S O L U T I O N S F O R T H E I N C L U S I O N O F A L L C H I L D R E N I N T H E C L A S S R O O M

I CAN PARTICIPATE TOO!

Funded by DHR

Objectives

View different classroom activities that children may struggle with

Address reasons why children may struggle during these activities

Explore different strategies and techniques that can promote increased classroom participation

What are some common classroom activities that children struggle with?

This training covers:

1. Circle Time2. Transitioning3. Bathroom Time

We are also going to discussthe many benefits of peersupport.

Don’t worry! I am!

Why do you think Circle Time can be difficult?

It is too LONG

Each child does not have a clear defined space

There’s no movement to keep children engaged

Children are bored

Not every child can participate.

Improving Circle Time

All young children regardless of developmental level and ability status CANNOT sit for long times. Also, this is not developmentally appropriate practice for children.

Circle time should begin at 5-10 minutes.

The length of circle time can be increased some over time.

A circle time of 20 minutes will more than likely not be beneficial to the learning process.

Improving Circle Time

Every child should have a defined space at circle time!

Let’s play the longest list game.

Please write all the ways you can show children their defined space with the paper I’ve given you. You will have 2 minutes.

Ways to Define Circle Time Space

Masking Tape, Poly spots, mats, and carpets with clearly defined spaces for each individual child can help circle time run more smoothly.

Circle Time with Movement

Depending on your circle time, movement may be the answer to lack of participation.

With books, get children to act out a movement. (ie. hop like a bunny, growl like a bear)

When singing songs incorporate movement! Children will be entertained and you will avoid boredom.

Making Circle Time Fun for ALL

Reducing time, defining space, and making everything fun are all GREAT!

However, sometimes more is required.

Children with special needs are able to participate in our classrooms with the help of a few adjustments to the way we teach.

Tools for Inclusion

Visual Schedules

Fidgets

Props and visuals for children that are non-verbal

Accommodative Seating

Visual Timers

Using PECS (Picture Exchange Communication System)

Lap pads

Shoulder Snakes

Inclusion Tools

Picture Exchange Communication System (PECS)

“The Picture Exchange Communication System, or PECS, allows people with little or no communication abilities to communicate using pictures. People using PECS are taught to approach another person and give them a picture of a desired item in exchange for that item.”

Need Help with Children in Your Center

CCEP offers technical assistance! During a technical assistance, we will observe the child you have concerns about while observing the rest of the class.

Any materials that we feel would help the child/children will be provided to the center at no cost.

Samantha Davidson

251-479-4900

sdavidson@ucpmobile.org

Project Coordinator

Miranda Lambert

251-479-4900

mlambert@ucpmobile.org

Developmental Specialist

Transitioning Throughout the Day

What are Transitions?

Transitions occur when children move from one activity to another. Transitions occur in and out of the classroom environment.

Transitions can be difficult for children, which may result in challenging behaviors.

So, what can we do to reduce challenging behaviors during transitions?

Planning

Letting a child know what their day will look like beforehand can help ease transitions.

This can be done through visual schedules.

Visual schedules are beneficial to all when displayed in a meaningful way.

Visual schedules can even be made for an individual child on a lanyard or file folder to let a child know what’s happening now and then next.

Lanyard Visual Schedule Idea

First Then File Folder Visual Schedule

Planning (Continued)

Children don’t do well with waiting.

Try and have the materials for your next activity prepared.

If everything is ready to go, there’s less wait time.

This may not always be possible so fill the wait time with songs and games to prevent boredom.

Signaling Transitions

Children may also benefit from auditory and visual cues to signal transitions in the classroom.

Let’s play the longest list game of ways to signal transitions for children.

Think outside the box.

The longest developmentally appropriate list will win a giveaway.

2 minutes and GO!

Signaling Transitions

Flickering the Lights

Songs

Visual cues like these

Visual Timers

Different Noises

Give a kiddo the job of being the “time keeper”

Use a specific toy to signal a transition. For example, “Ryan the Lion”.

Leaving their Favorite Activity

Each child has an activity that is their “favorite”.

Try to make each activity as fun as possible though.

However, we all know children and adults like what they like.

In this case, transitions may be easier if we allow a child to hold a favorite stuffed animal or object while transitioning.

