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Special Needs Parents/Teachers/Anyone who knows
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KPtoys
I'm getting old
Member since 5/05 8688 total posts
Name:
Karen
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Special Needs Parents/Teachers/Anyone who knows
My nephew is 4 1/2. He has PDD-NOS. He has been going to a special school for about 2 years now. My SIL has decided to put him into the "normal" class (by class I mean like art/music/etc)1-2 days a week in her school district. My MIL went today and asked me what she should do since they were reading a story, all the other kids were sitting and listening but my nephew doesn't have a long attention span. She said she was getting up to get him so he wouldn't interupt the other kids listening but she didn't know if she should let him go and play quietly or grab him and make him listen like the rest of the kids. The teacher would tell him to go sit by grandma but how many times can you expect the teacher to tell him before it becomes disruptive. Advice?
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Posted 10/21/08 7:21 PM  |
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MrsGmomof3
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Member since 6/08 3290 total posts
Name:
Irrelevant
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Re: Special Needs Parents/Teachers/Anyone who knows
I do NOT have any experience with anything like this, so I could be COMPLETELY wrong here, but here are my thoughts anyway: If the purpose of putting him in a "regular" class a few times a week is to acclimate him to being in a "regular" class and doing "regular class" things, then IMO, he should be made to participate as the other children are.
As I said, I have ZERO experience with things like this, its just my thoughts.
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| Posted 10/21/08 7:34 PM |
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sasha96
lovin' my 2 little ladies!
Member since 5/05 7401 total posts
Name:
Julianne
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Re: Special Needs Parents/Teachers/Anyone who knows
They should get information to manage his behaviors from his sp. ed. teacher and his therapists. A behavior plan for consistency should be in place. He might do best sitting in a small chair rather than the carpet (I assume the pre-k kids are on the carpet for story time), have a "fidget", earning tokens on a board for a reward (sticker or other prefered object or activity), etc. It must be personalized and modified so that he can attend and participate for longer periods of time.
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| Posted 10/21/08 7:43 PM |
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Melbernai
I am a lucky Momma!
Member since 7/05 15652 total posts
Name:
Melissa
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Re: Special Needs Parents/Teachers/Anyone who knows
If you try to force him to sit with the other kids he could see it as a threat and it could turn into a bigger issue. Yea, he is there to be around kids without disabilities, but you can't force him to join them. As a special ed teacher, I'd speak with his main teachers to find out what they do as far as behavior mod, to see what he responds to. Then while he is with me I'd probably give reminders that he is welcome to join the group, but not make a big fuss about it.
He is probably also very excited about the new enviornment and toys there --- you don't want to stress him out while he gets used to it.
In my experience, eventually kids will realize that there is fun stuff going on in the group and will join them.
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| Posted 10/21/08 9:57 PM |
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Re: Special Needs Parents/Teachers/Anyone who knows
Posted by sasha96
They should get information to manage his behaviors from his sp. ed. teacher and his therapists. A behavior plan for consistency should be in place. He might do best sitting in a small chair rather than the carpet (I assume the pre-k kids are on the carpet for story time), have a "fidget", earning tokens on a board for a reward (sticker or other prefered object or activity), etc. It must be personalized and modified so that he can attend and participate for longer periods of time.
This is very well said.
What they should also do is get a baseline - how long CAN he sit and attend? Sitting for the sake of sitting without attending and paying attention won't be beneficial for him in the long run either. If his baseline for sitting and attending is say, 30-45 seconds, expecting him to sit for 5-10 minutes for a book is way over what he is able to do. If he s able to sit and attend for 30 seconds, then the goal should be to sit and attend appropriately for 30 seconds, reward him, let him take a break, come back for 30 sec, etc. then, when he gets used to that, bump it up to 45 seconds, 60 seconds etc. The goal is small increments, reinforce at high rates, and shape appropriate attending behavior. "Forcing" him will just teach him how to engage in more maladaptive escape and avoidant behaviors...
Also, any activity that requires listening to someone speaking is difficult for a child with PDD (it would be like taking Spanish 101 and then listening to an advanced Spanish program - eventually you would tune out) so that needs to be kept into account as well.
I have a million resources if you ever need them to pass on. FM me anytime! This is what I do for a living!
Message edited 10/21/2008 10:05:49 PM.
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| Posted 10/21/08 10:05 PM |
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