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Free to copy and give away, may not be sold
A PRACTICALGUIDE TO
TEACHING
THE SPECIALNEEDS CLASS
AT CHURCHThis book as been compiled by a person who is not a professional in the field.
What I do have is personal and practical experience and what I have learned reading other books.
This book is written for the most part from the perspective of teaching a child with severe Autism,
but it can be adapted to teach other classes. Even when teaching the regular Primary Classes
In this case, Nursery.
(For the Church of Jesus Christ of Latter-Day Saints)
2012-09-29
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DETAILS OF THE AUTHOR
I have Aspergers, which is a very mild form of Autism (So please excuse any bad spelling or
grammatical errors in this book. As I also have very mild dyslexia, that mostly affects my spelling.)
I have taught for a number of years in a regular playschool in the past.
And at the time of writing this book, I was teaching a young boy at church with severe Autism, the
Nursery lessons.
REASON FOR THE BOOK
The difficulty in finding books that give practical advice, especially for free. Most books you have
to pay for and they are extremely expensive. Mostly from America and Britain. Let's face it,parents and organisations that try to help, most times too, do not have the funds to purchase them,
especially around here. Even access to the internet could be a problem. Also there are none that I
know of that deal with what to do at church and there are some unique circumstances that may be
faced.
Another reason for this book is that whoever gets called to this calling at church, will in all
likelihood have little or no experience in teaching, let alone someone with special needs. But if
you are lucky enough you would have done the Teaching No Greater Call course. Which you
should go on, but sometimes it doesn't always get done. If you haven't done it. Ask about been able
to do it or at least be able to get the manual, so you can read it. However, you will have to adapted
what you learn there, for children and then adapted it again for the specific needs of your class. But
it is still of great value. Another thing is what many do not do, is READ THE BEGINNING OF
YOUR MANUAL! Most just start doing the lessons and skip the pages before it. There is much
there that may help you!
Though inclusion is the aim for all children, sometimes this is just not practical or safe. Having a
7yr old with the mentality of a 3yr old in the nursery will not work. He is physically too big and
may by accident hurt the little ones. Especially if they also have ADHD, where they cannot sit still
for more than a few seconds at a time and their attention span was about 30 seconds to a minute if
you are lucky.
So the aim, is if you are reading this book, is to prepared you as best as possible to teach this class.
Though this book will have a lot of practical things in it, most of the experience will be from
teaching at a normal playschool, what I have learned helped me learn and that I learned from my
class of one. Remember this, always listen to what the parents and professionals may say. You may
learn a thing or two that you otherwise would have missed. Making your class run more smoothly.
If the child you are teaching does not have Autism. Don't panic. You can still use a lot of the
advice in your class, that includes when you are with the regular Primary kids. You may just need
to adapt it slightly to make it work a bit better for their needs. So been able to think out of the box
would be a good thing and an invaluable tool in this class.
Also I have tried to give ideas, that you can do on a shoestring budget, where ever possible or on
how to make things last longer, thereby saving on the cost of having to replace it.
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CONTENTS Page
1. You have been called. Now what? 1
2. How to structure your lessons 4
3. Layout of the classroom 8
4. Assisting parents at church 10
5. Structure in the classroom 12
6. Snack time and crayons 13
7. Age groups and assistants 14
8. Ideas of things to do or make for class 15
9. How to make simple hard cover books 23
10. Questionnaire for parents 29
11. Signs for doors 33
12. Signs for cupboards 36
13. Some recommended books 40
PLEASE NOTE: If this book was not handed to you on paper, make sure that you either are given
or have downloaded both files. The second file is to do with the signs for the doors and cupboards
and a list of some recommended books. Due to technical difficulties they could not be made into
one file, unless I bought an expensive program to do so. Not worth it if you only need this featureonce in a blue moon.
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1. YOU HAVE BEEN CALLED. NOW WHAT?
You have been called into the Bishop's office and are now most likely reeling from the shock of the
request. They want you to teach the Special Needs Class. But you have little or no teaching
experience, especially with kids. Those you are to teach need extra special care and supervision.
Don't panic. This is the reason why you are reading this book.
Despite the challenges you may face in this class. It is also most rewarding. Even with this book
and perhaps others. A lot of things will be trial and error as each child is different. But don't give
up.
There is an old African saying that says it best. How do you eat an elephant? One bite at a time!
So take a deep breath, things will be ok and take that first bite.
Learn all you can about the condition of the child or children you are about toteach.
This is vital especially like in the case of Autism. Even I don't know all the ins and outs and I have
it. One child may be affected in one way and another in a total different way. Just take me and the
student I am teaching. We both have Autism, but to someone who doesn't know anything about the
condition, they wouldn't believe you if you said so.
He has the mental age of about 3 and is non-verbal (unable to speak), Yet I have been told I have
average to above average intelligence in most areas and can talk a hind leg off a donkey, if you get
me started on something I know really well or like. But we both have our problems, many we shareto some degree. Some more visible than others. It is also another reason why not to put limitations
on children with special needs. You do not know what their full potential is. Teach them at a level
you know they can understand, but at the same time see if you can try and stretch this a little. Who
knows after many long hours of repetition they may surprise you.
Get books out of the library in town. Buy if you can afford it. Borrow from others if you can not
(but remember to return the books and in the same condition you got them or people will refuse to
let you borrow others) Look on the internet if available, there is much out there. But you have to
dig and in some cases dig some more. And double check.
Here are a few reputable websites to look at. Some dealing with Classical Autism all the way toAspergers. Others specific to one of the conditions found on the Autism Spectrum. To start you off
on your search.
http://www.autismhangout.com/
http://www.autismsupportnetwork.com/
(Here you can ask questions, there are parents and those who have Autism that may also be able to
answer some of your questions. Or they can at least refer you to someone or site that most likely
can. Also if there are any questions you wish to ask me, if you downloaded this, you will know my
Scribd name - Dapper Muis. It is the same for here. It is best to try and contact me there if you
get no response on Scribd. Their messaging system seems to work for everyone else. But not forme most times. So it is unreliable. )
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http://www.tonyattwood.com.au/ (Aspergers in woman)
Talk to the parents, interview them.(At the end of this book I have included a sample of what you can ask them. Pg 29)
It will make setting up the classroom much easier. As you will have to tailor make the lessons tothe child's needs. This will also be the best time to ask the parent or parents how they deal with
certain situations, that may happen. A child with Autism will have a few meltdowns (crying,
screeching and screaming) in your class during the time they are with you, however, as long as you
are called to do this class. But remember they are not been naughty, they are just unable to
communicate what the problem is. Even if they do know how to talk, they may not be able to
express what they are feeling or experience at that moment. Also you will get to know what things
could pose a physical danger or be triggers that upset them, to the point where you need to get help.
(Do not leave the classroom, send your assistant, if you need to).
Visit with the family
Where possible, see the child at home quite a few times, before they start coming to class or before
you take over the class, that they are going to. This also includes, if you can, observe them at their
school. Most schools and teachers are only too happy to let you, if it means the child is going to
benefit from it. But always ask first. Some parents may not like the idea or it may upset other
students in the class if you come. It is however, suggested in one of the articles in the Ensign, a
while back, that you try and get their teacher to come to one of your lessons, to give you pointers.
But here in this country (South Africa), it is not, in most cases, practical. Even more so if you have
no idea on how to teach in the first place.
Here are 2 reasons for seeing them at home and at school.1. So you and the child can get to know each other in an environment they feel safe in
2. So you can see what is normal behaviour for them.
For like those with Autism, it can be scary or overwhelming been in a new place. We get
bombarded with so many new things, of sight, sound, textures, even smells. For the first few
lessons you may not be able to teach them anything. They may be literally bouncing off the walls
and looking at EVERY thing. Just gently guide them away from things that could be a potential
problem or you or assistant, must sit or stand in front of the thing, so they cannot get to it. Such as,
switches and Electrical Plug Sockets. (Make sure you have child locks on those! You don't need
little fingers getting zapped.)
