question

1. Olivia

2. Educators need to make deliberate adjustments to their classroom  routines, responsibilities as well as instructional strategies to create a learning environment that's flexible which caters to all diverse needs of students, including children with disabilities. As talked about in chapter 6, children are able to flourish in a setting that's accommodating which provides them with predictable scheduling, clear rules, and opportunities to develop socially and emotionally. Having routines alleviate worry because children know what to expect from day to day, and having that consistency and structure makes children feel safe and secure. On the other hand, it's important to be flexible due to the fact that teachers often change lessons, tools, grouping as well as activities based on the needs and skills of each individual child. Social proficiency is promoted by the structure of the environment, positive reinforcement, and having meaningful interactions with peers according to chapter 6. Since it allows kids to concentrate on their learning instead of preparing for the unexpected, the structure, schedule and organization of the classroom are considered to be crucial. To aid students to build comprehension and become more independent, educators can implement visual schedules, transition warnings, various cues, clear learning spaces, and predictable routines within the classroom setting. Children with different levels of abilities can also participate successfully due to the implementation of adjustable seating, sensory support, as well as small group teaching. Teachers should purposely design the classroom so children feel secure and comfortable when participating in everyday activities, which was stated in the Head Start guide. Carefully constructing a classroom and tailoring assistance to the needs of the children reduces problematic behavior and will increase student involvement, Independence, according to the video. With these strategies being used children can grow in all aspects social, emotional, and academically (Cook et al., 2020). 

3. The Social Story I found helpful was “Going to Circle Time.” The social story discussed how children should learn during Circle time, they should be sitting quietly, paying attention during class, refrain from making noises, speaking only when cold upon as well as raising their hands to make a contribution. This serves as a gentle reminder to the class that all students have equal opportunities to voice their opinions, when they are following these expectations. Since it gave the rules of the activity before it started, this Social Story can be a lifesaver for children on the spectrum or those that have other developmental problems. To help children comprehend what it is expected of them, social stories give an account of events from their point of view which uses language that is kind, straightforward, and comforting. The article also further clarifies that Social Stories can benefit enhancing children's communication, independence, and reduce their anxiety for new or unfavorable activities. In Head Start, Social Stories are tailored and should be describing the social setting, explaining why it is happening, and model the support of response. Teachers can set the tone for Circle time through Reading aloud to the children, going over the pictures, as well as praising good behavior throughout the activity. Based on the Youtube video, Using social stories as a part of a routine or transition will help children comprehend their expectations, promote positive behavior, and reduce anxiety. Pairing visual assistance and positive reinforcements With the implementation of social stories can help young kids especially with impairments learn the proper social skills as well as grow their independence (Cook et al., 2020). 

Questions:

1. What strategies have you found to be the most useful for facilitating smooth transitions for young kids?

2. What options exist for modifying visual schedules as well as classroom  procedures to accommodate students with various disabilities? 

3. What is another setting that a social story could be helpful for a young child? 

4. In what ways can home and school settings complement each other to help reinforce skills that are covered in Social stories? 

References 

Cook, R. E., Klein, M. D., & Chen, D. (2020).  Adapting early childhood curricula for children with disabilities and special needs (10th ed.). Pearson.

Head Start. (n.d.).  Social Stories.  https://headstart.gov/children-disabilities/article/social-stories?redirect=eclkc

Touro University. (2026).  What is a Social Story?

YouTube. (n.d.).  Social Stories course video.  https://youtu.be/rkTqpiDj0c8

2.Tara

Discussion Board Questions:

1. What techniques can be used to create a flexible learning environment for young children with disabilities, and how do scheduling, structure, and organization contribute to optimal learning in these settings?

When we talk about a flexible learning environment, the structure is consistent, but each child will have their own way of completing each task. Behavior is the most frequent use for flexible learning in our class. Many children use their behaviors to get out of doing undesired activities. For example, today I was working with a student, and we were supposed to cut up a picture and piece it back together. He was having behaviors of inappropriate furniture use, noncompliance, and aggression that are all on his BIP. We de-escalated him to his chair through visuals of the proper school behaviors. Once he was back at his table, we modified his work to him ripping the paper instead of cutting it. It was not safe for the class to give him the scissors in case he threw them. Ripping the paper also helped him release his aggression. This pivot in approach and collaborative effort between the two of us aided him in receiving individual attention(Cook, 2020).  He was then very excited to put the puzzle pieces together and earned a reinforcer of a mini m&m. When it comes to transitions, we give a warning before going, and when it is time to transition, we sing the same song each time and state the next activity we are going to. This helps prepare the class to finish the current activity and mentally prepare for the next activity. We use a visual chart when possible as well. Due to class behaviors, we cannot leave one on the wall, but we show a small card with 3 activities in order. This visual helps students transition throughout the day as well. In the classroom, we have a specific shelf of free play toys. When students are done with an activity, they can go and pick from the free play materials. These are labeled with pictures and words on all sides. This visual helps ease the students' confusion when looking for a preferred item. We also have room dividers in the class. We use them to help with focus for small group, visual block carpet, or cubbies when it is not time. We also use them when children are having behaviors to either give the child privacy to have their moment or to protect others if they are acting aggressively. 

 

1. Social Stories are extremely helpful when teaching students with specific disabilities. Share a Social Story you read about or developed and tell why and how it can be successfully used in instructing young children with disabilities.

I work in a class mostly of students with autism. A social story we consistently read to one student is about his dad picking him up from school. He gets picked up by his dad about once a week and usually gets picked up by his mom or grandma. When dad picks him up, he drops, screams, kicks, and cries. This is out of character for his normal school behavior. The social story describes what will happen as he leaves the classroom and gets into the car. It features real pictures of his car, classroom, hallway, and family members. The story allows him to make choices, such as picking which teacher walks him down the hall. He can choose whether he carries his backpack or the adults do. These small choices helped him to feel in control. The social story also prepares him for what will happen next. This particular child thrives off knowing what will happen and the sequence of events. He gets a reminder from the teacher who is picking him up, and then we read the story. He has now worked past this need for the story and is great at passing off to dad at the end of the school day.  

Questions: 

1. How do you manage behaviors while not disturbing the other students and keeping them safe?

2. Do you have any tools or online sources to help in making social stories for families?

3. How do you decide when a child needs an accommodation vs a modification in an activity? 

References:

Cook, R. E., Klein, M. D., & Chen, D. (2020).  Adapting early childhood curricula for children with disabilities and special needs(10th ed.). Pearson.