Inclusive Early Childhood Learning Environments for Children with Special Needs

Presented by:

Cecilia Cruse, MS, OTR/L Subject Matter Expert

Abilitations Special Needs

LEARNING OBJECTIVES

• Identify at least 1 classroom modification for inclusion/universal design to help meet sensory needs.

• Identify at least 1 classroom modification for inclusion to help meet physical needs.

• Identify at least 1 classroom modification for inclusion to help meet social/emotional needs.

• Be familiar with additional references

THE EC ENVIRONMENT

• Welcome/Gathering

• Dramatic Play

• Sand & Water

• Literacy Corner

• STEAM components

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THE EC ENVIRONMENT: THE BASICS

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WE ARE SENSORY BEINGS!

“All learning has its basics in sensory development”

Sensory Secrets

SENSORY INTEGRATION/SENSORY PROCESSING

• The organization of sensation for use

• Visual, tactile, (touch) auditory (sound), olfactory (smell), gustatory (taste)

• The hidden senses:

• Vestibular

• Proprioceptive

• Interoceptive

• The Adaptive Response

VISUAL & AUDITORY SYSTEMS

• Visual System:

• Visual Acuity

• Visual Perception

• Auditory System:

• Auditory Acuity

• Auditory Perception

• Most commonly used systems for teaching yet only 30% students are visual learners and only 25% are auditory learners.*

*http://www.dyslexiavictoriaonline.com/learning-style-auditory-visual-kinesthetic-dyslexics/

TACTILE SYSTEM

• Skin receptors give information about:

• Light Touch,

• Pressure,

• Vibration,

• Temperature,

• Pain

• Type of Touch:

• Protective

• Discriminative

VESTIBULAR SYSTEM

• Movement, Gravity & Changing Head Position

• Impacts Vision, Posture, Balance, Movement

• Helps Regulate Behavior!

PROPRIOCEPTIVE INPUT

• Information from Muscles & Joints:

• Receptors located in muscles,

• Tendons, joints and deep in skin

• Awareness of Body Position

• Helps create Body Scheme

• Certain types of prop. input helps

• Regulate the Alert State

THE SENSES & LEARNING STYLES

What Kind of Learner are YOU?

• Visual

• Auditory

• Olfactory

• Gustatory

• Tactile

• Vestibular

• Proprioceptive

SENSORY PROCESSING DISORDER

• The inability to Modulate, Discriminate, Coordinate or Organize sensations adaptively

• Life becomes a rush hour traffic Jam!

• Many subtypes* but we’ll focus on Sensory Modulation Issues:

• Sensory Over Responsivity

• Sensory Under Responsivity

• Sensory Craving

*https://www.spdstar.org/basic/subtypes-of-spd

SENSORY PROCESSING DISORDER

• 5-15% of school age children (UCSF July 2013)

• DSM 5 (May 2013) includes some characteristics of children with SPD but only as it relates to the revised definition of Autism.

SENSORY TIPS FOR CREATING AN INCLUSIVE EC LEARNING ENVIRONMENT

SELF-REGULATION

• All Types of Sensory Input is needed to support attention, learning and behavior

• Use sensory based interventions to meet sensory needs which may help enhance learning

COMMON THEMES

ATTENTION SPAN

STAYING ON TASK

PREVENTING MELTDOWNS

• Vestibular (Movement) Input

• Quiet Regrouping Time/Space

• Fidgets

• Heavy Work Input/Spatial Awareness

• Alternate Positioning

• Oral Motor

• Transition Strategies

Modifying classroom design and schedules for students with special needs helps promote inclusion and universal design so that all children are given options for sensory preferences to match learning styles!

SENSORY SOLUTIONS ALIGN WITH CASEL: CORE SEL COMPETENCIES

Self Awareness: Identifying personal emotions, thoughts interests

Self Management: Regulating emotions, thoughts, behaviors, coping with stress

Social Awareness: Understanding subtle social &cultural norms; rules of engagement

Relationship Skills: Establishing & maintaining, dealing with conflict, social peer pressure, asking for help

Responsible Decision Making: Accurately identifying/evaluating problems, making ethical decisions, contribute to well being at school and community

www.casel.org

ATTENTION SPAN/ON TASK

• Vestibular Input

• Where has Movement gone (elementary)

• Incorporating Movement into the Day

MOVEMENT INPUT

Prefrontal Cortex = Executive Function or CEO

• Emotional Responses

• Attention/ Maintaining Focus

• Behavior & Judgement

• Planning & Organization

• Initiate or Delay Response

• Consequence Evaluation

• Learning from Mistakes

• Dysfunction in these areas can lead to disruption in the organization and control of behavior

• Cerebellum also helps process vestibular input to help with posture, balance coordination, speech and vision

Toddlers and young children who spend more than three hours a day viewing a screen, either watching TV or playing on a tablet, are more likely to be sedentary by the time they reach kindergarten-age, a new study found.

https://www.usatoday.com/story/news/health/2020/01/28/how-much-tv-should-your-toddler-watch-too-much-may-bad-health/4596670002/

MOVEMENT INDOORS!

Wiggle Rooms!

MOVEMENT INPUT

MOVEMENT INPUT

Even a rocking chair may help make a difference!

MOVEMENT INPUT

• Dynamic Seating Options:

• Ball Chairs

• Core Discs

• NeoRok Stool

• Vidget Seat

QUIET/REGROUPING SPACES

• Provides Spatial Boundary Definition

• Reduces sensory input

• Build into the daily routine to reduce meltdowns!

