This handbook provides preschool educators with strategies to create inclusive settings for children with autism. It is divided into three parts:
Part 1 provides basic information about autism and what educators should know. Autism symptoms are described and statistics show its increasing prevalence.
Part 2 discusses general inclusion strategies like universal design for learning. Benefits of inclusion for students with autism and their peers are social and academic support and role models.
Part 3 provides targeted strategies in five areas: physical environment, sensory integration, communication, social development, and transitions. Specific activities aim to improve skills through play and multisensory learning. The handbook aims to help educators promote inclusion and accommodate all students.
The presentation I shared with the Early Years Early Adopter Facebook group on 9th November 2021. Key messages: early communication, early years curriculum and assessment
Get your questions answered by the leading expert in the field of Pediatric Autism. How does technology fit into the promising practices/interventions in working with early childhood education classrooms? What does all the popular press mean for the use of tablet technologies with children with autism? Get the answers to these and many more!
The presentation I shared with the Early Years Early Adopter Facebook group on 9th November 2021. Key messages: early communication, early years curriculum and assessment
Get your questions answered by the leading expert in the field of Pediatric Autism. How does technology fit into the promising practices/interventions in working with early childhood education classrooms? What does all the popular press mean for the use of tablet technologies with children with autism? Get the answers to these and many more!
The Influence of Parental Involvement on the Learning outcomes of their Child...iosrjce
Parental involvement in their children's education has been proven by research to improve the
children's confidence, interest and performance at school. A qualitative case study to evaluate the influence of
parental involvement was conducted. The study sample was purposively sampled and consisted of 20 school
heads, 20 teachers and 20 pupils. The researcher was the main research instrument during data gathering. She
assumed the role of the interviewer and an observer. Data were analysed using thematic content analysis. The
findings showed that, parents who had children enrolled in rural and public urban schools were less committed
to their children's learning. Further, they were not worried much about their children’s school environment.
They consulted less with the teachers and did not supervise their children’s home work. Parents whose children
were in private schools had better communication and interaction with their children’s teachers. There were
various models that were used to improve parent-teacher relationship for the betterment of the children's
learning needs. The study recommended -devolvement of engagement strategies, improved communication
channels, supervised parental involvement in school activities andmonitoring and evaluation measures to assess
performance, progress, outcome and impact of engagement strategies.
Learning Objectives
At the end of this module learner will be able to:
Define Preschool education
Describe the need and importance of preschool education
Describe the Pedagogy used in preschool education
Demonstrate an understanding of assessment in the preschool years
Outline the Role of Parents and Community in promoting preschool education
Describe how linkages can be made with Primary schools for smooth transition
This PowerPoint is aligned with the book, Teaching with Poverty in Mind by Eric Jensen. We used this book for our district offered credit for teachers.
Joseph E. Donnelly - "Physical Activity and Academic Achievement in Elementar...youth_nex
The Youth-Nex Conference on Physical Health and Well-Being for Youth, Oct 10 & 11, 2013, University of Virginia
Joseph E. Donnelly, EdD, FACSM - "Physical Activity and Academic Achievement in Elementary School Children"
Panel 2 - How can we increase physical activity in children and adolescents? The presentations in this panel will describe programs that have successfully increased physical activity at preschool, in the home, at school, in communities, and in the private sector.
Website: http://bit.ly/YNCONF13
Engaged Parents, Engaged Students: Theory and Practice Ving
Research shows that parent involvement is the number one factor in student success. The more parents are engaged in their child's education, the more their children will be engaged in the classroom. Teachers will benefit from the communication tips offered in this eBook.
Mental Health Inclusion Ministry...The Mission Field Just Outside Your DoorStephen Grcevich, MD
In this keynote presentation from the Mental Health Ministry in the Local Church conference, Dr. Grcevich discusses the need for intentional outreach to families impacted by mental illness, and introduces seven barriers to church attendance for children and adults with common mental health conditions and their families.
Six "Key" Strategies...Operating Principles for Key Ministry Stephen Grcevich, MD
During March, 2013 we shared six "Key" strategies...operating principles and approaches that have provided a framework for our staff and volunteers when unexpected ministry opportunities arise.
