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Copy of My Preschool Plan
Transcript of Copy of My Preschool Plan
In 1975, the U.S. Congress passed the Education of All Handicapped Children Act (EAHCA or EHA). This federal law, often referred to as PL 94-142, was the first to mandate that schools provide education to students with disabilities. The law provided billions of dollars to schools to provide special education services. President Gerald Ford signed the EAHCA into law in 1975. Ford was optimistic about the law because it granted the same educational rights to all students, but he questioned how funds would be generated to support it because special education perpupil costs are often more than those for typical students.
Understanding these laws as well as the limitations your students may or may not have can help you run a smooth classroom setting with little disturbance to the other children.
When scheduling activities you have to think about both the learning challenged and the non-learning challenged children in the class. Striving to have all the children doing approximately the same thing while keeping it individualized as possible, is a task in itself. Cooperative teaching with the assistant and teacher on the same page is a must with a mixed class of students.
Three Practices to utilize are:
Organization gives children a sense of comfort in their surroundings. Knowing what comes next helps them participate in the days routines.
Preparing for activities is the best way to make sure any individuals that need extra attention can receive it and still be included in the group activities.
Open communication will help parents feel like part of the class activities and will build confidence that I am helping educate their child, as well as, evaluating the needs of their child.
When you have children with learning or developmental disorders you may need to make classroom modifications. Assistive technology can be helpful to any of the children who have delays in an area. Children with ADHD may have use for noise canceling headphones to help minimize distractions. Children with Autism disorders may have individualized plans and their own sets of individual modifications to meet their needs. Children in either situation may also have a sensory disorder that can cause them to become uncomfortable or over stimulated. Many schools have sensory based rooms for children to take breaks in and calm themselves. If that can not be provided, many preschool rooms have sensory tables to build development of the sensory functions, as well as, dramatic play and science.
Preschool 3-5 yrs
Experimenting with sensory activities and textures as well as colors
Children will help measure and mix the ingredients to make goop a slimy liquid that once touches a surfaces turns into a solid until the child tries to pick it up and then it changes back to a liquid. Colorful, Messy, Fun!
•1 ½ cups cornstarch
•1 cup water Measuring cups
•Pan(s) or large bowl(s)
Children would you like to help me make a mess?” Everyone take a seat and let’s get started making a messy colorful mess. Today we will make something that will change as we play with it.
Fine motor skills, discovery of different textures and substances
Practice/ Checking for Understanding:
Asking the children questions about how it feels and what they think will happen will aid in the curiosity and get them guessing on what will happen next., building their vocabulary.
The children place their goop in bags to take home and we work as a team to clean up while talking about our favorite parts.
Having children talk about the different steps we took to make the goop and use different words to describe how it felt and smelled. Also talk to children about what would happen if we were to mix the colors together, what would happen then? Experiment with mixing colors as a extension.
Instructor Stephanie Best
June 9, 2014
My Preschool Plan
Classroom Make Up
Individualizing everything including self charts, class schedules, daily routine, assignments, and breaks for each child.
Having frequent meetings with parents to keep everyone informed on the child's progress and on the same page. This also helps keep the program individualized and ever changing to fit the need of the child.
Keep a running communication log book between home and school and make sure the parent and teacher have frequent interactions to help the child adapt to changes and help the parent understand the daily challenges.
Sending out a weekly and monthly newsletter to parents letting them know what's going on, what's being worked on and upcoming events so parents can link the work they do at home to the work done at school.
Keeping the room friendly and educational at the same time provides structure and comfort for all the children in the classroom.
The classroom of any preschool should be inviting to the children and provide many areas for the children to play and explore. There should be low height shelves and tables for activities and snack times. Activities should be announced ahead of time and warnings should be given to help with transitional anxieties for all children, but especially those with learning or developmental issues. Picture labels and routines should be at children's eye level with a structured daily routine that is followed consistently.
Powell, S. R. & Driver, M. K. (2013)
This can be one of the hardest things when dealing with children in your classroom that have disabilities or delays. Parents are often frightened and worried at the notion that their child could have a delay. Carefully choosing words, proper direction to supportive places and ideas on how to help their child can ease fears and help them take the next steps towards diagnosis and treatment plans, including 504 meetings and physician testing if warranted. Charts and visual aids can help children from day one and ease trasitional anxieties, as well as, be used in home and school settings for consistancy.
Relating to families
Lesson plans for developmentally challenged students should be individualized and should allow for extra time to complete assignments if needed.
Children with challenges in the educational and developmental learning areas need to be around their peers as much as possible. Even children who can not be verbally and physically active in the participations. This is one way for them to learn socialization skills. Sensory activities are a good idea for many of these children and life skills projects. At the age of preschool finger painting , block building, holding crayons and playing mailbox are all great activities that all the children can participate in.
Great Schools website, Jeanie McLoughlin 2013 http://www.greatschools.org/students/activities/1157-making-playing-goop.gs
National Association for the Education of Young Children 2013 http://www.naeyc.org/DAP
Powell, S. R. & Driver, M. K. (2013). Working with exceptional students: An introduction to special education. San Diego, CA: Bridgepoint Education, Inc
Watson, A., & McCathren, R. (2009). Including children with special needs: Are you and your early childhood program ready? Young Children. Retrieved from http://www.naeyc.org/files/yc/file/200903/BTJWatson.pdf
Gifted children need to be challenged and to build their self-esteem to continue their exceptional skills. In the preschool setting, gifted children would be encouraged to use their skills and encouraged to help other children. As they age they may need to be moved to other classes that challenge their gifts more frequently. In preschool this simply isn't necessary since most of the activities are individualized for all children gifted, adverage, and disabled. Keeping gifted children in the classroom builds confidence and can be quite helpful having them as role models to others. They should still be seen as children, and not focused on because they are above the average level or be asked to do more things than others. Let them be seen as helpful instead of better than others.
Developmentally appropriate practice, often shortened to DAP, is an approach to teaching grounded in the research on how young children develop and learn and in what is known about effective early education. Its framework is designed to promote young children’s optimal learning and development. (National Association for the Education of Young Children, 2013)
To ensure young children receive the best opportunities for building their needs as individuals and as a group. Helping children meet challenging and achievable goals. Making each practice appropriate to the children's age and development status.
Powell, S. R. & Driver, M. K. (2013). Working with exceptional students: An introduction to special education. San Diego, CA: Bridgepoint Education, Inc.
Sensory Processing Disorder
Cognitively & Linguistically Advanced
Limited Language Jumps Around Engages in parallel play
I believe Classroom Management is the key component in any educational setting. I believe that if students are in a safe environment, then learning can take place. This doesn’t necessarily mean punishing behavior problems but rather a combination of setting the tone in a class, preventing behavior problems with interesting and engaging curriculums and effectively including all students in the classroom so that their needs are met. Having the right environment for all students to learn is my major goal of implementing good classroom management, without it the students would not be able to learn. Three simple rules to follow:
•Provide clarity about expectations. This begins with rules, but needs to continue with teaching . Routines or procedures also provide clarity about expectations.
•Recognize and reward appropriate behavior. This can be provided through Positive Behavior Support.
•Provide consequences for unacceptable behavior.