Sometimes they may become fixated on only one thing and want nothing else. Also they will in all
likelihood ignore you all together, as they begin to work though all these new experiences.
But even when you are able to teach them, you may have to repeat things over and over. You may
only be able to teach them one sentence at a time, but that's ok, they are learning. Remember you
are to teach at their pace and not get them to try and keep up with you. It will only lead to
frustration and unwanted meltdowns.
Most of us in general don't like looking at peoples faces or eyes. For me it is the eyes. But have
fooled people into thinking I am looking, when I am not. So do not be worried if they have no eye
contact with you, as you teach. Just keep talking to them in one or two word sentences, if they havedifficulty in understanding what you are saying.
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Have a sense of humour
Having a sense of humour will help lots. Seeing the funny side of things where ever possible, even
if things are going wrong, will help you get through the tough days. Crying only makes one feel
even more sad, laughing lightens the mood and lifts the spirits. Your attitude in this regard will
determine how well you handle this class and life in general. Also don't forget to ask for help if youare having problems handling things.
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2. HOW TO STRUCTURE YOUR LESSONS
If the child has never come before and you don't know if you could handle a full 2 hours with them,
at first, request that perhaps, if it is allowed, that the parents only bring them for half the lesson time
and then gradually work your way up to the full lesson time. Thus, allowing everyone to get used
to the new situation. The child may also not like been away from their parents. So gradually tryand lessen the time. First thing to do is have the parents play less with the child in the class, letting
the teacher take over that role in the class. Then the parents must try not be there for longer periods
of time. You could have a few meltdowns when you do this. But it comes with the territory. Change
many times does not come easily. Eventually, if all goes well, you and your assistant will be able
to have the child to yourselves for the entire lesson. Just make sure you distract the child so they do
not see or hear the parent leaving.
For the Nursery lessons, I have been using, I try to teach four lessons on the one lesson normally
given. Breaking the information up where possible. Warning: this does not mean doing the lesson
exactly the same way all the time. Keep it as much as possible the same, with a few things
different, to keep their interest, as they may be very slow learners. But they do learn.
For example, keep the puzzles and books the same for the lessons you are doing, but change the
toys every now and then. But be warned, you may not be able to teach the next lesson or all that
you wanted in that lesson. as they may become fixated on one of the new toys or even an object you
gave no thought to, that they spot. If that happens don't panic, just give the lesson next time they
come and leave them to the toy or object for the rest of this lesson's time. Trying to take it away
from them and they are not in danger of breaking it or been harmed by it, will only upset them and
it will only disrupt your class even more, including, when they see it the next time.
Let them look and explore it as much as possible. (Remember they are learning) Normally, by the
next lesson or a few lessons later, much of that frenzied interest may have waned. Who knows, you
may even find something that can help them concentrate better, by keeping their hand or hands
busy. With the boy I am teaching, this helps him concentrate better if we occupy his one hand, with
something that he can squeeze, even better if it makes a noise. It keeps his hand out of his mouth
and stops him from trying to pull on or try take things he shouldn't and an added benefit is, it keeps
him calmer.
One of the lessons, I have even tried to split into about 12 lessons. That's because there are so many
elements to it. The lesson was talking about taking care of their bodies. There were 5 concepts or
things they needed to learn about. Play, sleep, personal grooming, good food and hygiene. So I
split it into 3 sections, trying to do 4 lessons about each. Sleep and play. Personal grooming andhygiene. The last one, on good food.
One of your best friends, in getting a lot of what you will need to teach your lessons is The Friend
magazine. Get them for the class. If they can handle such a book without tearing it, let them look
at it, but the main reason for getting it, is for you. Though, it will not remain in one piece for very
long, as you will be chopping it up to make hard cover books (See Pg 23), pictures to tell stories or
make the things that they show you, like puzzles. If you have more than one child in your class,
you can also get and print off extra pages from the Church's website, www.lds.org. Though, if you
are looking for lots of pictures and activities, anything from before 2001, will have almost none of
that. It is mostly only the print they preserved but from 2001 they are just like you would find, if
you got the magazine. (This was the case at the time of typing this book 2012)
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NB: Another thing you cannot do without. Have a shelf put up in the classroom that you can putthe CD player on, if there is no cupboard to do so. So that the child cannot get to it too easily, for
some it is an irresistible thing and they could break it by accident. Music will be your best friend.
For children that can hear and do not have sound sensitivity problems, it calms them and also the
songs teach them, as well. The difference in the classroom was like night and day for me. There
were more meltdowns without it. Now that I can play the music, he doesn't seem to have too many
any more, excepting, if he is really tired.
Do not panic if they do have meltdowns, firstly, there is not much you can do. Secondly, you need
to stay calm, if you get agitated, it will only make things worse for the child. Especially like in my
case, he cannot talk. Since you will most likely not know how to handle such meltdowns in the
beginning, I'll repeat this advice again, ask the parents to tell and show you what they do when it
happens. You will also, as time goes on, figure out ways to understand them better and this will
also lessen the meltdowns, as many will occur because of communication problems.
Others, because something they are seeing, hearing, feeling or smelling, is upsetting them and they
cannot tell you. You may need to put off the fluorescent light or have it changed to a different make,
as the bulb maybe flashing at an intensity you cannot see, but to the child it is like been in a disco
all the time and the light is bright and sharp for them. Just think of the pain it causes you to
suddenly go from a dark room into the bright light, without letting your eyes adjust.
Also another advantage of having the Primary Songs playing, is they learn language and gospel
concepts and principals. The boy in my class tries to sing along. It is mostly humming and garbled
words, but he is trying to speak. Hum along with them or sing the words, you will get a reaction
out of them. He likes his music so much, that when the one song stops and it takes a few seconds
for the next one to start. He will actually stop what he is doing and look at the CD player, almost
like he is fearful, that it will not start again. But once the next song comes on, he carries on with
what has his interest, at the moment, till the music stops and this happen all over again.
When it comes to teaching them, you may not be able to get them to sit or if you are lucky for only
a few moments. Don't force the child. Just work with them where they are or when they get to that
part of the classroom and for however long, you have their attention. The easiest way to describe
why the cannot sit still is this. If you are told you may not move, you do as you are told, but
suddenly you get an itch, you try to ignore it, but it is getting worse and worse. Especially, the more
you try to ignore it. Eventually you have got to scratch, even though you have been told you must
not move. For many children their whole body feels twitchy and they just got to move, the energy
has to be gotten rid of.
Find out what the child likes, and where ever possible, introduce at least one of those items into theclassroom, at all times. The boy I teach, loves things that make sounds. So a Tambourine or
Xylophone will keep him happy. Even a set of keys, does the trick. I tried a kiddie's Electronic
Keyboard, they had in the Nursery, someone donated. He loved it and helped to calm him down,
when he got really agitated. But I have sound issues and the electronic sounds were driving me
mad, leaving me drained and agitated at the end of my lesson with him. So I have looked for
alternatives to put in, of other sounds we both can handle.
Use lots and lots of pictures, especially, as like with my student, where he is very visual. This
means, he learns by seeing. I can tell you that any child, unless they have a severe visual
impairment, loves pictures. But even if they only look at them fleetingly, it is not a failure. You
have gained their attention, even if it was just for a few seconds. They are still learning. Justremember, if you are putting pictures on the windows, put a thick cardboard or card from a cereal
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box on the back of it, so they can see the picture clearly. For the light will shine through the picture
without it. The problem then is, you will be seeing the other picture on the back at the same time.
This can be very confusing, when trying to make out what the picture you are looking at, is. Also,
make sure all pictures are at their eye level, this means, they do not need to look up to see them.
Which for many, means, they are not even there or to look down, which will have the same results.