Each strategy SUPPORTS the mission, vision and values of our organization…and are subject to change when they no longer fulfill their purpose. Each strategy is grounded in Biblical principles. Each strategy is synergistic with every other strategy. They all serve the purpose of helping to maximize the impact of the human and financial resources God has entrusted to our stewardship at Key Ministry.
The Influence of Parental Involvement on the Learning outcomes of their Child...iosrjce
Parental involvement in their children's education has been proven by research to improve the
children's confidence, interest and performance at school. A qualitative case study to evaluate the influence of
parental involvement was conducted. The study sample was purposively sampled and consisted of 20 school
heads, 20 teachers and 20 pupils. The researcher was the main research instrument during data gathering. She
assumed the role of the interviewer and an observer. Data were analysed using thematic content analysis. The
findings showed that, parents who had children enrolled in rural and public urban schools were less committed
to their children's learning. Further, they were not worried much about their children’s school environment.
They consulted less with the teachers and did not supervise their children’s home work. Parents whose children
were in private schools had better communication and interaction with their children’s teachers. There were
various models that were used to improve parent-teacher relationship for the betterment of the children's
learning needs. The study recommended -devolvement of engagement strategies, improved communication
channels, supervised parental involvement in school activities andmonitoring and evaluation measures to assess
performance, progress, outcome and impact of engagement strategies.
Learning Objectives
At the end of this module learner will be able to:
Define Preschool education
Describe the need and importance of preschool education
Describe the Pedagogy used in preschool education
Demonstrate an understanding of assessment in the preschool years
Outline the Role of Parents and Community in promoting preschool education
Describe how linkages can be made with Primary schools for smooth transition
This PowerPoint is aligned with the book, Teaching with Poverty in Mind by Eric Jensen. We used this book for our district offered credit for teachers.
Joseph E. Donnelly - "Physical Activity and Academic Achievement in Elementar...youth_nex
The Youth-Nex Conference on Physical Health and Well-Being for Youth, Oct 10 & 11, 2013, University of Virginia
Joseph E. Donnelly, EdD, FACSM - "Physical Activity and Academic Achievement in Elementary School Children"
Panel 2 - How can we increase physical activity in children and adolescents? The presentations in this panel will describe programs that have successfully increased physical activity at preschool, in the home, at school, in communities, and in the private sector.
Website: http://bit.ly/YNCONF13
Engaged Parents, Engaged Students: Theory and Practice Ving
Research shows that parent involvement is the number one factor in student success. The more parents are engaged in their child's education, the more their children will be engaged in the classroom. Teachers will benefit from the communication tips offered in this eBook.
Mental Health Inclusion Ministry...The Mission Field Just Outside Your DoorStephen Grcevich, MD
In this keynote presentation from the Mental Health Ministry in the Local Church conference, Dr. Grcevich discusses the need for intentional outreach to families impacted by mental illness, and introduces seven barriers to church attendance for children and adults with common mental health conditions and their families.
Six "Key" Strategies...Operating Principles for Key Ministry Stephen Grcevich, MD
During March, 2013 we shared six "Key" strategies...operating principles and approaches that have provided a framework for our staff and volunteers when unexpected ministry opportunities arise.
Each strategy SUPPORTS the mission, vision and values of our organization…and are subject to change when they no longer fulfill their purpose. Each strategy is grounded in Biblical principles. Each strategy is synergistic with every other strategy. They all serve the purpose of helping to maximize the impact of the human and financial resources God has entrusted to our stewardship at Key Ministry.
Including Kids and Teens With Mental Illness in the Church and CommunityKey Ministry
In this presentation from the 2015 Global Access Summit, Dr. Steve Grcevich discusses how including kids with mental illness at church represents a mindset as opposed to a program, examines barriers to inclusion and principles for designing ministry environments that promote capacity for self-regulation while minimizing anxiety.
With the “3A’s” - ADHD, Anxiety and Asperger’s Disorder to Thrive at ChurchKey Ministry
In this presentation, Dr. Steve Grcevich looks at specific challenges associated with church attendance and spiritual growth for the two most common mental health conditions seen in kids and teenagers…ADHD and anxiety disorders...and a third condition presenting unique inclusion challenges that often encompasses issues with both anxiety and ADHD...kids with Asperger’s Disorder.
