Why does the young special needs child need help in the classroom?
Young children with special learning needs have developmental delays in speech and language, fine and gross motor skills, cognitive abilities and/or in the social-emotional domain. An Individualized Education Plan (IEP), developed by the school district and parent, is implemented to address the educational needs of these children with special education services at home or school. However, a significant amount of children that enter early learning classrooms exhibit various learning difficulties, such as poor attention, limited fine motor skills and behavioral concerns. Many of these young children have not yet been identified as having a learning issue or they may not qualify for special services. If not addressed, this population may face learning and behavioral challenges that interfere with their ability to function appropriately in the regular education setting. Until identification through evaluation and specific services can be conducted and approved, the classroom teacher may find it advantageous to seek out ways to provide educational assistance to these children in their present setting.
What types of learning difficulties do young children demonstrate in the classroom?
Presently, children as young as three and four years old begin their educational careers in the preschool setting. Most preschool classrooms consist of a sizable group of similar aged peers with two or three teachers. Time spent in preschool programs can vary from two to three hour half-day sessions to a full day program. Children may attend preschool daily or for a few selected days per week. Within these classrooms, children are engaged in academic and language skills, art and music activities and afforded opportunities for physical activity and movement. While many preschool children assimilate and prosper in this group learning situation, some youngsters may not easily adapt and function appropriately due to emerging learning difficulties. As a result, these children may have difficulty thriving in the classroom for days, weeks and even months, which can quickly require the need for teacher intervention. These learning difficulties may include:
- separation anxiety
- inability to retain information presented
- short attention span
- poor eye contact
- difficulty attempting and completing tasks
- difficulty sharing toys and materials with peers
- unable to follow verbal directives
- difficulty sitting still
- excessive physical energy
- low frustration tolerance
- self-directed behavior
- aggressive behavior
- difficulty waiting or taking turns
- speech or hearing difficulties
- limited fine motor skills
- lack of motivation
- physical limitations
What can the classroom teacher do to help?
The preschool classroom teacher may contend that he/she is not trained to instruct children with specific learning issues. Nor, is the classroom teacher provided extra time or resources to provide specific help to the child with special needs. However true this may be, the reality is that the child is in the classroom and, thereby, it is the responsibility of the teacher to recognize the challenging situation and investigate ways to address it. Purposeful efforts to help the child improve not only benefit the child, but actually serves to equip the teacher with the tools necessary to optimize the classroom learning environment for all.
Strategies to Help the Special Needs Child in the Classroom
Below are effective strategies that can be implemented in the classroom to help young preschool children with learning difficulties. Most of these do not require detailed preparation, extensive materials or excessive time. Moreover, many of the strategies listed are beneficial for all young children regardless of their abilities.
- Give oral directives slowly and clearly and have the child repeat the directive back to you.
- Arrange seating for the child to promote attention and increase the ability to focus (nearby a teacher, special cushion on carpet)
- Promote eye contact by asking child to put his/her hand on your shoulder
- Use a hand over hand approach to help child trace, color, write, or cut with a scissor
- Use visual cue cards to remind the child to use appropriate behaviors (“quiet mouth” “look” “listen” “sit” etc.)
- Teach skills in small increments and increase amount as child performs successfully
- Provide the child’s family with extra materials to practice skills at home (tracing or writing name, cutting shapes)
- Use family photos to minimize separation anxiety
- Model appropriate words and behaviors in front of the child
- Provide physical breaks for the child (stand up and stretch, jump in place 10 times)
- Place an individual visual schedule at the child’s work area/table to assist the child with classroom transitions (smaller version of the classroom schedule)
- Use pictures to follow directions (line up, wash hands, put on jacket )
- Include music to facilitate language and reinforce concepts (“If you’re happy and you know it, clap your hands”, “Five little ducks”)
- Teach the child how to request help when needed (raise hand, hold up hand sign)
- Use a “first-then” directive to help the child participate (“first you do your project, then you can play with the legos”)
- Pair the child with a buddy classmate who can appropriately model skills and assist the child with routine tasks
- Offer appropriate sensory materials regularly (playdough, squeeze ball)
- Use various tactile materials and textures to teach letters and numbers (sand tray, fingerpaint, yarn)
- Provide consistent and positive verbal and visual praise for the smallest accomplishments (“thumbs up”, smiles, stickers)
- Assign an appropriate classroom helper job to foster self-esteem
- Redirect the child to an alternative activity when he/she displays frustration or non-compliance
- Use a calm, patient speaking voice with the child
- Offer motivational rewards for tasks attempted or completed (play with a preferred toy or activity)
- Teach the child breathing exercises to calm when upset or frustrated (take 3 deep breaths, count to 10, “smell the flower, blow out the candle”)
- Provide social stories for the child to learn to cope with an interfering or negative behavior
- Use technology to reinforce skills learned (Smartboard, iPAD, laptop)
- Offer earphones to listen to stories
- Communicate with the parent often to obtain information and share techniques used
- Consult with onsite school professionals for specific solutions (psychologist, nurse, special education staff)
Conclusion
A combination of the above approaches can yield positive results for the child with special needs as well as provide the classroom teacher with an effective game plan. With continued use, these strategies may, indeed, help the child minimize some of his/her learning difficulties while creating a more productive learning environment for all children in the class.
