After each activity is completed, students check off that item on their schedule or otherwise indicate that the event is finished (e.g., by removing the event's picture from the schedule board).
When an event in the student's schedule is unexpectedly cancelled, teachers may find that the student will adjust more quickly to the change if the instructor and the child sit down together review the schedule and revise it to reflect the altered plan for the day. Motivation is the 'engine' that drives student engagement and learning.
Try these ideas to motivate identified students with whom you work: Use strategies to make directions and learning expectations clearly understood.
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Teachers can also create individualized schedules for children who receive additional (or alternative) services and supports.
But remember-schedules have value only when they are used!
Students should preview their schedule at the start of the school day.
Children with developmental disabilities can be much more independent when they have strong visual cues to guide them through the physical space of the classroom.
You can, for example: Post a clear and predictable daily schedule (Volmer, 1995).
Both typical students and those with developmental disabilities crave structure and predictability in their school day.
Special needs children, though, can sometimes react more strongly than their non-disabled peers when faced with an unexpected change in their daily schedule.
When working with children with developmental disabilities, teachers can accomplish a great deal by managing the learning environment proactively to prevent behavior problems and promote learning.
But identified students may also experience behavior or learning problems because they lack key skills (e.g., capacity to interact with other children in socially appropriate ways).