Seven Strategies for Promoting Mental Health Inclusion in the Local ChurchStephen Grcevich, MD
Dr. Grcevich shares seven strategies ministry leaders might consider for helping children, adults and families impacted by mental illness overcome common barriers to church attendance. Presentation from Mental Health Ministry in the Local Church Conference, Ironbridge Baptist Church, Chester, VA
In this presentation, Dr. Grcevich identifies eight barriers families often encounter in attending church when kids experience emotional or behavioral challenges and shares practical ideas for pastors, church staff and volunteers looking to help families overcome the barriers.
Helping Kids With Asperger's Disorder and Social Disabilities Grow SpirituallyStephen Grcevich, MD
Kids with Asperger’s Disorder and other social disabilities are all too often “square pegs in round holes” when it comes to children’s ministry. In this presentation, Dr. Grcevich will review the challenges to church attendance and participation resulting from Asperger’s Disorder, discuss how family ministry approaches can help spur spiritual growth in kids with social disabilities and share tips for children’s pastors, church staff and volunteers for successfully including kids who struggle socially in your ministry environments.
Presented at 2012 Children's Ministry Websummit
April 2-6, 2012
Registration is free and available here... http://pajamaconference.com/affiliates/11
It is vitally important for anyone who wants to work with children with Autism be aware of how ‘Autism’ is for their clients. The ‘Autism’ world can feel like a literal sensory minefield for those who have this condition and this can mean that day to day living can be confronting, frustrating and difficult. The consultant’s role is to make life more manageable and provide strategies that will assist clients who are on the Autism Spectrum to negotiate day to day living, as well as providing the best training for them to reach their potential.
This slide gives you an introduction to Autism Awareness,
A wealth of experience, research and knowledge has gone into developing this Autism Certification Course to provide you with the skills, training and strategies that can be used in the field, working with children and families who live with Autism.
Understanding Autism and Positive Behaviour Support (focus on Tuberous Sclero...atss
Presentation by ASPECT (Autism Spectrum Australia) staff Tom Tutton and Natalie Willis at the 2007 ATSS conference: Tuberous Sclerosis Complex: From Pathway to Therapy.
This presentation is an introductory presentation on Autism (ASD): together with the list of lots of online sources and organizations that can help you to find out more information on this type of brain developmental disorder.
Directions For each classmate post below reply with 200 words, de.docxmariona83
Directions: For each classmate post below reply with 200 words, demonstrate course-related knowledge, and contain a minimum of 1 citation in current APA format to support assertions.
Post 1: Specific learning disability (SLD) is a disability category included in the federal definition of educational disabilities. A learning disability is a disorder that generally includes the inability to use or understand language sufficiently enough to learn core academic subjects like reading, writing, or mathematics. The best practices for the identification, classification, and support of students in need of SLD services have been the focus of considerable research over the past century. The evidence-based practices schools have chosen to assess students who are at risk and identify SLD have ranged from the evaluation and comparison of test scores to more subject interventions and psychological assessments. As research uncovers more data regarding learning, each generation tries to improve how students are identified and classified (Fletcher, Stuebing, Morris, & Lyon, 2013). Currently, Multitiered system of supports (MTSS) is widely used in K-12 schools in the United States to identify and support students receiving SLD services. MTSS was intended to help all students by using a multifaceted approach to identifying students at risk or simply in need of additional support to be successful in a specific subject. MTSS includes evidence-based response to intervention (RTI) procedures (Barrett & Newman, 2018).
Barrett & Newman (2018) evaluated the effectiveness of MTSS for the identification and classification of students in special education departments serviced under the SLD label as well as the level of achievement attained over a period of ten years. Examining MTSS Implementation Across Systems for SLD Identification: A Case Study describes the effect of MTSS implementation on the identification and achievement of students in a midwestern regional educational service agency (RESA). The authors found that a significant body of research conducted in local schools showed improvement in academic achievement and student behavior when MTSS or RTI frameworks were implemented. Decreases in special education placements and less misclassification of learning disabilities were also significant (Barrett & Newman, 2018). However, these positive findings were shown to be incomplete or inaccurate by a recent nationwide study conducted across 13 states by the Department of Education (2015). This study revealed either a negative or neutral effect of MTSS on students. Referencing this seemingly contradictory data, Barrett and Newman (2018) recognize that one evidence-based approach is insufficient to meet the multifaceted and individual needs of students. The authors suggest that the reliance on IQ test and achievement test discrepancies, or an attempt to identify an SLD through a series of interventions are inadequate. There are a multitude of factors .
