Activity Matrix Directions Create an Activity Matrix based on the…

Question Answered step-by-step Activity Matrix Directions Create an Activity Matrix based on the… Activity Matrix Directions Create an Activity Matrix based on the student you worked on before or a student in your class that is struggling. Be sure to include where you can implement: A= Accommodation  M= Modification ELO = Embedded Learning Opportunity Write the classroom schedule in the left hand column. Write the child’s current goals (learning objectives) across the top row. Fill in the appropriate boxes with a brief version of the accommodation, modification or teaching strategy that can be employed to help meet the goal.   https://csn.instructure.com/files/64895370/download?download_frd=1&verifier=4nlcu7enhViL8Ok9batibLFzr6SudbWQ0YCwiYHd   Accommodations vs Modifications Accomodations: Makes changes without changing the target skill that is being taught. They do not reduce the learning or performance expectations. They alter how the student learns.Timing: Given extra timeFlexibility in schedule: Breaks, or presenting a task in the morning vs the afternoon when tired.Setting: Where the task is to take place. Maybe the child needs a quieter spaceResponse: How the child is to respond (perform the task) might be alteredModifications: Generally lowers the performance expectation, allowing the child to work at their instructional level. There is a fundamental change to the curriculum.Example: Students are expected to write their name independently. John has physical limitations and is able to scribble his name or trace his name.Pre-K Supports Accommodations vs. Modifications  – 3:00min  Inclusion Taken from the NYC Department of Ed Website  List of Accommodations and ModificationsApproaches to LearningSimplify and repeat directions as neededAdd visual supports and cues (charts, pictures, color coding)Sequence learning tasks from simple to complexGive repeated opportunities to practice skillsProvide immediate, positive, descriptive feedbackUse manipulative and sensory materials that are developmentally appropriateUtilize a developmentally appropriate schedule (consider length and order of activities, time for transitions, provide reminders when changes in schedule are planned)Offer choices so children can follow interests and strengthsUse concrete materials or examplesProvide time to process experiences and informationPhysical and Motor DevelopmentEase handling (make materials larger, add handles, attach rubber grips to pencils, provide different materials such as spring loaded scissors, adaptive paper, or hole punch)Ensure accessibility (add Velcro, develop a hand splint to hold materials, attach an elastic cord or string to objects so that they can be easily moved or retrieved)Enhance visual clarity or distinctiveness (add contrast or special lighting)Allow extra timeUnderstand that some children will avoid or seek sensory items or activities (paint, glue, clay) and allow children to pass or explore in order to meet sensory needsProvide opportunities to use pincer grasp of thumb/forefinger (gluing small pieces of paper, peeling or sticking stickers, picking up small objects with fingers)Social and Emotional GrowthAdjust environment (be aware of lighting, noise level, distracting visuals, physical arrangement, place materials for easy access, play soft music)Consider child’s seating to support engagement (near adult, away from doors or windows, or other children who would distract)Allow for focus or calming breaks (quiet area, a place to move, “special helper”)Allow for focus or calming materials (squeeze ball, putty, sensory item)Provide support for transitions (visual and verbal cues, songs, materials, ringing bell)Model coping strategies to deal with overwhelming feelingsLabel and discuss children’s feelingsEstablish one-on-one time where child can confide in teacherIntervene as needed (help a child join ongoing play or activity, solve a problem, resolve conflict)Communication and LanguageProvide verbal prompts for vocabulary words or responsesAllow children to demonstrate understanding in multiple ways (in own words, songs, pointing, using visuals, communication boards or device)Use increasingly complex words, in context, and explain their meaningUnderstand that some children may speak languages other than English at home, and identify and explain patterns of spoken EnglishUse letters of alphabet as they come up in real life situations      Arts & Humanities English ECE 235 Share QuestionEmailCopy link Comments (0)