Children May Say...
Why does he go with that lady?
Why is that lady here?
|
Caregivers' Response
Explain: He is learning to talk (walk, draw) better.
He's working on his walking (talking, etc.).
|
Keep in Mind(Adaptations)
If someone from the child's early intervention team comes to
work with the child, it's a good idea to have them do so in
the room during a routinely scheduled activity. This way other
children can see what happens when "that lady comes."
Greet (along with the children) the visitor when he/she
arrives. The guest will not be such a mystery.
If the child is receiving early intervention services that
must be provided outside the room, ask the visiting therapist,
educator, etc., beforehand if the child with a disability
can choose a friend to go with him.
|
| How come she doesn't say anything when I
talk to her? |
Encourage the child to try again. "Susan, do you want to
play with me?" If Susan smiles, indicate to the child that that
means yes. Explain that Susan doesn't talk with words but that
she talks with her eyes or her smile. |
Teach children to get eye contact before they speak to each
other. If the child with a disability does not talk, share the
signs that the child with a disability uses to say "yes" or
"no." |
| He's messy when he eats. |
Explain that the child has a difficult time eating, but he's
trying very hard to do the best he can. |
Be as matter of fact as possible. Try to pair the child who
made the comment with the messy eater during an activity in
which the messy eater does well. |
| He talks funny. |
Respond with a reflective listening statement, e.g., "You're
having trouble understanding him?"
Model to the child what you do when you can't understand
him, e.g., "You want the truck?"
Tell the child, "Say it again."
|
It is important to teach children how to respond. Modeling
appropriate responses will teach children how to respond to
each other.
Teach children to get eye contact before they speak to each
other. If the child with a disability does not talk, share
the signs that the child with a disability uses to say "yes"
or "no."
|
| She's too slow; does she have to go with us? |
A matter-of-fact response will answer the child's question,
followed by an explanation of "some of us move fast, some of
us move slowly." |
When going on walks or field trips, try to pace the activity
so the child with a disability can keep up, e.g., riding in
a wagon. |
| I don't want him over here; he knocks my blocks
over. |
Encourage child to talk to the "block destroyer." You may
need to model what and how to say it. |
Have an adult near areas that the "destroyer" has trouble
in. The adult's job is to encourage play and make playing fun.
She/he should be sure to catch the child being good. When a
child who typically knocks over the blocks is playing nicely,
be sure to say so. |
Methods