Putting Children First: Session 2.4.C Paul Lynch - Exploring the complexities...The Impact Initiative
Putting Children First: Identifying solutions and taking action to tackle poverty and inequality in Africa.
Addis Ababa, Ethiopia, 23-25 October 2017
This three-day international conference aimed to engage policy makers, practitioners and researchers in identifying solutions for fighting child poverty and inequality in Africa, and in inspiring action towards change. The conference offered a platform for bridging divides across sectors, disciplines and policy, practice and research.
SURNAME 1
SURNAME 2
STUDENT NAME
INSTRUCTOR
COURSE
DATE
Child Education
Education for young children is very important yet it is often not given enough attention. We are all born naïve and innocent without knowing anything. Young children are barely aware of who they are. According to Ahmad, the learning process begins at early ages just as growth and development begin. As such, teaching and learning is an essential aspect of a child's developmental stages. The growth and development process of a child can be guided through the process of teaching and learning. At very young ages, children are very eager to learn and understand various aspects of their surrounding environment. The learning process advances to include other factors as a child grows. For this reason, it is important to understand a child's learning process and create the most accommodative learning environment. More so, identifying teaching practices that promote a child's learning process is crucial to their growth and development from an early age.
Teaching refers to the process of facilitating, in this case, children to acquire new knowledge and understand themselves as well as their surrounding environment. Different approaches of teaching are adopted for various groups of people. As such, the type of approach adopted for early childhood education is different from approaches used with other groups of people. Children are very brittle at a young age, therefore, they must be handled with care. A small error made when teaching a child can have long-lasting effects, (Bullard, 10). The main purpose of teaching practices among infants is to facilitate them into becoming who they are naturally meant to be. Teaching in early childhood education is based on observations made on the infants. The main role of a teacher at this stage is to encourage good behavior and discourage bad habits. Therefore, teaching in children's education involves more nurturing practices rather than inculcating new knowledge and skills among infants.
On the other hand, learning refers to the process through which young children acquire knowledge and develop awareness about their surroundings. This process involves various ways through which children can understand the guidance and teachings of their educators. As such, the learning process is dependent on the cognitive abilities of individual children. Some children are fast-learners while others are slow learners. “Early childhood education and care (ECEC) has been recognized as a fundamental step in children’s development as it lays the foundation for future growth and learning,” (Bullard, 11). Learning is a gradual process that starts at a slow pace and increases speed as the child grows. Children should be facilitated to learn one thing at a time rather than subjecting them to an environment that overwhelms their abilities. It is also important to understand that the learning process for infants manifests through their childish play and chi.
Creating a Positive Learning Environment That is Also Safe a.docxvanesaburnand
Creating a Positive Learning
Environment That is Also Safe and
Secure
Children learn best when they feel safe, loved and valued.
In our classroom, the students will have plenty of time to choose their own
activities, they will help create our classroom rules, and be treated with
respect and kindness.
1
Opportunities
to Succeed
All of the activities
in our classroom are
designed for
success with built in
controls for errors
so students will be
able to more easily
self-evaluate their
work. At first, they
will require
guidance in the
process, but as time
goes by, they will be
able to more
independently
evaluate their own
outcomes.
This creates a
positive climate
where fear of failure
is replaced by
learning from
mistakes.
In doing, one knows.
CHOICE
Freedom to chose their
own work gives children
ownership of their
accomplishments.
Wood (2014) stated
“Children should exercise
agency, self-regulation,
ownership, and control,
and to direct their own
learning” (Problematising
free play and free choice.
para. 1).
1
RULES
Students will share their
thoughts and ideas about
appropriate behaviors
while at school. We will
use these brainstorming
sessions to create our list
of classroom rules.