If this works, reward the child on their progress.

Toilet Training

There are 4 key components in toilet training children:

1. Children should be exposed to a well-organized bathroom and have a schedule for use.

2. Plenty of practice using the bathroom.

3. Children need to see other people use the bathroom to understand the process. (ie parents or caregivers)

4. Children must also trust the adults who are encouraging them in the process of toilet training.

Well-Organized Bathroom

The bathroom should be organized with the size of a child in mind.

There should be:1. A simple child size toilet. 2. A sink with a step stool that accommodates for the

child’s height. 3. Wipes/Toilet Paper in a basket. Using a small amount

in a basket will help prevent the unrolling of toilet paper.

4. Another thing to consider is to have a dressing stool in the bathroom. This could make getting dressed after using the bathroom easier.

Practicing Using the Bathroom

Set up a clear and concise routine for the child to follow.

Use the correct language while children are practicing using the toilet and be consistent with that language.

You can also make practicing and learning about toileting fun through books like Duck Goes Potty.

Walk children through the process of using the toilet.

Visual cues like the ones below can help ALL children with the process of toileting.

Parents/Caregivers Modeling Proper Toileting

Like everything else, a child must be able to observe others using the toilet appropriately.

Parents/Caregivers should model this behavior at home for children.

Give parents tips that you use in the classroom. That way there’s a consistent routine on using the toilet.

While at school you can use visual cues to model the correct use of the toilet. This helps children with the sequence of using the toilet.

Children have to Trust YOU

Children must trust you in order to learn the process of toileting.

A trusting relationship makes toilet training easier for everyone.

A child will be less fearful of your center’s bathroom if they trust you and the bathroom has been properly introduced.

Children will be more open to asking for help with toileting if they trust.

Don’t be afraid of helping a child in the bathroom!

Trust can be achieved through positive communication about toileting. When a mistake happens remain calm. Your reaction to an accident can affect the entire process of toilet training.

Poll Question

We have talked a lot about toilet training thus far. So, who thinks the rule of ALL children being “potty” trained by age 3 is a good rule to have?

OR

Why Age 3 isn’t Perfect for ALL Children

In order to be toilet trained, a child’s muscles must fully work. The sphincter muscles are only ready when a child starts walking.

Do we see where the rule of being “potty” trained by 3 is already questionable?

Children with physical impairments of their lower extremities may not have this muscle control yet. This is no fault of their own or their parents.

Of course beyond physical disabilities, there are developmental disabilities that can cause a child not to understand the sensation of having to use the bathroom.

This is why…….

Diapers May Still be NEEDED after 3!

Diapers beyond age 3 is not uncommon.

A child who has spina bifida can not feel the sensation of needing to use the bathroom.

Nor, can some children who have Autism understand the sensation of needing to go.

That’s why diapers may still be needed beyond age 3.

A child with special needs needing a pullup or diaper is not about fairness, but about equality.

WE want all children to have the same experiences in life.

Quick Word on Peer Support

Teachers feel like they have to do everything in their classroom to help each child, but you have plenty of helping hands.

Peer Support utilizes children helping each other to accomplish tasks. Let Jimmy help Tom with his visual schedule while you conduct circle time. If transitions go smoother with the support of a fellow classmate do it.

Peer Support increases friendships and achievement of goals in the classroom.

Activity

Visual Cue for Lining Up

Let’s make personalized footsteps for your classrooms. This is an activity that can be done with the children in your class.

Design your footstep however you would like!

References

https://www.nationalautismresources.com/the-picture-exchange-communication-system-pecs/

https://www.cdd.unm.edu/ecln/PSN/common/pdfs/ECNInclResourceGuide/IdeasforMakingSimpleAdaptations.pdf

https://extension.psu.edu/programs/betterkidcare/early-care/tip-pages/all/successful-circle-times

Moudry, S. (2012). Toilet Awareness. NAEYC. “Webinar: Planning for an Inclusive Classroom.” YouTube,

YouTube, 31 July 2017, www.youtube.com/watch?time_continue=193&v=NQUWPpq8BRs.

https://inclusiveschools.org/peers-supporting-an-inclusive-school-climate/

https://www.naeyc.org/resources/pubs/yc/sep2018/reducing-challenging-behaviors-during-transitions