily/situational basis also keeping these notes in my journal. When evaluating his overall transition plan I will use both his grades and my personal notes from my journal to make suggestions on what seems to be working great and where I feel we need to try something different. I would also like to have weekly input from his other teachers to record in my journal so that when the time comes to evaluate Tommy's transition plan we will have more than just my opinion to go by for new strategy's.