Less plan concepts and implementation

¶ … child who is a non-reader is hard to deal with. Although they should not be discouraged to read or look at books, providing books to a disabled child who is a non-reader will not allow the child to learn and discuss fully the learning experience because the child will not be able to read anything provided. A book with pictures only, which the teacher can make will not only let the child associate images with words, but also provide him/her with something to do. B. A child will also have the ability to share his or her thoughts verbally which will teach him/her to communicate (the child can say which colors are on the pictures and repeat what each part of the plant on the pictures are so he/she remembers). Yes the child is easily distractible and poorly organized, but putting attention on the child and letting him/her communicate is important in empowering the child to learn.

For step 2: A. Since the child has difficulty maintaining focus, he/she will have difficulty paying attention during the walk. They might not participate in the vocabulary section and run around instead. B. To solve this, the teacher should keep the child close to him/her and directly point at things and state what they are and have the class say it along with her, but not in the form of speaking, in the form of a song. Rhyming helps some people retain more information. The child will remember more of the vocabulary if it is sung.

For step 3: A. Anything that needs prolonged focus and attention are going to be problematic for the poorly organized and easily distractible child. For instance, the child might draw for like a minute and then get bored or talk to the other children and not complete the drawing or lose the drawing. B. If this is the case, the solution to prevent or fix this kind of issue is to make it a game each time a drawing is completed. It can be timed with only 2 minutes to draw something. If all the children complete their drawing within the 2 minutes, they each get a sticker. If everyone completes all of the drawings, they get a class sticker which can be put in the classroom and a class picture of the activity placed beneath the sticker.

For step 4: A. Introduction for the teacher is a great way to let the children know what will happen next. However if the child is easily distractible, he/she might not hear what was said by the teacher. The child might talk to another child or in some extreme cases might be outside or running around. B. If this is the case, the child must confirm that he/she listened thoroughly to the assignment. Having the child consistently participate will not only keep the child interested in the project, but also make the child feel as if he/she has a voice in the classroom. Many times disabled children feel voiceless and less than because of their difficulties. Proving to the child that he/she can be normal and can do what the others can, and that their words and opinion count may play a vital role in their learning.

For step 5: A. Functional reading will be difficult for a nonreader. The child will look over the label and probably drop it on the floor and go about their regular activities. B. However, a custom label, bigger than the rest with picture instruction helps the child see what the plants are and what the words mean, but also what to do with the seeds to get the plants on the picture. This will keep the child interested and actively participating.

Step 6: A. Since the child is poorly organized, giving seeds might result in the child losing the seeds or not know what to do with the seeds. The child might even toss the seeds around if he/she is hyper or frustrated. B. The solution would be to give the seeds one at a time to the child and have the child plant each seed and discuss what the seed is and how to plant it.

Step 7: A. The bulletin board might not get the attention of the card. B. It would be a good idea to place the cards, an extra set on pictures that the children could draw and place that all around the classroom. That way when the child sees it, he/she will still see and remember what the meaning behind those words are.

Step 8: A. Children who have issues reading or are easily distracted may not participate. Looking back to a previous step, music helps children retain information more. B. Electing words that sound good together or rhyme with each other is a great way to make it easier for the disabled child to participate. Phonemic awareness works great with sound and rhythm recognition. After all, they are similar.

Step 9: A. For any non-reader, it's important to have several ways to connect words to their meaning. B. Pictures are great for non-readers to learn. But, if the teacher does not want to do that for the entire class in terms of explaining each word on the picture, the teacher can have the child draw or associate a thought or color to the word and place it in the "lady planting seeds picture" in order for the child to retain more effectively its meaning. This will increase the child's learning capacity.