How would you adapt the environment to meet childrens needs according to their age and additional requirement?

Question

How would you adapt the environment to meet childrens needs according to their age and additional requirement?

Answer 1

it would depend on what they are.... possibley an extra quiet space or where they sit may have extra room...

Answer 2

The best way to answer this question is by example.

We have an ADHD, memory impaired, LD reading/writing child with an ultra high distactability quoitent.

To enable her to write we eliminate all distractions.  No music, blank wall, no activity by others within ear or eye shot.

To enable her to read, there is no music, but she is required to read outloud.  If she makes a mistake, she is asked to reread the passage.  After every paragraph she is asked to paraphrase the content and relate it to the previous passages.

To enable her to stay on task: she is seated at a desk with a blank wall, though a carrol would be even better, with no auditory diversions.  When she strays, she is asked a question that redirects her back to the question at hand.  If she forgets what she has read (very common) then she has to reread the passage relevant to the question. (This assumes you know what she is doing and can redirect her.)

It is very parent involved, but we are resistant to most of the stimulant drugs for ADHD.  Nothing seems to work on the memory issue, though the ADHD drugs profess to be a cure.

The time spent focussing without a break has increased over the years.  Early on we were elated by 10 minutes, now (age 16) we aim for an hour of work at a session.  The time to call a break is when the child erupts in violence - even as minor as scribbling or slamming down a pencil.  After a break, it is back to the grindstone.

I've heard the rule that timeouts and work sessions should not exceed a child's age plus 1.  But we found that our child would focus longer than her age from the outset.  We've let vioence be our indicator that it is time to call a break with good results.

We've done well with our Kitchen Carrol and redirecting technique.  Some days nothing works and pencils - as well as angry, frustrated words fly like pigs with wings.  But overall we've had good results.

Answer 3

If you are talking about a school setting...You need to know what their classification is and then make the decision based on that. The students classification and IEP requirements will specify things that the student and their parent have worked out with the school. After you know all this information you are required by law to comply to the accommodations outlined. So, you really need to check into this first. The school will have this information on file and teachers are entitled as are the parents and administration to see them.