Having them at eye level, means, they are more likely to be seen and looked at, giving you a
teaching opportunity, when their attention is on it.
Language is important. How you say it also. Some children may not understand long and
complicated sentences. So saying, Come here please, may confuse them. So instead just say,
Come, and indicate with your hand, will be better understood, than you just standing there
waffling on.
Your student may not speak English. So if you can speak the language they understand, do so. The
child will be struggling as it is, especially, if the only time they get to hear English, is in your class.
But if you can't, it may be recommended, that you ask them to get a teacher that can to do the class,
in the language needed, and you become the assistant. (Or at least, get an assistant that can speak
the language). Thereby, learning the language, as the other teacher, teaches. Also, ask othermembers of the Ward or the child's family to help you learn the language they speak, if you are able.
Even if it is a few words, that are normally used when teaching.
Make full use of the black or whiteboard. I found putting magnets on the back of pictures, games
and puzzles, I have made, works best for my class. He likes it, so I use that to teach him as much as
possible, instead of trying to make hims sit at a the table. The best advice for the pictures, is to have
them laminated. For a child that keeps putting their fingers in their mouths and then touch the
pictures, it will protect them from moisture and also will not be damaged too easily, like been torn if
pulled on. Ask the Church Librarian, if you can have a Primary 1 Picture Pack, that you can
laminate. The Primary 1 Manual, was originally designed for the Nursery, as well, before the
Nursery Manual became available. The pictures are invaluable. The Picture Packs can be ordered
separate from the manuals. I have my own collection, of all the Primary Manual pictures and of
those old ones no longer available. (All laminated, did it before I was called to do this class.
Remember it makes them last longer). They are of great help and I am still collecting. Start your
own collect or increase the Class's one. I have used these pictures, not only in Primary, but even in
the adult classes I have taught. A picture says a thousand words. They will never go to waste.
When it comes to doing things, you may have to show them first what you want from them, either
with pictures or by doing it. Others, you may have to physically do it with them. For example, if
you want them to clap their hands, you will have to take their hands and clap them together for
them. When the child comes to class, let them try and do as much as they can, on their own, buthelp where needed. What I mean by this is that, I let him put the switch on by the plug, for the CD
Player, but I will not let him touch the CD player, knowing things could get broken. Another thing
you can do, is show them how to pack things away. By doing so, you are allowing them to grow in
confidence and skill, becoming more independent. Remember your role as a teacher, is to be a
guide in helping them learn, in a safe and caring environment, not to decided what they can and
cannot learn.
Another person you may also need to teach, if they already haven't been taught by the previous
teacher, if the class was started before you came to it, is your assistant. If they have, get them to
show you how to do things. The main reason for them been there, is to help you when things get
out of hand and to man the door, as there are no locks on the doors. Most times, all they will berequired of them is to sit in front of the door, if the child you teach is a runner. But while they do so,
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they too can learn. Also, if it looks like your assistant can handle things, start getting them to do
part of or the occasional lesson. At times, when the child can't come to class, instead of having no
class, use this time to talk one-on-one with your assistant and teach them the finer points of how to
teach the class, or go over ideas, to improve the lessons or what you could do or make for the next
batch of lessons. Who knows, they may be called to teach in place of you, when you leave. Also,
don't be afraid to ask for advice from the previous teacher, of the class, if there was one. Every little
bit of information helps.
Another big help, plan your lessons in detail, at least a few lessons ahead. This will enable you to
get, do or make things needed for your lessons and to work out any potential problems that you may
find. Also, try and have everything in the class, as much as possible, to do with the lesson you are
teaching, from the puzzles, pictures, books and other toys. This will help them learn what you are
trying to teach them better, as there will be more opportunities to teach the lesson, even if they don't
realise it. This class is not a read from the book kind of class, that some people do with their
lessons. Your book in many cases will not be opened. It is a hands on class. You will not be sitting
down, but doing things with them. This also means, you have to plan you lessons a lot more
carefully and it will take up more of your time, as you need to make things for them to use and to
memorise what you can.
All toys must be age appropriate for those you are teaching. The boy I am teaching may be about
3yrs of age mentally, but his skills range anywhere from a 1 yr old, to that age. So the toys need
to be robust (strong) and have no choking hazards, where possible. (Remember he has a bigger
mouth than a toddler!). If you want him to play with toys that do pose a risk, but it is needed, they
must be supervised at all times. Only take them out of the container when needed and put back in
when done. (Clear plastic jars are a good idea, so the child can see them and choose them if they
want to play with them.) Injury can happen in a split second that you turn your back, so don't take
your eyes off of them for a second.
Be warned, they may not play with the toys as you would expect. Let them play with it the 'wrong
way', if it does no harm to them, others or the toys. Then later, show them the way most people
would use it. In some cases, there will be specialised toys or other equipment that you will have to
get for your class. When asking for such expensive objects, explain the reason why you need it,
otherwise, you will just be turned down, because of the cost. Also, look for alternatives where ever
possible. Some take a bit of time to find or make, but in many cases it can be done.
When they get things right, give them lots of praise. In most cases, going over top will be required,
so they will understand you are pleased with them. What I mean by over the top is this. Don't just
say, Well done, with very little enthusiasm, but do it with more enthusiasm than necessary, and
by saying, Wow. You did that all by yourself? What a big boy (or Girl) you are. Give them ahug, if they will let you and give them a big smile, if they look at you. Some kids may not take to
hugs. Like the boy I teach. So I say, High five, and hold my hand up. To give him time to bring
his up and we do it together and after I say, Well done.
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3. LAYOUT OF CLASS ROOM
If you can secure a classroom that is set aside only for the child you are teaching, all the better but if
like me, you have to share it with another Ward this can be a bit tricky. And like next year I will
require it at all times, as we will be the second Ward to use the building for the day and not the first
and our times overlap..
At the moment I come an hour before church even starts to set up the classroom. I have to take out
all the chairs and the table they have in there already and find places to put them. You have to
child-proof the room as best as possible, getting rid of things that may distract or be a physical
danger to them. The table that was there was about chest height for him and had very sharp edges.
Not a good thing to have in the class if they like to spin or jump in circles and loose their balance.
Also, another reason for cleaning out the classroom, is so that there is more space for them to move.
Let's face it some of the classrooms are not exactly very big. Mine is about the size of 3 parking
spaces put together, maybe a little bigger but that can be a good thing. Though he has now got
room to move and the room is not cluttered, grating on his senses and mine. It is small enough to
get him to pay attention longer on something you show him (less distractions). Also there is nodivider between us and the other classroom, but a solid brick wall. This will minimise the
distractions even more. Not only is the noise coming from the other class, almost, if not totally
eliminated, but also the noise your class will be making, will be less of a problem for the other class
or classes nearby, as well.
Then I go to the Nursery, get one of their tables and 2 of their chairs for my class. Also take a few
of the toys from there too. Do not put all of the toys out all at the same time. I keep some back till
later in the class. I normally hide some of them under the table, under a black bag with other soft
toys in, just in case he starts getting bored or is tired and needs something else to keep his attention,
so he doesn't fall asleep in class. Do your best not to let the child fall asleep in your class. If you
don't try, the parents will have even less precious time at home, to get a break from needing to
continually been on their toes and constantly having to watch the child at all times. If you think
spending 2 hours with the child is hard, try doing it 24/7 for the rest of your life. They need all the
breaks they they can get!
If your classroom doesn't have a shelf or a cupboard, request that a shelf be put in. This will ensure
your CD Player stays in one piece and the class stays calm. When it comes to the cupboard, you
may not want it in the classroom, if the classroom is not big enough to take one (mine is not).
Rather have it elsewhere, as it may be a major distraction to those you are teaching, even if you can
lock it. All they may want to do, is get into it, to play with what is in there. Just make sure the
cupboard is not in another classroom, where your comings and goings before or after your lessonwill disturb other classes. If you share a cupboard with others, clearly mark your shelves, telling
others not to take your stuff, as it is only for your class, otherwise, you will find less of it there as
others take it to use in their classes. (see Page 36 or the second file, if downloaded for examples).
