教书

Staff members do not always feel qualified to support a child with dis/abilities. You can help them identify successful strategies and build confidence working with全部的learners. There are several steps you can follow:

1. Help staff collect information and identify the child's needs. You can observe in the classroom or program. Focus on how the child interacts with materials, adults, and peers. Help staff members notice the child's strengths and potential barriers. Talk with families about a child's prior experiences.
2. Brainstorm strategies. Make sure you and staff members are familiar with a child's Individualized Education Program (IEP) or Individualized Family Service Plan (IFSP). Use the information you collected to identify times when the child needs support in your program. Use the child's strengths. Help staff think of ways to meet the child's needs.
3. Put strategies in place. Support staff as they try new ideas. Provide feedback, model strategies, and discuss implementation.
4. Evaluate how the strategies are working and make changes.

Children are children, no matter what their level of dis/abilities. Each child is different. You must teach staff members to focus on ways the environment can support learning for each individual child. This benefits all children, not just those with identified dis/abilities. It is also important to help staff members know that children without IEPs or IFSPs need support, too. A child may not have an identified dis/ability, but he or she may still struggle with understanding the learning environment. A child may need more intellectual challenges than the current environment provides. Staff members must know how to recognize when the learning environment is not meeting children’s needs. They can then use the process described above to find solutions and try them out.

模型

先开一个信息分享会，了解孩子的情况。通过提问来展示包容性和解决问题的能力。以下是要问的问题：

• What have you tried already?
• 什么有效？你觉得这有什么用？是什么让这个策略奏效的？
• What didn't work? Why not? What about this strategy made it fail?
• 这孩子喜欢什么？他或她一天中最喜欢的时间是什么？喜欢的歌曲，书，活动，人？
• What does the child dislike? What activities, people, places does she or he avoid?
• What are your biggest concerns for this child?
• What one change do you think would make the biggest difference for this child?

After speaking with your staff member, you will want to observe the child in various environments to provide another perspective on how the child is currently navigating the environment and what supports, adaptations or equipment might be helpful. See the “observe” section below for more information.

In addition to observation, if the child has an IEP or an IFSP you can model using this information as a resource. These documents often outline specific supports, modifications, or equipment that will help the child be successful. Even if the child does not have a formally identified dis/ability, disorder, or need, you can model looking up resources relevant to the child’s exhibited behaviors. Often by searching high-quality resources you can find out about modifications to the environment that have worked well for other children with the same need or challenges. These can offer staff a starting point of ideas to try. However, be careful to emphasize that not all children with the same needs or challenges will react or behave in the same way; the supports and adaptations that work well for one child may not work the same for all. See the Learn section attachment for some examples of environmental supports, adaptive equipment and materials for children with dis/abilities.

There are a host of wonderful resources available to help programs best support all children, including those with dis/abilities. The Kids Included Together (KIT) program (http://www.kitonline.org/) offers a variety of environment-related ideas to support young children and youth with different needs (e.g., social and behavioral needs, autism spectrum disorders, and developmental disabilities). You can also consider Building Blocks (Sandall & Schwartz, 2008) orCara’s Kit(Milbourne & Campbell, 2007). These resources from the Council for Exceptional Children Division for Early Childhood provide practical, real-world ways to help children succeed in their environments.

同时，与孩子的家人一起工作，收集信息，并就下一步进行合作。你可以让员工观察你与家人的对话或与员工的角色扮演，让他们觉得准备好直接与家人对话。通过提出以下问题来模拟与家庭的沟通：

• What supports or strategies seem to help your child at home?
• What spaces at home does your child seem to work or play best in? What spaces does he or she most enjoy?
• 你的孩子似乎不喜欢家里的什么地方？您的孩子是否有任何似乎难以驾驭或成功工作的空间？
• 我们是否应该意识到一些特殊的触发因素或挑战？你在什么时候或哪里注意到你的孩子似乎最挣扎？
• If your child is using any adaptive equipment (braces, walker, communication device), would you be willing to come to our classroom or program and talk to the children about it?

你也可以模拟分享你和其他员工在你的项目中观察到的情况，你的研究，以及你最初的计划。在建模时，确保为家庭突出显示孩子似乎喜欢或工作良好的环境部分，以及他或她正在努力的区域。与他们分享你作为一名员工起草计划的方式，同时邀请家人分享他们的想法和建议。确认他们对您希望实施的环境修改感到满意，然后确定一个时间，您将报告工作情况。

Observe

会后，花点时间仔细观察孩子。最好对什么时候，什么时候，怎样观察保持透明。让工作人员知道你什么时候去看孩子，你要呆多久，你认为你多久回来观察一次孩子。明确你正在观察孩子与他或她的环境的互动；这种观察不是绩效评估或课堂检查。你的目标是帮助员工和孩子。和工作人员谈谈你是否会坐下来做笔记，和孩子一起工作，或者尝试一些想法。让员工看到您选择使用的任何观察工具。

当你进行观察时，确保你有足够的时间在各种环境下观察孩子。你想看看：

• 子级总是成功的设置
• 孩子喜欢的环境或活动
• Settings or activities in which the child struggles
• Settings or activities the child dislikes

All of this information will help you develop a plan with the staff members. Watch this video from a school-age program. What adaptations to the physical environment could help the child play similarly to her peers?

适应学习环境yabo电子游艺

After observing the child, it is time to get back together with the staff members. Debrief together. Work together to find patterns. You can use the matrix in the Apply section to help summarize what you have learned from the meeting and observations.

If you use the matrix, look at the "Always Successful" and "Likes" cells. What are the characteristics of these activities and environments? Write those down together. Some examples might include: sitting close to peers, there are predictable steps, there are things for him to hold. Next, look at the "Rarely Successful" and "Dislikes" cells. What are the characteristics of those activities? Write those down. Some examples might include: room is loud, children moving around her. Finally, think about how you could use what you know from the "Successful" and "Likes" cells to adapt the "Unsuccessful" and "Dislikes" cells. See the sample completed matrix for a child in an after-school program in Attachment 1.

使用应用部分中的行动计划工具帮助团队决定如何将他们的想法付诸实施。行动计划是一项重要的战略，但往往被遗忘。它不需要正式或复杂。下面是编写行动计划的另一种方法的示例：

一旦制定了计划，尽你的一份力量帮助团队做出他们计划的改变。作为一名培训师或教练，你可能要负责寻找材料，寻找资源，或与孩子一起制定策略。

定期观察并与团队会面，确保问题得到解决。一定要庆祝成功！此外，请记住，要确保与孩子的家人保持经常性的沟通，或者帮助与家人进行交谈，或者确认工作人员定期更新孩子的家庭信息。