2
RESPECT
To learn respect, it must
be role-modeled by the
adults with which they
interact on a daily basis.
Our students will learn
that they are highly
respected, loved, and
valued.
3
CLASSROOM INTRODUCTION MARCH 12, 2018
Preschool Center
Academic Lessons
Differentiation is when a teacher tailors
lessons to the individual student.
In our classroom lessons will be given in a
variety of ways. Many will be introduced in a
large group setting, and all lessons will be
reinforced with individual lessons using
differentiated strategies tailored to your child’s
particular needs. Afterwards, students will
practice their lessons individually or in small
groups. The groups will have members that
will enhance learning for everyone. This means
that the groups may have an advanced student
to help others better understand the concepts
presented using age-related vocabulary, or that
groups may have a struggling student that will
be mentored by peers. In this way the children
have a chance to become both student and
teacher at various times. This method is a
proven way to advance knowledge, raise self-
esteem, and increase social skills.
Differentiation can be as varied as the students
themselves. Educators must be creative,
innovative, and compassionate to these
differences when planning routines and lessons
for students.
“Flexible groupings gives teachers the means
to balance instructional demands with
student needs” (Puckett, 2013, Flexible
Grouping, para. 1).
Expectations
Recognizing that young children are active with
a need to move and talk while learning leads to
creating activities to teach specific concepts
wit.
Respond to 8 students - due in 2 hours - 50 words each - I have put mickietanger
Respond to 8 students - due in 2 hours - 50 words each - I have put a guided response for each set to help with the response:
Guided Response:
Review several of your classmates’ posts and respond to at least two classmates. Offer an additional example of how development of the age groups your classmates selected influence curriculum decisions.
Student 1: Tracie:
The age group I chose is 3-5 years of age. The physical development of children in this age group is movement and coordination which can also influence the curriculum. During this time, children’s’ brains are like sponges. They are watching and learning everything in their environment. This age group brings a “wide variety of experiences to the preschool setting, which should serve to inform curricular decisions (Jaruszewicz, 2013). The social and emotional aspect of this age group is that of caring, understanding and many more. Three to five-year old’s need the aptness to proceed around and we as teachers should promote physical development. A great way of doing this is consistently doing active play inside and also outside of the classroom. Teachers should label bins and shelves that have objects such as toys and the areas they are playing/ working in. The children will be able to independently pick them up and return them as they play. Incorporate games in the curriculum that lets them move free and easily within the game.
Cognitive aspect of a 3-5-year-old is that their brain functions are learning things on a daily base to help the child. In the newsletter by Paraskevopoulou it was written: “Curriculums that include topics such as appropriate scheduling, creating a developmentally appropriate classroom, and making the most of learning centers, will help create a classroom environment that actively engages the child and keeps his or her attention. When implemented in the classroom, these components contribute to less discipline problems and a smoother day” (Paraskevopoulou, F, (2008).
The key to successful learning, especially for children ages 3-5, you must have a classroom environment that’s design especially for them. The environment should be one where they able to move around freely with no obstacles in their way. The curriculum must be on the preschool level for the students to understand.
References:
Jaruszewicz, C. (2013). Curriculum and methods for early childhood educators. Retrieved from
https://content.ashford.edu (Links to an external site.)
Paraskevopoulou, F, (2008), Teachers of young children (3-5 years old) and their
interaction with pupils:
approaching positive classroom management
. Retrieved from
https://www.cceionline.com/newsletters/May_08.html
Student 2: Stephanie:
The group I selected that I would love to work with is age range from 3 to 5 years old. During this stage, the children are using language to express their feelings, questions, and thoughts. This age group is considered what I would call " preschoolers".
The physical domain ...