The others can do without it, but not you, as it may have been a hard and long process (and
expensive) to find those things that could be used in your class. Like me, I have used one or two of
my personal toys, at times, so I cannot afford losing them. This is partly due to the fact that they are
specialised toys that you would find in Playschools and Educares, but not necessarily found in the
Nursery. Even all these many months later, we are still trying to put together what is needed.
Cupboard space been one of the big issues and having to share the classroom with others. Every
Sunday it is like moving 1/4 to 1/3 of the nursery around, from one room to another. Then to do itagain at the end the lesson. Time-wise this is a major problem but there is just not enough
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classrooms at the moment.
There are a few thing that you may not be able to take from your classroom. One such thing is the
heater on the wall. I have also learned through trial and error where the best place to put the table in
the room. I first had it against the heater so that it was partly out of sight, but then it was right next
to him and all he wanted to do was play with the buttons and dials he could get to. So I moved the
table to the other corner. It worked for a while and got him to concentrate a bit better but then oneof the next lessons he tried to climb on it, to get at the fan that was high up on the wall. (He loves
fans, because of the spinning motion). In the end, I moved it to another part of the classroom near
the door. The reason I had avoided putting it there in the first place was that been near the door,
was that it meant less floor space because of the shape of the classroom (the room is not square, one
of the corners had been cut.) and I feared he may get upset seeing the door too much and would
want out, besides, at times, I had people try and just open it without thinking or they were looking
for someone.
To solve the latter problem, I made signs to put on the door. They worked very well. 2 have been
included in this book. (see Page 33 or the first pages of the second file). Been a very small Primary,
I didn't need to put a picture sign up, as the kids quickly learned not to touch the door but if you findthat it is still be a problem for you or the Primary is much bigger, get a picture or symbol that they
understand that means they mustn't come in. Go to one of the Sharing Time lessons, if you can, or
get the Primary Presidency to explain to the children why they must not not open the door and what
the signs mean that have been put up. It will also be a time to tell the children about the child you
are teaching and the condition he has (If you can get one of the parents to do this part, all the
better).
Let the children ask questions, so that they too, can better learn to understand the child you are
teaching. So that if the child is able to take part in other primary activities with the other children,
the other children will know how to treat them or help them and understand why they do the things
they do that are strange or that would normally get others into trouble if they did them. Remember
ignorance will only bring pain and hurt for everyone. Also by having the Primary children help
with them, where possible, will let the the child you teach feel more a part of Primary, as well and it
teaches the other children to be kind and caring to others that are different to them.
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4. ASSISTING PARENTS AT CHUCH
Your responsibility (and that of your assistant) as a Special Needs Teacher, goes beyond just
teaching your class. You must SMS the parents if you are unable to be at church, so they either
don't bring them or they can make other arrangements. Also, have them SMS you if the child is not
coming. The reason for this is so you don't waste time setting up the class, especially if you have todo it like I do. When you receive an SMS from them saying the child is not coming, send them one
back, so they know you got it. Explain to the parents they must do the same if you sent one telling
them you are not coming. Otherwise they may rock up with the child, as you didn't know they had
not gotten the SMS, causing problems for everyone, including their child.
The boy I teach, cannot sit still for very long. His parents, most times, they can keep him stillish till
Sacrament has been passed before they have to take him out. Other times, they don't even try and
get him into the Chapel. Because of this, they need a safe environment to let him move around in,
before I teach him in his class. Request to have a key for the Nursery. One of the few doors that
will have a lock on the outside. If they will allow you, make copies of any keys that they give you,
do it. For what normally happens to me is that I get given keys, someone else looses theirs and thenyou are forced to share yours with them. It doesn't work. Especially when you need it at all times
and early, before most are at Church. It has paid out in spades for me, now and in the past,
especially when you need to set the class up before time and the person who has the key to the
Nursery only rocks up at Church when it is time to go in or if you are lucky 5 minutes before.
That's a problem when it takes you at least 30 min to 45 min, if not longer, depending on the lesson
and other factors. Especially if the classroom, has to be used if the Nursery is unavailable during
Sacrament time for any reason. So because you paid for the keys out of your own pocket, they
cannot take them from you to give to another, who misplaced theirs. You can always donate them,
once you no longer need them.
Also another safe place we have is a small court yard in the middle of the building. (Request that
the classroom you get is as close as possible to such a place.) It has access from two doors, that
both have security gates on them. This is a perfect place to let a child that needs constant
supervision run 'free'. There will be less having to pull them off things. Don't let them climb the
security gates, or windows. They could fall and be injured, even if the parents let the child do it at
home. The child may have special needs, but they still need to learn as much as possible, that there
are certain things they cannot do in certain places.
This is even more so the case in Autism, where we don't always realise there are unwritten rules that
everyone follows. You have to tell or show us but do it in a kind way. Don't shout at them and not
explain why they can't or shouldn't. Also, the more severe their condition, the more you may haveto keep repeating yourself. If you are able take some of the Nursery toys that can be played with
outside and put them in the courtyard. So there will be things they can play with if you take them
there. It will also mean less having to pull them off of things they shouldn't be doing.
When you sit in the chapel, sit as close as possible to the door leading to the classrooms, if this is
possible. This is so that you can keep and ear out. If you can hear the child is causing a ruckus
more than usual, it will allow you to get up without disturbing those around you, so you can go help
the parent. Then when it is class time, assist in getting them to their classroom. In my case this
means firmly holding his one arm by the wrist (doesn't like it if you hold his hand and will try to
pull away even more) while his mother holds the other and guiding him to the classroom. This is to
stop him breaking loose and making a dash for it. This also needs to be done when taking them tothe courtyard, if they need to be let loose and the classroom is getting too much for them. (Also, if
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the parent needs help in getting them to the Nursery in the first place). Just make sure the gate to
the courtyard is unlocked and if possible open before you start class, this could be a huge problem if
you don't. You cannot hold onto the child and try and unlock the gate at the same time.
Once class is done and only one of the parents is there or the other is unable to help at that moment,
help them get the child to the car safely. Also, inform the parents that they are allowed to used the
disabled parking at church. Their child may be able to walk, but the danger of the child breakingloose amongst those coming and going in their cars is not good or safe. Therefore, they need to use
the disabled parking. If this parking is needed by someone who cannot walk and there are not
enough disabled parking zones, request that one of parking spaces closest to the entrance of the
building, be turned into one just for them. Make sure they have it clearly marked, so that others do
not park in it by accident.
If you find that the child fights you when you want them to walk to their classroom or any other
place, it will happen from time to time. Try jumping together to the classroom, while still firmly
holding them. It has worked more than once for me. Even try moving in slow large circles.
Sometimes going in a strait line doesn't always work.
Also, if they don't want to let go of the toy or book from Nursery, when you come to collect them.
Let them take it with them. It can make things easier in getting them to their classroom. They may
be more interested in that, than fighting you going there. Besides, you can return it at the end of the
lesson, when you take the rest of the stuff back to Nursery, that you took for your classroom.
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5. STRUCTURE IN THE CLASSROOM
Despite just teaching when you have the child's attention. Your class will need structure, certain
things done at the same time, where possible or at least in the same way. If you are going to do
something drastic, you may need to tell or show them with pictures ahead of time, what is going to
happen. Remember, what you consider as normal or exciting, may be drastic for them. Such as anew classmate. So you would have to tell and show them before they come in and sometimes more
than once that a visitor is coming. If you don't, the child may become upset and may even lash out
at the other child if they get too close.
