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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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Lesson 3 Reinforcement

Activity 1: QuickQuiz

2. Complete the statement below. (Fill in the blanks using the words and phrases in the gray box, then select the Check Answer button to see if you've answered correctly.)

There are several that affect the teaching and environment. These include the , the , the , and the used in the classroom.

Words to use in statement

factors
teacher
learner

learning
instructional strategy
subject matter

3. All of the following are common modifications used in the classroom environment, EXCEPT:
Select an answer below
Rearranging the classroom furniture including desks, chairs, and work stations to meet the students’ goals
Planning environmental changes carefully to meet the needs of just the students with disabilities
Setting up the classroom with clearly defined areas that promote a variety of learning
Rearranging where and how learning materials are stored to make them easier for students to find and use
Assessing the needs of the student: Do they need to be closer to the teacher, blackboard, or other learning area to pay attention? Do some students have hearing or visual impairments, and would these students benefit from sitting in the front of the class?
None of the above

Activity 2: Assisting the Teacher to Adapt the Education Learning Environment

Assisting the Teacher to Adapt the Education Learning Environment

The classroom needs to be a place that enriches and nurtures the learning of all students. Students with DCD often benefit when simple modifications are made to the educational environment. The paraprofessional needs to work with the special education and classroom teachers to create a place where learning is excellent for all students.

As You may remember from Core Competency Area 5: Supporting the Teaching and Learning Environment, there are several factors that affect the teaching and learning environment. These include the learner, the teacher, the subject matter, and the instructional strategy used in the classroom. Common modifications used in the classroom environment include:

Rearranging the classroom furniture including desks, chairs, and work stations to meet the students’ needs.
Planning environmental changes carefully and to meet the needs of all students, not just students with disabilities.
Setting up the classroom with clearly defined areas that promote a variety of learning.
Rearranging where and how learning materials are stored to make them easier for students to find and use.
Assess the needs of the student: Do they need to be closer to the teacher, blackboard, or other learning area to pay attention? Do some students have hearing or visual impairments, and would these students benefit from sitting in the front of the class?

Using the list above, additional information and references cited in this lesson, other resources, your own creativity, and your previous experience in this area, complete the following:

1. To the list above, add other possible ways to adapt education learning environments, including those that you have tried as well as those you have wanted to try.

2. From your new list, choose one of the strategies with which you have already assisted a teacher or other professional. List some key points about background of the student with DCD for whom this educational environment adaptation was made. Then, explain in detail how you assisted the teacher or other professional in planning, using, evaluating the effectiveness, and making revisions based on the evaluation for your chosen adaptation. Use the form, titled Educational or Learning Environment Adaptation, to complete this exercise.

Educational or Learning Environment Adaptation

Describe the Specific Educational or Learning Environment Adaptation:

Key background information about the student with DCD (You can repeat this information from a previous Facilitated Activity):

Research and planning the adaptation:

Implementing the adaptation:

Evaluating the effectiveness of the adaptation:

Making any revisions to the adaptation:

3. What worked well with the adaptation? What did not work well with the adaptation?

4. What was a KEY learning experience you had with this adaptation process?

5. What would you do differently or want to improve if you did this type of adaptation again? Why?

What would you do? Print worksheet & write it down.

Get a worksheet that you may print for this activity.