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A 6 year old develops early participation skills through sharing stories

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Tapping the shaker

Figure 1 Alex tapping his shaker

Alex is 6 years old and is learning to participate and respond independently to stories.

As Alex uses gestures and his body language to communicate, Lynlee (Resource Teacher Vision) describes how she has both modified her own practice and the environment to meet Alex’s learning needs.

Alex is home schooled and has a dedicated ‘classroom’ in his house for his resources and equipment.

Lynlee works alongside Alex at home.

Using anticipation to support participation

One of the books Alex responds to most consistently is “Hairy McClary and Zachary Quack”. He has had the text read to him many times.

To increase Alex’s participation, we have built on his ability to anticipate what is going to happen next. In Figure 1, Alex is anticipating the refrain in the story- “Pittery Pattery, Skittery, Scattery, Zip.”

He uses his right hand to tap a shaker, while the refrain is read. He repeats that movement each time.

Initially Alex was given a verbal cue to tap the shaker. Now an opportunity is planned within the activity and the reader may either  pause or slow down the reading to create a space for Alex respond independently.

Preparation for using a switch for communication

The next step will be for Alex to tap his red button switch, when the words of the refrain are spoken. He can press the button and ‘take over’ the responsibilty of the refrain. He will be participating in the story with the reader.

Turing the page

Figure 2 Alex turning the page

Removing prompts to build independence

In Figure 2. Alex is turning the page of the same book-“Hairy McClary and Zachary Quack,” when the person reading the book pauses after each page.

At first the reader would provide either a verbal prompt or a physical prompt by lifting the page as a cue.

Building skills in looking with physical actions

The next step is for Alex to turn or tap the page at the same time, as fixing on it as it turns over. The action and the looking will be simultaneous instead of separate actions.

Teaching and learning strategies and adaptations

Positioning

  • Alex was seated in his wheelchair for body and head support.
  • His black tray was attached to the wheelchair, so that he could reach the book and shaker easily.
  • The shaker was placed centrally and slightly left side of the tray, because Alex mostly uses both hands and his left eye has a higher acuity than his right eye.
  • The book was tilted so that Alex did not have to dip his head to view the action.
  • I was seated opposite Alex, so that he could look at my face and I could observe him easily.

Routines

  • I was seated opposite Alex – this is our usual position for interaction.
  • When a cue was needed for the shaker, I would say “Tap” or touch Alex’s elbow and then wait for his response.

Reducing clutter and use of colour

I was wearing black clothing so that the tilted book did not clash with the colours and patterns on my clothes.

Useful links

More information

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