task analysis

One of the goals for my child is to work on their fine motor skills. In this we have tried doing some painting activities but he still seems unsure about using the paint brush. So I have decided that for my task analysis I am going to work on him using the paint brush. Not only am I going to use paint to help him but also water with tissue paper. When using the water he does not have to feel he is going to make a big mess. I think that is one of the reasons he does not really like to paint because when it gets on his hands he quickly wants to wipe it off. I think he may either not like the look or feel of the paint.

communication

My focus child has some difficulties with communication. He is able to understand both non-verbal and verbal prompts. He has some verbal communication but he also uses a lot of sign language. The classroom teacher is working on him using both sign language with speech. So when he answers we get to him to sign it and also attempt to say it. For my communication strategy competency, I plan on using things throughout the classroom to prompt him. I plan on using choices, access and expanding. I would offer him choices which will require him to tell which thing he wants or wants to do. Since he can use 1-2 words I would use expanding to help him increase his sentences. Even though he is still working on his verbal communication he can say words and is able to clearly understanding what is being said to him. So I feel this will benefit him.

motor & self help skills

My focus child, J has pretty good motor skills. Although he has to wear braces on his legs he is able to walk. He can grasp materials although he does have trouble with his right hand. J has some self help skills but not all. He is working on toileting. He can wash his hands and take off his shoes on his own. He gets daily feedings through a feeding tube so he does not actually feed himself. He enjoys being able to do things on his own and I feel that he will continue to develop more self help skills. He is some what behind on some motor skills but for the most part he is doing well. I try to see what he can do first and then go from there. However he is very certain about what things he does and does not want to do.

social story

For  my social story I am going to do a book about going to the movies. Some of the children will be going on a trip to the movies soon so this will help them be prepared. My focus child has difficulties with changes and does not really like new things. By creating the social story about going to the movies he will know what things to expect and what he will see. I have thought about making it more interactive for him by possibly letting him place some of the pictures on when it comes time to do that certain activity. This would allow for more understanding and him to be more involved.

goals of focus child

For my classroom the children's goal and objectives are very similar. They are more geared towards daily living and activities. These include being about to grasp things with their hands, standing, signing their colors, toileting (potty training) and many others. These children and my focus child are being taught ways to do actual daily activities and things that will improve their lives.

blog

It is important to collect progress on IEP goals. By collecting the process it allows for the teacher, parents and others involved to see how much progress the child has been made since it was last measured. It is important to continuously track the progress so the areas that the child needs more help in can be addressed. It also helps show what areas the child is really improving in and what things worked. This helps the teacher determine what kinds of activities are working and what kind of activities need to be added.

Economic Opportunity Act and Head Start

The Law that I focused on was the Economic Opportunity Act of 1972. The Economic Opportunity Act was originally signed in 1964 by Lyndon B. Johnson and Michael Herbert. Through this Act Project Head Start was developed to provide early eduction to children in poverty. In 1972, Public Law 92-424 Economic Opportunity Act Amendment established a preschool mandate that required that not less than 10% of the total number of Head Start placements be reserved for children with disabilities. Having children with disabilities included in classrooms with typical children has become a major activity of Head Start. With this amendment to the law Head Start became the "first national mainstreaming program."

Intervention Simulations

The simulations I feel gave me a better understanding of the different disabilities that children have to live with. I think by doing the simulations it gives me an inside view and idea of what they have to go through in their everyday life. I have a fear of losing my eyesight and hearing. I love to dance and teach dance so not being able to see or hear would completely change the things I do. However, by experiencing the way that my vision could be hindered it allowed me to gain insight. I look forward to working with children with all different disabilities and hopefully being able to help them reach goals.

Introduction:

My name is Jodi Driver. I am a senior at ECU and can't wait to graduate in May. I am a double major in Child Life and FCS/Early Intervention. I am from a small community in NC and enjoy spending time with my family, boyfriend and friends. I work at a child development center and teach dance. I love working with children and have a passion for making a difference in their lives. I work at a child development center and teach dance.