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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).
In Unit 4, Adaptations and Modifications for Learning, of the specialized competency area Developmental Cognitive Disabilities, you will gain an understanding of and become familiar with basic instructional strategies and techniques that are used to support students with DCD. These include: how to use functional life skills approaches, community-based instruction, task analysis, multi-sensory, behavior management, and concrete or manipulative techniques, and how to stimulate language, basic academic, and literacy skills. In addition, you will learn how to developmentally manage the classroom environment, how to adapt materials and equipment, and how to adapt classroom environments to meet the physical, cognitive, cultural, and communication needs of students. Each lesson has a learning activity that paraprofessionals are encouraged to complete. Each activity provides an opportunity to reflect on a student with DCD and to think of an adaptation of an instructional approach, the development of a behavior management technique or approach, or the modification of the learning environment that will help the student succeed in school. Then, the paraprofessional would either develop a proposal for a new approach or provide a detailed explanation of an approach she/he has already experienced and describe what was learned from the experience.
Upon completion of this unit, you will be able to:
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/
A portion of the information for Lesson 1 was used with permission:
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.
A portion of the information for the unit was used with permission from:
Institute on Community Integration. (n.d.). Para eLink Specialized Competency Area: Behavior Management. Minneapolis: University of Minnesota. Retrieved June 30, 2006, from http://ici2.umn.edu/elink/specialized/spec_bm.html