Thankfully I haven't faced that problem yet. However, I have the opposite danger, he takes to
anyone. A danger you say? Yes, but not for me, but the child. They could be taken by a stranger,
as they don't know or understand the dangers. So if you have a child like that, even if they are not
severely handicapped, like some, in other ways. They will need constant supervision by you, or by
an older youth or another member of the Church. Try as much as possible to minimise the need of
the parents doing this. Firstly, because the child needs to interact with others. Secondly, such
parents need a break from the daily grind of them having to constantly be on their toes, everywhere
they may go with their child.
If you say you are going to do something, do it and when you said you would. Be consistent in
your discipline. In other words, don't let him climb the security gates today and tomorrow say he
can't. You will confuse the child. This will also lead to them not listening or obeying you. Making
life in the classroom that much harder.
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6. SNACK TIMES AND CRAYONS
When it comes to snack times, have the parents bring the food for the child. The reason for this is
that, many have allergies or cannot eat certain foods, because of taste or the way it feels in their
mouth. Also the parents will know what is safe to pack in for their child. For some will just keep
stuffing the food in their mouths, not realising that they must put one in at a time, chew and thentake another. This means that they will have to be watched like a hawk when eating, even taking
some of the food away from them till done or only handing them another piece, when they are ready
to have more or they may choke on the food. For their cooldrink or water they in most cases either
still use a sippy cup or a bottle with a poptop. (These should also be used in a normal Nursery,
especially if you have a lot of little ones who are still barely able to hold their cups.)
This is good as it lessens the danger of messing of liquids, especially when there is carpeting on the
floor. Just make sure that if you do bring a food or foods for a lesson you are teaching about, that
they are able to have it or that they will eat it. If the parents do not have a sippy cup or a poptop
bottle ask them to get one. Poptops are easy to get. Most energy sports drinks like Powerade or
Energade, have them. They are a must, as even if they can drink out of a normal cup, you have too
much stuff in one small space and if they spill the cooldrink or water, it will damage something.
Teach the child, they have to sit at the table if they want to eat or drink. Do this by taking the food
and drink away from them if they get up. If they sit back down, you can return it to them if they
still want it. This will minimise the mess they make or damage to other things because of food and
liquids.
The advice of taking away things if they get up from the table, also goes for the crayons (make sure
they are the big thick ones). Do not leave the child unsupervised at the table with them. Firstly,
they are still a choking hazard, especially if they bite a piece off. The other danger is they will startdrawing on the walls (and other things). That becomes an even bigger problem if it is bash face
brick. Here is a bit of advice if you have painted walls. Use toothpaste (not the Gel kind) and a
cloth or a toothbrush if the texture is a bit ruff. Just add a bit of elbow grease. It takes it off
reasonably well. Much better than sugar soap. If somehow they manage to get a hold of non-
permanent markers (kokies) for kids, use hairspray (aerosol kind), put it on liberally (a lot), then
wipe with a cloth. Remember this works on painted walls, face brick...... I'm not too sure. I haven't
had the need to try that yet.
Also do your best to keep things out of their mouths, including their fingers! If they use their
fingers in their mouths to feel safe and calm. Find other things they can hold, touch or squeeze that
could replace this need, as much as possible.
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7. AGE GROUPS AND ASSISTANTS
When it comes to teaching those with special needs, you may find that if there may be more than
one child in need of a classroom, away from normal Primary. But this is also where you may
encounter problems and is something you will have to make those wanting to put them all in one
class aware of, that it may not work in your case. For when the one's mentality is, say that of a 3yrold and the other of a 7yr old. That's a problem. The 7yr old will get board if you teach at the 3yr
old level and the 3yr old will get board or frustrated as everything will not be understood if you try
and teach at the 7yr old level. In such cases, if possible, have two different classrooms. Even if a
teacher is assigned to each student, but in one class, it will still be a problem. Talking over each
other causes confusion and distraction. You try listening on a phone and someone is talking very
loudly in your other ear at the same time!
The Class you teach should have, ideally, no more than 2 or at the most 4 children in the classroom,
depending on the size of the room and the severity of their disabilities. Some times even having
more than one in a class will be too much. Those assigning you to do this class need to understand,
that you are not a professional and you could quite easily be overwhelmed if things go wrong.
Another thing you have to have, is an a assistant AT ALL TIMES! But remember, in this class
there is no time to chitchat with you fellow teacher. You must give your full attention to the child.
Opening and closing of doors must be avoided where ever possible. It is a distraction and will upset
most children, as the door represents going outside. Been stopped once you have got their attention
on the door, may cause them to become extremely upset at times. This has happened to me because
of others. I have also had this happen when saying a word when they go outside or talk about a
certain activity, can also set them off. So be careful what you say or plan for them. For some days
they will not be able to go outside as it may be raining, too cold or they have a runny nose. The
lesson comes to a permanent halt and caused him to screech, scream, cry and wail till it was time togo home. Meltdowns are not fun. If you find this situation upsetting, when it happens, just think of
how the child is feeling. It is much worse for them.
You will need someone young or at least energetic to be your assistant. It is no good having a
grandmother who can barely get off her chair, in there. When at times you may be jumping up and
down with the child on one spot or turning in a circle with them, making sure they don't fall against
anything that could hurt them, physically moving them from one spot to another or pulling them off
of things for a good few minutes at a time. Believe me, some of them can be very strong. In some
cases, it may actually be better if the teacher and assistant is male, for some children listen better to
them and also at times they may need the strength to deal with the child.
Whatever your needs for your class is, inform those who need to make that changes, so that you can
set the classroom up that will be best for everyone. Also, ask them way ahead of time for things
you need, if able, to avoid problems as much as possible. Sometimes it takes time to source things
but nag them if you have to. People tend to forget you have asked. Also many a times they do not
understand the urgency of needing it now and not 2 to 3 months later. A class can be exhausting
enough, without the worry of having no child-proof plug covers. Especially, if there is more than
one needed in the classroom. For all you may be doing, for all of the lesson, is stopping them trying
to get at the plugs, let alone, the danger of electrocution, especially for a child that likes their fingers
in their mouths. Luckily this was not a problem for me. I didn't have a shelf to safely put the CD
player on, for a while, so no music. This meant the danger of having more meltdowns in class than
necessary. Now that I do have it, things are going much better.
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8. IDEAS FOR LESSONS
Here are a few other ideas for things to do or make things in general for your lesson time. These are
general ideas and will not be for the lessons from the Nursery manual, but other things you can do
in your class to keep their attention or help increase other skills that they need to learn. For other
Nursery lesson ideas, you will have to look in the Friend or other activity books for children (notonly Church ones), that could be used in your lessons. I myself have ruffly put together things for
my lesson plans for the lessons, including the pictures I will use and I cannot fit it all on one DVD!
This is only for the first few lessons and a few extra's here and there. For quite a few ideas you can
look at 'Pinterest' on the Internet. Just open up Google and type in Pinterest and one of the
following words with it, Mormon, primary, LDS, conference, primary activity books, LDS coloring
books ,etc. (you get the idea) and hit enter. You will have more than enough free things to make or
use in your classes.
(As of the time of writing of this book, have now also have my own site on Pinterest Dapper
Muis)
Here are a few practical things you can do in your classroom, that may not be mentioned there or
easily found:
You will notice that they are not messy activities (for the most part). The reason is obvious. You
and most likely the child, will be in your Sunday best and the classroom is most likely carpeted.
Both are expensive and difficult to replace if damaged.
Blackboard / Whiteboard
These are wonderful inventions. They can be used for things other than for what most teachers will
use them for. As I have mentioned before, I use my blackboard to put pictures or puzzles on. Using
magnets. Trying to get him to sit down for a lesson doesn't really work. So instead of the table,
most times I use the blackboard (while typing this book they changed it to a whiteboard). Most of
what I put on it, he knows he can play with unless, it is one of the big pictures (normally from one
of the primary manuals). The smaller ones are normally put on 2 or more layers of card from cereal
boxes to strengthen them. Just add more magnets or try and get stronger ones so they don't fall
down, especially, if you have another laminated sheet between them and the board. The secret to
keep your laminated pictures on the card, can be found on Pg 27, Step 7 - on how to attach the
pictures. In the instructions on how to make a simple hard cover book.