Attitudes And Opinions of Parents and Teachers About Autism in Turkeyinventionjournals
Autism is a lifelong developmental disability that affects the way a person communicates and relates to people around them. Bringing up an autistic child is a hard and long journey, but parents have various options and places to turn for help. For example, they can learn and use certain strategies to help communicate with autistic children. Teaching strategies for students with ASD still need to be individualized, and it is fairly important for teachers to realize their expectations of their students. Children with autism often have visualspatial strengths so teachers can modify their instructional strategies several ways by demonstrating and modelling expected skills. The purpose of this study is to explain the attitudes and opinions of parents and teachers about autism in Turkey. The participants of the study consists of 82 subjects, 42 of whom were parents of children with autism and the remaining 40 were teachers of students with autism. This study was carried out several public and private schools in Konya, by means of interviews and regular conversations with teachers and parents of children with autism, over the period from 03.01.2015 until 04.05.2015. In order to obtain the data, three types of survey questionnaires were employed in this research.
Attitudes And Opinions of Parents and Teachers About Autism in Turkey
KeilaFinalPoster
1. Creating Inclusive Settings for Children with Autism at the Preschool Level- A Handbook for Preschool Educators
Keila Lindoso & Ingrid Sladeczek, McGill University, Montreal, Canada
Poster Presentation Forum, McGill University, April 2016
With few exceptions, preschool educators have not
been trained to develop, implement interventions or
even to accommodate children with disabilities in
mainstreamed classrooms. Hundert (2007) indicated
that training teachers to learn how to adapt their
curriculum to accommodate the needs of students with
disabilities could be a cost-effective alternative to
replace external consultation and training for each child
with disabilities.
Developmental disabilities such as autism start
emerging its characteristics by the age of two or earlier.
The DSM-5 describe autism symptoms as abnormal
interaction and social communication including limited
and repetitive patterns of behaviour and interests with
no reliable biomarker and no pharmacological treatment
for it. In 2002, 1 in 150 children between 6 and 17 years
old were diagnosed with Autism Spectrum Disorder
(ASD), In 2012,1 in 88, in 2014, 1 in 50. (Baio, 2012;
Blumberg et al., 2013; Rane et al, 2015).
Objective
The purpose of the handbook is to
bring autism awareness to early
childhood educators in addition to
provide evidence-based strategies to
better accommodate and integrate all
preschool aged children regardless of
their ability.
Background
Inclusion and UDL Benefits of Inclusion for Early
Childhood Educators
• Reduces learning barriers and maximize
learning opportunities
• Promotes acceptance and appreciation of
diversity
• Increase student engagement
• Creates a welcoming environment for all
students
• Creates a wider circle of support
• Strengthens collaboration with specialists and
parents
Benefits of Inclusion for Young Students
with Autism
Social
• Encourages social interactions, fostering relationships and
friendships
• Facilitates more appropriate social behaviour
• Improves adaptability
• Social support from classmates without disabilities
Academic
• Higher expectations and levels of achievement from
educators and classmates
• Positive academic role models of peers without disabilities
Discussion
How to use the Handbook
This handbook aims to assist early childhood educators with
strategies that considers the best way the brain learns: through
play.
MethodsandResults
Teachers work vigorously to promote inclusion for students with
disabilities; however they spend most of their time struggling to
find ways to retrofit the existent curriculum (Villa & Thousand
2006)
Universal Design for Learning (UDL) focuses on planning for
accessibility for all students regardless of their abilities (Metcalf et
al., 2009)
The quality of life of children with disabilities could be
improved when they are enabled and encouraged to
participate meaningfully in their environments (Pritchett et al.,
2014)
Results References
Baio (2012). Prevalence of Autism Spectrum Disorders: Autism and Developmental Disabilities
Monitoring Network, 14 Sites, United States, 2008. Morbidity and Mortality Weekly Report.
Surveillance Summaries. Volume 61, Number 3.
Blumberg et al. (2013). Changes in prevalence of parent-reported autism spectrum disorder in
school-aged US children: 2007 to 2011–2012. National health statistics reports, 65(20), 1-7.
Green et al. (2012). An intervention to increase early childhood staff capacity for promoting
children’s social-emotional development in preschool settings. Early Childhood Education
Journal, 40(2), 123-132.
Halfon & Friendly (2013). Inclusion of young children with disabilities in regulated child care in
Canada A snapshot: Research, policy and practice.
Hundert (2007). Training Classroom and Resource Preschool Teachers to Develop Inclusive
Class Interventions for Children With Disabilities Generalization to New Intervention Targets.
Journal of Positive Behavior Interventions, 9(3), 159-173.
