¶ … 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...
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…