• Reading/Literacy area may be a good place to start

QUIET/REGROUPING SPACE

QUIET/REGROUPING SPACE

• Not just for students!

• This is becoming Universal Design

• Respite lounge for staff

• Busy airport options

• Office Spaces

DEEP TOUCH PRESSURE/HEAVY WORK INPUT

• Activities that engage the proprioceptive sense.

• Helps develop body awareness/body in space concepts

• Can help with calming/organizing.

• Block play and/or Dramatic play areas

OTHER TIPS FOR CREATING AN INCLUSIVE EC LEARNING ENVIRONMENT

ALTERNATE POSITIONING

Use in language arts/creative arts, center/activity spaces

ALTERNATE POSITIONING

USE LESS OF THIS! AND MORE OF THIS!

ALTERNATE POSITIONING

SOME CHILDREN MAY NEED MORE SUPPORTED OPTIONS:

VISUAL CUES

• For students with poor spatial boundary issues and/or low vision

• Use a tip from PE Educators…

• Use floor tape/paint to put visual cues for where desk/chair belongs, where to stand/sit when lining up, circle time etc.

• Easy to place and easy to clean up.

FloorMarX Marker & Wipe Set

2004010

American Education Products Floor

Tape Yellow 1569640

LIGHTING CONCEPTS

• Use natural lighting when possible

• Use fluorescent lights sparingly

• Other lighting options

• www.fullspectrumsolutions.com

Natural light via clerestory

windows with blinds that are

controlled by a remote switch.

Micah!

LIGHTING CONCEPTS

FOR KIDS WITH LOW VISION, DEVELOPMENTAL/COGNITIVE DELAY

• Light Table

• Light Cube

• Accessories!

COMMUNICATION NEEDS

POOR CLASSROOM ACOUSTICS *

• When classroom acoustics are poor, it can cause

problems with how a student understands

speech; reads and spells; behaves in the

classroom; pays attention; and/or concentrates.

• It is important to keep the classroom as quiet as

possible for all children.

• Many students have difficulty understanding

nearly 30% of classroom speech due to

excessive noise and sound reverberation.

*Acoustical Society of America

IMPROVING CLASSROOM ACOUSTICS*

• Place rugs or carpet in the room.

• Hang curtains or blinds in the windows.

• Hang soft materials such as felt or corkboard on

the walls.

• Place tables at an angle around the room instead

of in rows.

• Turn off noisy equipment when it is not in use.

• Replace noisy light fixtures.

• Show students how hard it can be to hear when

many children talk at the same time.

• Place soft tips on the bottom of chairs and tables.

*ASHA.org:https://www.asha.org/public/hearing/Classroom-Acoustics/

COMMUNICATION NEEDS

IMPROVING CLASSROOM ACOUSTICS

COMMUNICATION NEEDS

• Receptive & Expressive Language Needs

• Pragmatics/Social Emotional Skills (SEL)

• Picture Communication/Schedules

• Low tech communication

OTHER INCLUSIVE TIPS

HAVE AN ADAPTED KIT HANDY:

• Adapted scissors

• Built up handles for grip

• Clipboard or slant board to stabilize work

• Wiggle or Seat cushion

• Fidget tools

Childcraft Mobile Teacher Stool Inclusion

Kit 1506617

REFERENCES

• Gaines, K., Bourne, A., Pearson, M. , Kleibrink, M. Designing for Autism Spectrum

Disorders. New York: Routledge, 2016l

• Hamblin, J. (2014 September). Exercise is ADHD Medication. The Atlantic

• Jensen, Eric. Environments for Learning. San Diego: The Brain Store, 2003.

• Kranowitz, Carol Stock, M.A. The Out of Sync Child. New York: Penguin Books, 2005

• Miller, Lucy Jane, PhD, OTR: Sensational Kids. New York: G.P. Putnam’s Sons 2006

• Schiller, Pam. Start Smart! Building Brain Power in the Early Years. Beltsville, MD:

Gryphon House, 2012

• Schneider, Catherine Chemin, OTR: Sensory Secrets. Siloam Springs, AR:Concerned

Communications, 2001

REFERENCES

• Ashburner, J., Viviani, J., & Rodger, J. (2008). Sensory processing and classroom

emotional, behavioral, and educational outcomes in children with autism spectrum

disorder. American Journal of Occupational Therapy, 62(5), 564-573.

• Case-Smith, J., & Archer, L. (2008). School-based services for students with

emotional disturbance: Findings and recommendations. OT Practice, 13(1), 17-21.

• Cruse, Cecilia. “Sensory Solutions in the Classroom”: SEEN Magazine, Winter 2014

p. 45-46.

• Cruse, Cecilia & Counts, Christina: Meeting the Needs of all Students Through

Smart Learning Space Design. ED Market Essentials Magazine Oct 2019

• Fedewa, A.L.& Erwin, H.E. (July 2011). Stability Balls and Students with Attention

and Hyperactivity Concerns: Implications for On-Task and In-Seat

Behaviors. American Journal of Occupational Therapy Vol 65. 393-399.

• Hanscomb, A. & Strauss, V. (July 2014) Why So Many Kids Can’t Sit Still in School

Today. Washington Post.

• Products: www.schoolspecialty.com