635 Instruction:
635 Module 8: Social/Emotional Skills Delay Discussion
Group 3 will be posting their videos or links to their videos along with a description of their case study child and a modified lesson plan this week. All candidates must comment a minimum of twice on a minimum of 2 different days on these projects – focus on deepening the conversation by asking a question, for clarification, or reflecting on your experience as it relates to the topic. Bring your textbook reading into the discussion.
Please use only these resources:
Cook, R. E., Klein, M. D., & Chen, D. (2019). Adapting Early Childhood Curricula for Children with Special Needs. Pearson.
Classmate Ling: Please I need feedback.
Kyle is a six-year-old boy diagnosed with Down syndrome who faces challenges with severe cognitive delays. Although he has limited speech in both receptive and expressive language, he understands more than he can express. Kyle enjoys dancing and socializing with his peers, often imitating words spoken by others with a smile. His social skills are improving, and he’s learning to offer high-fives or fist bumps instead of hugs. Kyle has low muscle tone, which affects his writing skills. I will write keywords with a highlighter and have Kyle trace them with a weighted pencil for easy grip when writing.
To support his comprehension and fine motor skills, providing choices with symbols and allowing him to paste the correct answer can also be beneficial. I created worksheets enabling him to circle and draw lines to the correct answers to avoid frustrating him with intensive writing. Coin-counting activities will also enhance his fine motor skills and social interaction as he plays the role of a customer or cashier with the modeled language.
Due to Kyle’s short attention span, he can sometimes become impatient. One of his IEP goals is to wait patiently for his turn during play with a visual prompt of a “Who’s turn?” symbol. Another goal is for Kyle to express his needs orally by saying, “I need help, please” , whenever he needs help.
Please use only this resources:
Cook, R. E., Klein, M. D., & Chen, D. (2019). Adapting Early Childhood Curricula for Children with Special Needs. Pearson.
Example:
Hello Ling,
I enjoyed your lesson. You created many opportunities for your students to develop money skills and work on learning goals. Your idea to have the students play cashier can be a good way for students to learn how to ask questions, wait their turn and role play (Cook et al., 2019).
For this lesson, there are many ways to target the emotional and social development of students. For one, the students can be given opportunities to work in pairs and practice sharing coins and collaborating on counting coins. By working on a common goal and having a pre-determined role to play in the activity, you can promote social skills and ascertain that all students are cooperating (Cook et al., 2019). Another idea is to discuss any times when the students wanted to buy something but could not because they didn’t have money, or the parents didn’t want to buy it. This is a good opportunity to teach emotional literacy by helping students express and describe their feelings. The teacher can also model these skills by telling the children a story about their own childhood experiences with money.
Thanks,
Manuela Salas-Cortez
References
Cook, R. E., Klein, M. D., & Chen, D. (2019). Adapting Early Childhood Curricula for Children with Special Needs. Pearson.
