Consider accommodating the child's needs for specialized positioning
and handling.
Determine adaptive equipment initially needed in the setting
by considering the advantages and disadvantages of comparable
equipment that will meet the child's therapeutic needs, optimize
participation, and work best in the setting.
Determine classroom and facility routes that may present problems
and alternative routes and solutions for arrival, departure, facility
and playground use, and transitions within the classroom.
Consider accommodations for participation in snack and other
relevant mealtimes, such as substitutions for foods, special preparation
requirements, adapted eating and drinking utensils, and important
feeding techniques.
Plan for toileting routines, procedures, and assistance.
Consider adaptations to the classroom materials and supplies
for the child's activities and play.
Plan for the use of assistive devices to support the child's
inclusion and issues related to the introduction, use, and care
of such equipment.
Determine equipment and setting procedures that will be necessary
to respond to the child's special health care needs.
Evaluate playground participation including potential adaptations
to equipment and routines.
Consider adaptations in the child's daily schedule in relation
to the typical classroom schedule.
Explore strategies and approaches to supporting and teaching
socially appropriate behavior when behavior concerns exist.
Determine the overall level of ongoing support initially needed
by the child to be a full participant in the classroom in the
least intrusive, most natural way possible.
Use a scheduling matrix to plan ways that the child's objectives
and needs can be addressed throughout classroom routines and activities.
Related Links:
Adapted from: Thompson, B., Wickham, D., Wegner, J., Ault, M.,
Shanks, P., & Reinertson, B. (1993). Handbook for the inclusion
of young children with severe disabilities. Lawrence, KS: Learner
Managed Designs, Inc.
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Methods