New America Ed (@NewAmericaEd) tweeted at 5:16 PM on Tue, Mar 12, 2013: Early Ed Watch: No, WSJ, the President’s Preschool Proposal is not ‘Head Start for All’ http://t.co/UEt7f7gD55 (https://twitter.com/NewAmericaEd/status/311616602456092672)
Tuesday, March 12, 2013
Sunday, February 17, 2013
I attended a training today with some co-workers related to incorporating some elements of structured teaching, verbal behavior and/or ABA into blended/inclusive settings. During one conversation, the lecturer mentioned that during centers in blended/inclusive classrooms there should be some structured tasks to meet the needs of children on the spectrum who are still building their play skills. Additionally, she talked about pre-teaching new skills or activities.
My reaction to this was-Wait! We should already have some structured tasks in each center, we also should already have visuals in each center...because lots of students could benefit from these, not just the students with autism. Because each child has her strengths/needs, these strategies help all children to be sucessful by meeting them at their own individual levels. Will all students need and/or use them? No. But, having them there will make our classrooms more accessible to all students.
On that note, does anyone have links to resources or ideas for scaffolding common play schemes in blocks, housekeeping/dramatic play? Maybe some based on studies/projects you have done as a class? We are looking at things like PRoPELS. Ideas from Leong and Bodrova and ala this article from NAEYC's Young Children