Developmental Delay
Technique: The student comes
first, then the delay.
Procedures: Most youngsters with developmental delays look normal
yet have quirky behaviors. If students and teachers can see a Downs student
as a fully feeling, fully sentient youngster there will be better understanding
of imaginary friends, tantrums, stubbornness, interest in food and fun.
Of course many youngsters with Downs are more mature, but the basic notion
applies. If the student is behaving as a seven year old brother or sister,
respect the ability, respect the person, relate with them as one relates
to a student of seven.
- Empathy
is gained through interaction.
- Interaction
is the basis for inclusion and mainstreaming program, so the more interaction
among students, the wider the acceptance and understanding.
- Consider
placing intolerant students in the classroom as an aide to broaden exposure
and teach compassion.
- Protect
DD students. Most of these students are trusting and lack skills to
defend themselves from bullies.
- Provide
a modified set of lesson materials so that students can be participants
in activities without undue frustration.
- Honor
personhood, individuality and idiosyncrasy. Look for strengths and capitalize
on them rather than asking the student to be involved in those things
which are impossible for them.
Example: Bad at art? Can't carry a tune? Well then art and music lessons
are a poor choice. Have a student who can't cipher? Then give them a
small portion of math, something which will result in success.
- If the
initial reaction to a student is revulsion or angst, get to know the
student in little doses. Look for the positive strengths and read some
of the literature about students with similar disabilities.
- They
are people first. They love, they need, they are vulnerable, and they
have surprising strengths. Find the person. Help students to find them
too - or have the students help you find them.
Once you
have completed this topic you should:
Go back to Techniques
|
