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K3: Understanding of the basic theories of behavior problems exhibited by individuals with DCD.

S5: Familiarity with the use of a variety of instructional strategies (including functional life skills approach, community-based instruction, task analysis, multi-sensory, and concrete or manipulative techniques) to appropriately support the needs of students with DCD.

S6: Familiarity with techniques used to stimulate language, basic academic, and literacy skills of students with DCD (including the integration of art, music, and body movement into instruction).

K9: Understanding of basic aspects of a classroom environment that are relevant to meeting the physical, cognitive, cultural, and communication needs of children and youth with DCD.

S7: Familiarity with the use of developmentally appropriate classroom management strategies that are appropriate for supporting the needs of students with DCD.

K10: Knowledge of sources and uses of appropriate materials and equipment to meet the needs of children and youth with DCD (including adaptive, augmentative, and assistive technologies).


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Adapting Curriculum and Instruction

Picture of young students checking out assignments displayed in the hallway. Supporting students with DCD is always guided by the student’s educational team and IEP. As you may remember, in Core Competency Area 4: Instructional Content and Practice, or Core Competency Area 5: Supporting the Teaching and Learning Environment, Unit 2: Lesson 4: Role of the Paraprofessional, the paraprofessional plays a role in adapting and modifying instruction for students with DCD under the supervision of the special education and classroom teachers.

Creativity is the Key

Adaptations and modifications to the curriculum and instruction are always based on the needs of the student as identified in his/her IEP. As a paraprofessional, you develop a close working relationship with the student. You become familiar with his/her unique learning styles and assist in determining what he/she needs specifically to achieve educational goals. You also can tap the expertise of the special education and classroom teachers to help adapt and modify curriculum and instruction. To help you think creatively about other ways to help support the student’s learning, consider these possibilities:

Giving Directions for Tasks, Activities, and Assignments

Speak slowly.
Give directions in alternative ways.

Make a list.
Create a series of pictures that show the directions.

Ask the student to repeat the directions.
Ask the student to show you what he/she is supposed to do.
Before giving directions, make sure you have the student’s attention.
Break down the directions into smaller tasks and activities, giving one direction at a time.

Adapting Curriculum and Instructional Methods

Help the student problem-solve and process the information.
Support the teacher in helping the student learn how to learn, not just what to learn.
Create opportunities for active learning.
Make sure the student participates fully in learning.
Suggest diverse and culturally sensitive activities for learning.
Break tasks and activities down into small steps that the student can manage.

Task analysis:
1. Analyze the task, assignment, or activity—including watching someone else complete the task.
2. Break the task into steps, sub-steps, and sub-sub-steps, depending on the needs of the student.
3. Order the task in a logical way—beginning to end, simple to complex, etc.
4. Determine which steps present challenges for the student and develop strategies to overcome these challenges.

Learning and Teaching Strategies

Sequence tasks and assignments when this makes sense for learning.
Use role modeling or modeling to teach tasks and activities.
Use the “show, tell, do, and review” model of teaching new skills.
Assist the teacher to design and carry out problem-solving activities for students.
Use mnemonics to aid recall and memory tasks.
Use checklists for learning, including picture checklists or spoken checklists.
Support the teacher in helping the student learn and using self-monitoring techniques such as timers or numbered activities.
Use positive reinforcement for desired behavior in the classroom if discussed previously with the teacher.
Use behavior contracting or outcome contracting if discussed previously with the teacher.
Support the teacher in helping the student with DCD to learn and use skills in time management using reminders or breaking up the task into smaller, more manageable steps.
Create opportunities for inclusion with other classmates in group or class projects.

References

Minnesota Department of Education. (2004). Promising practices for the identification of individuals with developmental disabilities (draft) (Developmental Cognitive Disability Manual). Retrieved March 21, 2007, from http://www.nesc.k12.mn.us/special_ed/manuals/

Institute on Community Integration. (n.d.). Para eLinkCore Competency Area 4: Instructional Content and Practice and Core Competency Area 5: Supporting the Teaching and Learning Environment, Unit 2: Lesson 4: Role of the Paraprofessional. Minneapolis: University of Minnesota. Retrieved June 30, 2006, from http://ici2.umn.edu/elink/general/c4_units.html and http://ici2.umn.edu/elink/5k2c/c5k2c_4.html

Haring, N. G., McComick, L., & Haring, T. A. (1994). Exceptional children and youth (6th ed.) (pp. 278-279). Englewood Cliffs, NJ: Prentice-Hall, Inc.

Turnbull, A., Turnbull, R., Shank, M., & Leal, D. (1999). Exceptional lives—Special education in today’s schools, (2nd ed.). Upper Saddle River, NJ: Prentice-Hall, Inc.