The board may also be used to draw on. A very good exercise for those who have problems with
their fine-motor-skills (the small movements many take for granted. I myself still struggle with
buttons. I normally avoid them and just open the shirt till I can get my head out and pull it over my
head or get things with pres-studs, zips or no unbuttoning of any kind is needed).
There are chunky chalks available for chalkboards if you want to use it for drawing, the small
chalks would be in tiny pieces before you could say 'boo', if you use them. Making them even more
of a choking hazard. With the whiteboard makers, you will have to watch them even more closely
and they may mash the tips to pieces. Best rather to give them crayons and paper. If you must use
the markers, take them from the child the moment they move from the board. This goes for any of
the drawing materials. Also, with whiteboard markers you must store them lying flat on their sidesor they will turn into permanent markers!
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Cereal boxes and re-sealable packets.
Cereal boxes are a must. You will use it to make books, stiffen pictures, make other items for them
to use, such as puzzles and so forth, but you will encounter two problems. One is that you will
never have enough boxes, if you tried to do it on your own. That's even if your cereal comes in
boxes.
That's the second problem. Many cereals now come in packets only. So do what I did, ask the
ladies in the Relief Society, to collect the boxes for me. They don't strictly have to be cereal boxes,
but of the same type of card they are made of, like the boxes for dog biscuits, or other foods that
would use those kind of boxes. Keep collecting even if you have enough for now. You will need
them later. Show them what you are making with it. They will be more willing, if you explain and
show why you need the boxes. Warning: Corrugated boxes do not work. They bend easily and
once bent are useless.
You will also need the cereal packets that are self-sealing. The reason is that they are like the
Zip-lock bags. You can use them to store loose lesson items in or even small toys, like the puzzles
you may make for them or have purchased. Because, at least one part of the bag is clear you can
see what is in there. Also, they are made of thicker materials than a real Zip-lock bag and are made
to be opened, more than just a few times. So they will last longer
Bubbles
I keep a small bottle of bubble solution in my bag. This I keep as a last resort for him to play with,
when he gets really tired and ratty, as they keep his attention, as he tries to blow them . He is
slowly getting better at it. He also likes to try and catch them, if he can. (remember you must not let
them sleep if you can help it). To start off you may have to show them what to do or take their
hands and touch the bubbles but most will take to them. Most children seem fascinated by them.Just make sure they don't get a hold of the bottle or you will have one big soapy mess on your
hands.
'Duplo' (large Lego blocks)
Good for helping with those small Motor-skills and with concentration. Depending on their
abilities, you could have them sort them into colour groups, teach counting with them or try and get
them to copy the shape you are building. Others will just like pushing them all over the floor or
table for the noise they make when doing so.
Jumping and moving
This may get overlooked but is important, especially if they are hyperactive. It will help get rid of
some of that excess energy they don't know what to do with. Some will like spinning in a circle,
jumping up and down in one place or in a circle. If you are able, get them to try hopping on one
foot, walking backwards or sideways or even follow the actions you do. This can be done with or
without music, even if the child is limited in their ability to move, help them to move to what they
can.
Also, there are action games, like pretend stories. You can request the Primary 1 CD for this. It
was designed for the Nursery. Depending on their abilities some may have no interest in suchthings, others you may have to move with them, to help them do the required moves.
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Action Songs are also another great way to get them to move. If the songs don't have actions, make
up some, sometimes it is possible, depending on the song you use. If you don't know the songs or if
they have action,s ask the other Primary teachers and if you are lucky to know someone who works
at a Playschool or Educare, ask them, for the common songs all people use, like 'The wheels on the
bus' or 'This old man'.
If the child doesn't want to do the actions as they have no interest in such things, or is unable to,you can make flip files. These are pages with pictures, with the words to the songs underneath.
Some you may get off the net, others you will have to make by cutting up the Friend or other
magazines. Point to each picture (or you can take their hand and put it on it) or the words as you
sing. These are also good to be turned into 'story' books for the children to look at for what you are
teaching the lesson on.
Dressing the doll
This helps with co-ordination, small motor skills and how to dress themselves (even better if you
can get some old clothes that they can play dress-up with).
While handling the doll, teach them not to touch it's eyes. One of the best things you can do is
everytime they want to touch the dolls eyes with their fingers, stop them and say, No. Explain to
them it will hurt the baby. I used to do this with kids at the playschool, I worked at. This is good to
teach them, as most little kids think babies are just big dolls and will try to touch their eyes, causing
injury. This is especially problematic with those fascinated with shiny things, as the light bouncing
off the baby's eyes, may make them sparkle like two big gems.
Don't be like some people who say boys don't play with dolls. Let them play with them. It will
teach them how to be good parents one day or at least how to be more gentle around babies. Use
the doll for such teaching games.
Syrup tin, money box and shoelaces
Get a Syrup tin with a soft plastic top. Cut a slit in the middle of the lid, big enough for coins or
discs to be put into the tin, one at a time. If it is too noisy, just put toilet paper or tissues at the
bottom, to minimise the noise. If you use plastic disks instead of coins, you can buy some from the
Toy Shops, already with holes drilled in their centers or you can do it yourself. This means they can
do double duty. By taking a thick shoelace and tying a knot at the one end of it, they can now
thread the discs onto it. The tin and the shoelace help with small Motor-skills. Just remember,
strict supervision is advised, due to the choking hazard it may pose, if swallowed or like I have had
happen, he tried to stick them through the slats in the heater.
Threading Boards
These are easy to make. You can used wood with holes drilled in, at even spacings, large enough
for a thick shoelace to be pushed through (just make sure it is sanded and varnished properly, as you
or the child you teach, does not need to get splinters) or you can use very thick card, paste or paint a
picture on it, in the middle, allowing them to thread around it. (To make the holes in the card, use a
nail, the size of the hole you want and hit it through with a hammer). These can also be bought
from many Educational Toy Shops and are normally made of plastic.
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Lick and stick
There are some coloured papers available, that have the same sticky background when licked, like
stamps have. Cut out shapes to match the shapes drawn on the paper or tear in to all different sizes,
letting them lick and stick as they please. This cuts out the hassle of trying to use glue, especially if
they are more interested in getting a hold of the glue stick or putting their fingers in the glue on the
paper, rather than putting the paper on the glue. Just make sure the child is not allergic to the stampglue. It is also, what is normally used on envelopes, as well, to seal them.
If you can't find the paper, ask people for the edges of the stamp papers, if they buy their stamps in
bulk and they are the kind you still need to lick. Ask your local Post Office if you can have those
edgings, they would normally throw away. The child's licking skills may still need to be worked
on, so get them.
But even if you can only get a hold of the excess from self-sticking stamps in their booklets, you
can still use them. It will still help with small Motor-skills. You can get them to try and peal it off
to stick it onto their paper in front of them. If they struggle with this, lift it just enough off at one
corner, that they can grip it and let them do the rest.
Scissors
WARNING: make sure they can handle them safely and must be done under strict supervision.
The scissors needs to be a blunt-nose scissors. In some cases, they may need what are known as
'training' scissors. This is where there is more than one hole for the fingers and a 'help' is also
added, to make it easier to open and close them when cutting. For those not so skilled in cutting,
just let them try to cut the paper. For others, try and get them to cut on the straight lines. For the
more advanced, make easy and clear shapes, like circles, triangles and squares, etc. Just increasethe difficulty level, as they get better at cutting.
