Teach

工作人员并不总是觉得有资格抚养有残疾/能力的儿童。你可以帮助他们确定成功的策略，并建立与他们合作的信心all学习者。您可以遵循以下几个步骤：

1. 帮助工作人员收集信息并确定孩子的需求。你可以在教室或节目中观察。关注孩子如何与材料、成人和同龄人互动。帮助员工注意孩子的优点和潜在障碍。与家人谈论孩子以前的经历。
2. 头脑风暴策略。确保您和员工熟悉儿童个性化教育计划（IEP）或个性化家庭服务计划（IFSP）。使用您收集的信息来确定孩子在您的计划中需要支持的时间。利用孩子的力量。帮助员工想办法满足孩子的需要。
3. 制定战略。支持员工尝试新想法。提供反馈，建立战略模型，并讨论实施。
4. 评估这些策略是如何运作的并做出改变。

孩子就是孩子，不管他们的疾病/能力有多高。每个孩子都不一样。你必须教导员工关注环境如何支持每个孩子的学习。这对所有的孩子都有利，而不仅仅是那些有明确缺陷/能力的孩子。同样重要的是要帮助工作人员知道，没有IEP或IFSP的儿童也需要支持。一个孩子可能没有确定的缺陷/能力，但他或她可能仍然难以理解学习环境。一个孩子可能需要比当前环境所提yabo电子游艺供的更多的智力挑战。当学习环境不能满足孩子的需要时，工作人员必须知道如何识别。然后，他们可以使用上述过程找到解决方案并进行尝试。

Model

Start the process by having an information-sharing meeting to learn about the child. Model inclusiveness and problem solving by asking questions. Here are questions to ask:

• 你已经试过什么了？
• What worked? Why do you think it worked? What made that strategy work?
• 什么不起作用？为什么不？为什么这个策略让它失败了？
• What does the child like? What are his or her favorite times of day? Favorite songs, books, activities, people?
• 孩子不喜欢什么？她或他避免什么活动、人、地方？
• 你对这个孩子最关心的是什么？
• 你认为哪一个改变会对这个孩子产生最大的影响？

在与您的工作人员交谈后，您将希望在各种环境中观察孩子，以提供另一种视角，了解孩子目前如何在环境中导航，以及哪些支持、调整或设备可能会有所帮助。有关更多信息，请参阅下面的“观察”部分。

除了观察，如果孩子有一个IEP或IFSP，你可以用这些信息作为资源来建模。这些文件往往概述了具体的支持，修改，或设备，将有助于儿童的成功。即使孩子没有正式确定的疾病/能力、障碍或需要，您也可以通过模型查找与孩子表现出的行为相关的资源。通常，通过搜索高质量的资源，您可以找到对环境的修改，这些修改对其他具有相同需求或挑战的儿童非常有效。这些可以为员工提供一个尝试想法的起点。然而，要小心地强调，并非所有具有相同需求或挑战的儿童都会以相同的方式作出反应或表现；对一个儿童有效的支持和适应可能不会对所有儿童都起相同的作用。请参阅学习部分附件，了解一些针对残疾儿童的环境支持、适应性设备和材料的示例。

有大量的优秀资源可以帮助项目最好地支持所有的孩子，包括那些有疾病/能力的孩子。孩子们包括在一起（工具包）计划(http://www.kitonline.org/)提供各种与环境相关的想法，以支持具有不同需求（例如，社会和行为需求、自闭症谱系障碍和发育障碍）的幼儿和青年。您也可以考虑构建块（Sandall&Schwartz，2008）或卡拉的装备（米尔伯恩和坎贝尔，2007年）。这些来自特殊儿童理事会幼儿司的资源为帮助儿童在其环境中取得成功提供了切实可行的现实途径。

同时,模型和孩子的家庭都一起工作her information and collaborate on next steps. You can ask staff members to observe your conversations with families or role-play with staff members so they feel prepared to have conversations directly with families. Model communication with families by asking questions such as:

• 在家里，什么样的支持或策略能帮助你的孩子？
• 你的孩子在家里什么地方工作或玩耍最好？他或她最喜欢什么空间？
• What spaces at home does your child seem to dislike? Are there any spaces that seem difficult for your child to navigate or work successfully in?
• Are there particular triggers or challenges we should be aware of? When or where do you notice your child seems to struggle the most?
• 如果您的孩子正在使用任何自适应设备（牙套、助行器、通讯设备），您是否愿意到我们的教室或节目中来和孩子们谈谈？

You can also model sharing what you and other staff members have observed in your program, your research, and what your initial plans are. When modeling, make sure you highlight for families the parts of the environment that the child seems to enjoy or work well in as well as the areas where he or she is struggling. Share with them the ways you have worked together as a staff to draft a plan, but also invite families to share their ideas and suggestions. Confirm that they are comfortable with the environmental modifications you wish to implement and then set a time when you will report back how things are working.

观察

After the meeting, spend some time carefully observing the child. It is best to be transparent about when, what, and how you will observe. Let the staff members know what time you will visit, how long you will stay, and how often you think you will come back to observe the child. Make clear that you are observing the child interacting with his or her environment; this observation is not a performance evaluation or classroom inspection. Your goal is to help the staff members and the child. Talk with the staff members about whether you will be sitting back and taking notes, working with the child, or trying out ideas. Let the staff members see any observation tools you choose to use.

When you conduct observations, make sure you allow plenty of time to see the child in a variety of settings. You want to see:

• Settings in which the child is always successful
• Settings or activities the child likes
• 孩子挣扎的环境或活动
• 孩子不喜欢的环境或活动

所有这些信息都将帮助您与员工一起制定计划。观看这段来自学龄期节目的视频。对物理环境的什么适应可以帮助孩子像同龄人一样玩耍？

Adapting the Learning Environment

观察完孩子，是时候和工作人员团聚了。一起汇报。一起寻找模式。您可以使用应用部分中的矩阵来帮助总结您从会议和观察中学到的知识。

如果使用矩阵，请查看“总是成功”和“喜欢”单元格。这些活动和环境有什么特点？把这些写在一起。一些例子可能包括：坐在同龄人身边，有可预测的步骤，有他可以把握的东西。接下来，看看“很少成功”和“不喜欢”的细胞。这些活动有什么特点？把这些写下来。一些例子可能包括：房间很吵，孩子们在她周围走动。最后，想一想如何利用你从“成功的”和“喜欢的”细胞中得到的知识来适应“不成功的”和“不喜欢的”细胞。请参阅附件1中的课后计划儿童的完整矩阵示例。

Use the action-planning tool in the Apply section to help the team decide how to put their ideas in action. Action planning is an important, and often forgotten, strategy. It does not need to be formal or complicated. Here's a sample of another way to write an action plan:

Once the plan is written, do your part to help the team make the changes they planned. As a trainer or coach, you may be responsible for finding materials, locating resources, or modeling a strategy with the child.

Conduct regular observations and meet with the team to make sure problems are being solved. Be sure to celebrate successes! Also, remember to make sure there is constant communication with the child’s family, either by helping to facilitate conversations with the family, or by confirming that staff members are regularly updating children’s families.