How can early childhood teachers individualize instruction for children with disabilities?
We suggest that teachers provide the amount and type of support or help that the child needs to participate and learn within the typical classroom activity or routine. One way to think about the amount or type of support is to think about help in terms of frequency and intensity. Sometimes, simple modifications will work. Examples are using preferred toys or materials to capture the child’s attention, using color or size to highlight the important element of a toy or activity, and using pictures to supplement verbal instructions. Other times, the teacher will need to provide additional teaching and learning opportunities for the child. And sometimes the teacher will need to use more systematic or intensive instruction to help the child. Q: What instructional strategies work best for preschoolers with disabilities? A: Many of the same strategies we use with other preschoolers will be effective with children with disabilities. It’s important for the teacher to be intentional about his or
Related Questions
- How early can teachers, parents, and other adults involved in the lives of children and youth with disabilities start teaching self-determination?
- What laws relate to early childhood education and child care for children with disabilities?
- How can early childhood teachers individualize instruction for children with disabilities?