Rane, et al. (2015). Connectivity in autism: A review of MRI connectivity studies. Harvard review
of psychiatry, 23(4), 223-244.
Challenges
• The school board only has the obligation to
deliver a special kindergarten program if
requested by the parents (Halfon and
Friendly, 2013).
• Early childhood educators are often not
equipped with the needed training and
resources to successfully promote children’s
positive socio-emotional development and
academic competences (Green et at., 2012).
PART 1: Provides basic
information about autism and
what preschool educators
should know about it
PART 2: Discusses
general strategies to
be implemented in the
inclusive setting
PART 3: Provides strategies in 5 areas: physical
environment, sensory integration, communication,
social development and transitions
CREATING INCLUSIVE SETTINGS FOR CHILDREN WITH AUTISM AT THE
PRESCHOOL LEVEL
20#
#
Adventure Bin
.
Young children can identify familiar objects just by manipulating them with their hands and fingers. They
do not need to see the familiar object to know which particular finger has touched the object. However,
children who have poor touch discrimination will find very difficult to perform many tasks that requires
fine motor skills. Moreover, when young children learn to perform precise finger movements they will
find easy to fasten buttons and many other tasks that requires fine motor skills#
Materials:
• Large plastic bin or
wading pool
• Sand
• Rice
• Lentils
• Beans
• Objects with variety
of textures
• Water
Activity:
1. Add all the objects in the big bin or wading pool and
let the young students play.
2. The educator can add all ‘dry’ objects first and then
pour water into the bin; therefore, young students
will feel the same objects differently.
#
Adapted from:
Yack, E., Aquilla, P., & Sutton, S. (2015). Building Bridges Through Sensory Integration. 3rd
ed.Future Horizons Inc.#
Goals:
• To improve fine motor skills
• To assist young children with hyposensitivity
• To develop proprioception
#
CREATING INCLUSIVE SETTINGS FOR CHILDREN WITH AUTISM AT THE
PRESCHOOL LEVEL
32#
#
Strategy 15: Pointing the Cup
In the preschool setting, educators may also assist students during snack time. Since is important to create
communication opportunities throughout the day, snack time should be also used to motivate all students to
want to communicate. Learn to understand what pointing means and use as a communication strategy could
be a tricky skill for young students with autism.
Goals:
• To encourage communication
• To increase language skills
• To use pointing as communication
Materials:
• Three containers or cups
• Three different food
items the student really
likes
#
Activity:
• Place the three containers or cups (with three different
elements of the served snack hidden) upside down on
the table.
• Educator should encourage communication by asking
“Where is the…? Is it here?”
• Then, educator models pointing to one of the
containers or cups and adds “Or here?”
• Educator points to another container or cup and adds
one last time “Or, here?” also pointing to the third
option.
• Educator encourages and prompts if needed the student
Adapted from:
Griffin, S., & Sandler, D.
(2009). Motivate to
Communicate!: 300 Games
and Activities for Your Child
with Autism. Jessica Kingsley
Publishers.
Sher, B. (2009). Early
intervention games: Fun, joyful
ways to develop social and
motor skills in children with
autism spectrum or sensory
processing disorders. John
Wiley & Sons.
#
#
CREATING INCLUSIVE SETTINGS FOR CHILDREN WITH AUTISM AT THE
PRESCHOOL LEVEL
58#
#
Timer
Individuals with autism need assistance shifting their attention from one task to another. Preschool educators
should help young students with autism transitioning between activities throughout the day by warning them
about 5 minutes before starting a new activity using visual cues to reinforce what was previously said.
Goals:
• To rely less on
adult prompting
• To reduce stress
and anxiety when
transitioning
between activities
Reference:
Banda, D. R., Grimmett, E., & Hart, S. L. (2009). Activity
schedules: Helping students with autism spectrum
disorders in general education classrooms manage
transition issues. Teaching Exceptional Children, 41(4), 16.
Activity:
• Before each activity, preschool educators must let
students know approximately the activity’s duration
and then set up the timer. Leave the timer in a
visible place for the young student with autism, and
encourage the student to check the timer to know
how much time is left.
Materials:
• Wall clock
• Timer
# #