Newspaper works well for just cutting, but if you want them to follow lines, best to used blank
paper, so they can see the lines clearly, for the print of the newspaper may confuse them. Ask the
Library at Church for their scraps of paper, from the errors made when photostatting. These are
also good for drawing on. If there is not enough scrap paper to go around, for sometimes Nursery
may request it also. Go to a local business in the area. Many will be willing to give you the scraps
you need. The reason for not using new paper, is that you could go through it like water, depending
on what activities you do. Besides cutting, you may want them to learn how to tear paper. It is one
of the skills many will lack, but they need to know. It teaches them how to control their muscles
and improve their hand-eye co-ordination.
Paper is expensive. Besides, we are told to recycle, so you can do your bit for the environment and
save money. You then could perhaps use the money saved, to get other things you most desperately
need for your class.
Puzzles
For those who struggle with normal puzzles, use shaped wooden puzzles, normally used for very
young children. Then try and get them on to 2-piece jigsaw puzzles, increasing their size as they
master them. Make sure you have a few of the same size, so they don't just memorise the picture
and not learn the skill. Then try introducing them to others, when it looks like they can handle it.
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If they are finding it difficult going from one-piece wooden shaped puzzles to a 2-piece jigsaw
puzzle, multiple-shaped wooden puzzles are available. For example, of one such puzzle, is of a
bear. The head, body and legs are loose from each other and can only go one way into the wooden
shape.
Another good idea someone suggested is to build most of the puzzle yourself, leaving the last piece
for them to do. Once they have mastered this, then the next time you do the puzzle with them, leave2 pieces out and as they master that, repeat the process of reducing how many pieces you do, till
they can do it all on their own.
What I have done with some children, who struggle to distinguish between the pieces for the edge
of the puzzle and the center pieces, is to have them separating them. I do this by having them feel
each one the edges of the puzzle and ask if it was strait or not (ask them for each side of the puzzle
piece they feel, if necessary) and then help them put it into the correct pile. Once done, they can
now build the outside first, then it makes it easier for them to build in the middle. To make things
even easier for them, help them separate the colours or shapes or patterns that are easy to
distinguish. Let them try and build those pieces in the one pile first, then do the other piles, it is
sometimes easier then to join the larger bits of puzzle together as they can now see the biggerpicture much better. As an adult I still use this method when doing 1500 piece puzzles (I can't go
bigger than this due to the size of the surface I work on.) Excepting I don't need to feel the edge of
the puzzles to tell which is which.
If the table you have is not a plain table and has a pattern on it. You will need a mat, that is of one,
preferably light plain colour, so the child can clearly see the puzzle without getting confused by the
pattern of the table underneath the puzzle.
Turn taking games
These can be done with blocks or even the Syrup tin and discs. When teaching them turn taking,
say, My turn, or if your name is Mary, Say, Mary's turn, you put a disc into the Syrup tin.
Then let them let them put in a disc, saying their name and that it is their turn, when they do it.
When it is your turn again, repeat the words that it is your turn and if they try and put another in
before you have. Stop them and and repeat that it is your turn. Don't let them put in till you have
and then say their name and that it is their turn. Keep doing this while their interest in there. It does
work but as I have said before, it could be a while before you may see results.
Sensory ToysThese can be anything. To you they may not even look like or actually be a toy but to them it is.
Sensory toys are any thing that stimulates the senses.
Rattles
Popcorn kernels in a sealed plastic bottle make an excellent rattle.
Mirrors
Mirrors hold fascination for many children. Just make sure they are the unbreakable kind or that
you hold it, so it doesn't get broken. You need not only just let them look at themselves in it. Try
and get them to do things like touch their noses while looking in the mirror.
You can also show them how to bounce the sunlight off of it on the walls or floor. Even letting them
chase it around the room. Just moving before they get to it. But allowing them from time to time tocatch the sunlight.
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Sponges
Sponges for washing dishes have two different textures, some kids will just like squeezing them
others will drag them across surfaces and themselves, discovering what it feels like when doing so.
They are also excellent to throw around without the danger of someone getting hurt.
I have seen where a Company made what looks like wooden blocks, but they were in fact high
density sponge. Which is wonderful. A child could build with them like normal wooden blocks,but without the danger of them becoming dangerous missiles in their hands. Some children will
want to throw everything they get their hands on. Though, you will be doing your best to teach the
child that this is not acceptable, you would still like to minimise the danger of injuries to you and
others or damage to the other toys.
I was lucky enough to use someone's for one lesson. He loved them and actually played with them,
like most kids would (with a bit of help). Also, he rolled on top of them and pushed them all over
the floor, for most of the lesson.
Keys
Some like the sound of keys jingling or when they bang on things with it. You can also supply themwith old locks and some different keys and let them figure out which key fits the lock. (To make
this easier, have only one or two other keys but in different sizes to help distinguish between the
keys.) Just make sure whatever keys they are, that they can be gotten back if necessary, or at least
use ones where this will not be a problem. If he doesn't want to give up you car keys or drops them
down the grating by the drain, you may be in trouble.
Drums
This is easy to make. Just get a old metal tin, some milk drinks or powders still come in them. Or
if you have a friend who is not a member of the church, ask them for their old coffee tins. Turn the
tin upside down and let the children bang with the sticks you have provided. If you want to you
can decorate the tin and sticks. but remember the danger of choking hazards.
Warning: You must wash the tin out properly. The smell of the coffee, however, slight may be too
much for the child to handle. I myself feel like I want to be physically sick when I smell coffee.
This also means you must not wear things like perfumes, as this can also set us off. For me it
irritates the nose and can be quite painful in that regard. Even at times you even land up with a
runny nose and sneeze for sometime after you have come in contact with someone wearing
perfume. We can be VERY sensitive to smells.
Shiny things
These include metallic paint of cars, marbles, water on a leaf or the mother of pearl handles (manmade) on some of the old fancy cake sets. Even 3D pictures on a View Master of water splashing
will keep them happy. If you are lucky enough to find a Kaleidoscope with crystals (or coloured
glass) instead of coloured plastic, all the better. The one with plastic shapes will work, but just not
as well. Just make sure that the background is a plastic of one colour. I have seen some with a
mesh pattern in the background. This will cause confusion with some children.
Texture puzzles and boxes
Make texture puzzles. These are where the child has to place the texture of the square they are
holding on, on the right place on the board with the same texture. To make it more difficult for
those a bit more advanced, make sure they are all the same colour, so they have to feel the textures
to know which one goes where, otherwise, they may just be matching the colours.
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There are also texture books you can purchase from some books stores. There are even books that
make sounds when pressed and ones that you pull on tags and things open and close.
Have a box or a bag with different objects or pieces of objects of different textures. Then have
others of the same that you can hand one at a time to the child. Ask them to find the one that feels
like that in the box or bag without looking. You can do this with shapes as well. Where they have to
find the shape like the one you handed them. This can also be done with different kinds of objects,like a toy car, small ball, small doll, etc., so long as it has a matching mate, they can see and touch.
For those who struggle with this, put only 2 objects at a time into the bag or box. You can increase
the number as they get better at it.
For the more advanced, you can show them before hand, the objects, put them into the bag and ask
them to find the required objects, one at a time.
Spinning objects
Some kids will like anything that spins in a circle. That's if they are not spinning themselves. As I
have mentioned before, the boy I teach, loves the fan high on the wall. I also have used it as acalming tool, if he starts getting agitated and I can see the signs of a meltdown coming on. Though,
sometimes it doesn't always work. Just remember such things must be kept out of their reach or
they will get their fingers injured when they try and touch the blades of the fan.
A toy that works is some pencil toppers. These ones have discs on them and when you blow on
them they spin.
Try spinning tops, the ones that you spin with your fingers (normally found in lucky packets), not
the ones with the string. The string ones will do damage to any surface they spin on. Let the Child
try and spin it them themselves. You may have to demonstrate it quite a few times before they may
get it. Spin them anywhere you can, tabletops, on paper, even their hands. Many like the hands,
including me. Not for spinning motion, but for the way it feels.
