All of the students in my classroom are identified with having special needs, which vary from mild to severe. This affects the ways in which they participate and engage in the classroom setting. They are a developmentally diverse group of students including those challenged by autism, learning disabilities, genetic disorders, multiple disorders, and physical disabilities. My students are also culturally and linguistically diverse, so we are constantly striving to create an environment that celebrates and empowers diversity.
The goal of the PAL (Pre-School for All Learners) program, is to create an inclusive classroom environment where students of all levels of need are provided with adequate supports to reach their highest developmental potential.
All of my students demonstrate a capacity to learn and grow. Early intervention has been proven to provide our students with long term skills that help them succeed in school and live their life to the fullest. Our classroom is filled with students who are eager to learn, grow, and achieve.
Social emotional development allows for children to learn values, knowledge and skills that enable them to relate to others effectively and contribute in positive ways to their family, school and the community. These vital skills that they are learning now will follow my students through their educational career into adulthood. Social emotional development promotes self-esteem, confidence, and independence across various settings such as in the home, at school, and in the community.
My students have difficulties with identifying emotions, expressing their emotions, and regulating their emotions.
My students also face challenges in learning and engaging in positive classroom behavior.
-Books are easily accessible and relatable tools that are developmentally appropriate for teaching young children about emotions and positive behaviors. Social stories teach visual learners in a colorful, creative, and interactive way how to be successful in a variety of settings and situations. They can teach children what they can do instead of engaging in negative behavior such as biting and hitting. They can provide my students with alternative modes of emotional regulation and can guide students to calm their bodies and minds through movement.
-Mr. & Mrs. Potato Head can help teach emotions with the changeable facial expressions, identification of facial/body parts, and labeling of clothing items to promote self-care skills.
-Puzzles can be very therapeutic and calming for my students. The magnetic and lock puzzles would be great tools to incorporate in the classroom as options for self-regulating activities.
By providing my classroom with tools to support their social emotional needs in a classroom setting, we will help my students flourish and to build a sense of who they are as individuals.
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