There used to be big tin tops one could get when I was small , that you pushed the handle on top
and they would spin. I haven't seen them in years, but if you can get one, they too would be a big
hit and are ideal for those that don't have the fine motor skills to spin the smaller tops with their
fingers and no, I am not ancient, I am only in my 30's.
I have also made homemade tops. Where you have a disc of thick card (1 to 2 layers of cereal
boxes will do) with a short pencil through it. (You could used a small shaped dowel instead, so they
don't draw on things they shouldn't.) Make the hole slightly smaller than it should be, causing it tohug the pencil snugly. Just make sure that the hole is in the center or you top will be a bit wobbly.
What is nice about this one, is you can make them quite large and easier for beginners to use and
you can make different coloured or multi-coloured discs, seeing what happens when they spin and
the colours mix. The beauty is also, that you can make as many as you may need. Depending how
ruff they are with them, they may only last a lesson or so, but are easy to replace and less of a
choking hazard.
To make the circles for the card, you can use a glass for the shape and just measure the halfway
point from 2 or more directions to get the center. Or just use a compass, found in any maths kit, that
kids use at school. Making the hole in the center where the needle was stuck in, when drawing the
circle. Make a template. It will save time when making more.
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Sound bingo
You can get games that have a CD of sound and pictures that match them. Each time the child hears
a sound, they must find the picture that matches the sound, from the cards in front of them. If the
sound is of a dog barking, ask them if they can find the picture of the dog. Those that struggle, have
them choose between 2 pictures at a time and then increase the number as they get better. A bit
more advanced, you can put a board with pictures of all the sounds on and when the children hearthe sounds, they find the lose picture and then place it on the board. You can get these from some
Educational Toy Shops.
You can make your own, by using photos, pictures of magazines, drawn, even painted. Using your
cellphone, or a recorder (a feature most MP3s and MP4s have) to record the sounds that will match
the pictures. You can even get sound bits off the Internet. If you make your own, try as much as
possible to use sounds associated with Church. It will help them become familiar with the sounds
around them and it will be another way of teaching them something to do with the Gospel, in some
way.
Depending how old your CD player is, it may not be able to play MP3 discs. Just play it on yourCellphone if it is able to play MP3s. No, I am not kidding about this. If you are like me, I don't go
for the latest gadgets, just because they are there. In some cases, I am unable to afford them. So I
use what I have but they do have their limitations. Also, if you are using the CD player from
Church, it may have surprisingly, stood the test of time and may be a bit older than you thought so
check before you try and use them in the class. Class time is not the time to try and fix a problem.
These are just a few things of what you can do, but hopefully, it will give ideas to do others on
your own, that meets the needs of the child you are teaching.
If you can afford to and have the time, do a short course on 'Child Care'. It is well worth it
for anyone who works with children or has kids (or will have) of their own. If you can, help
out at a Playschool or Educare Centre for a couple of days. Even better, if it is at the School
the child goes to. It will give you invaluable ideas and ways of doing things. But if none of
these options can be done, ask as many questions from others, who have done such things,
including those who have done Primary or who are professionals in their fields.
Remember the more information you can get the better things will be.
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9. How to make simple hard cover books
Materials needed:Non-toxic wood glue (not quick dry as it doesn't seem to work too well)
Spreader, to spread the glue (or you can use you finger, but it is much more messy that way)
Cereal boxesThick paper (Thin card)
Royal Blue or Azure acrylic paint
Paint brush
Old paper to work on, so as not to have glue or paint where you don't want it
Pencil
Ruler
Scissors or Guillotine
Prestik
Laminated Pictures you have painted or cut out pictures that are of the same or almost the same size
STEP 1 Measuring for the pages
Measure the pictures, use the largest of them if they are of uneven sizes for this. Also, choose
which side you are to have your binding. What I mean by this is, that if the pictures you are using
are long and thin, it may be better that the book opens like a note pad rather than like most books
open, or the book may not last very long. Please note: The biggest I have made the books is A5,
which is half the size of an A4. You may need to make adjustments to the width and thickness of
the bindings on the books, if you go bigger.
Top and bottom
You need at least half a centimeter (0.5 mm) to the top and bottom of the size of the picture, fromwhere the lamination ends. Which means you will need to add 1 cm to the total length of your
picture.
Left and right sides
Add 3 cm to the left side of the book and at least half a centimeter to the right. A total of 3,5 cm to
be added the width of you picture size. If it seems to be too big for picture, don't worry, we can
always make the width smaller later but be warned, if you get the height wrong, it could be a
problem.
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STEP 2 Cutting out the pages
Measure out on the Cereal Box card you have.
The number of pages will be determined by the
number of pictures. 2 pictures need only onepage. 3 or 4 pictures, two pages, 5 or 6
pictures, 3 pages. The maximum I recommend
you make a book with, is 12 pictures or 6 card
pages, any bigger and things may not work so
well.
Problems in keeping your books squared?
Solved that problem from happening too often.
Did this by only cutting the cereal box open and used the fold lines, when manufactured, as my
guide, by putting the ruler against it when measuring. Whether I used pencil and a ruler to mark it
out or just cut it with the Guillotine.
Also, mark on the middle of your card pages which way is up. Or you will put the binding on the
wrong side, when you glue it and your pictures will not fit. It already has happened to me. Write
on the first page, where you want the binding to go.
If you know you are going to make books of the same size again, cut an extra page out of card and
keep it as a template. Write on it, your dimensions (size of the card), also, those for your binding.
STEP 3 - Cutting out the binding
Your are now ready to cut the bindings from the thick paper (thin card). This will be what holds
your card pages together once glued.
The inside binding is 4cm wide
The length will be the same as the length of your book
If the length of your thick paper (thin card) is not long enough, you will have to join them.
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The width on the outside binding that finishes your book, how ever will be different, depending on
the amount of card pages you are putting into it.
I have found this works best:
2 page - 4cm
3 to 4 page - 4,5cm
5 to 6 pages - 5 cm
STEP 4 Gluing together
Take all the binding and fold in half, length wise.
Gluing of the binding to the book can be done in 2 ways.
First way (not illustrated)
Take each individual page and glue the inner bindings, one to each page and then place between 2
scraps of paper and place a heavy book on it, to help set it better, once dry. Then glue the other side
of the binding to one of the other pages. Repeat the process for drying. Once all the inner bindings
are in place and dry, the outer binding now may be glued on. Spread the glue on the first half, place
on the book, line-up as best with the inner bindings once set, put glue on the other half of the
binding and pull tight. Keep holding till set. Then repeat the process for drying.
Second wayTake a card page. Put glue on half the binding and and attach to the card page. Once it is no longer
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slipping sliding and will not move, put glue on the other half of the binding and put the next card
page on top. Repeat the process till done.
Once all the inner bindings are in place, the outer binding now may be glued on. Spread the glue on
the first half, place on the book, line up as best with the inner bindings, once no longer slipping and
sliding, put glue on the other half of the binding and pull tight. The more pages there are, you maywant to not do it as tight, to give it some more flexibility, when opened. Keep holding till set. Then
place between 2 scraps of paper with a very heavy book or books on it. Give it at least 12 hours to
dry, before painting.
Though, this way is faster to make the book, you may encounter problems, that it may not last as
long as if it was done the other way mentioned. Taking 15 - 20 minutes to glue a book together is
bearable, compared to taking all day, if not longer, the other way.
Also, do not be worried if they don't lie completely flat. To make them open a bit easier and a bit
flatter, score the outer binding down the middle with our fingernail. If the binding for some reason
over time comes unstuck, they are easy to glue back.
STEP 5 Checking the if sizing is correct
Now that you have glued your book together, place the largest picture on the front page. You
should have a about a half a centimeter (0,5mm) boarder around the edge of the book and between
the binding and the picture. If it is too long width wise, measure your boarder and mark where
there is too much. Then cut that excess off. Best to do this one page at a time.
STEP 6 Painting the p