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Los Angeles Valley College Working for Children With Exceptional Needs Discussion

Discussion 8: Working for Children with Exceptional Needs
Chapter 12 highlighted some possible tasks that can challenging for children with exceptional needs which need to be addressed by teachers. Teachers need to understand that children with exceptional needs, and in accordance with No Child Left Behind (NCLB) (Links to an external site.), children with exceptional needs are entitled to have equal access to classroom space, materials, resources, and support services. Therefore, teachers should be aware of any possible modifications, accommodations, and/or changes that can be made within the classroom environment to improve and enhance learning for children with exceptional needs.
For this activity, you will research and explore ways teachers can provide support for children with exceptional needs in the classroom setting.
Before you begin:
1. Use your eBook
2. Open a new internet (Google) tab to begin your search
3. In the internet/Google search box, type “children’s drawings”, “children’s art”, “theories of Art in ECE”, etc.
This will be a group discussion in which you will read the questions and post your answers below in the REPLY box. For this activity, you are required to make one (1) comment/feedback on a peer’s posting. Use your eBook and resources (e.g., powerpoint slides, media, links) from the Modules page as references to complete this activity.
Copy and Past the following questions with your answers in the reply text box below.
• Environmental Support: How can the teacher change the environment for a child who may wander from center to center?
• Materials Adaptation: What classroom objects, materials, or other supports can be modified for a child who does not have the strength to stand for long periods of time?
• Simplifying the Activity: How can a teacher shorten, simplify, or breakdown a table game for a child who is interested but overwhelmed by the parts and pieces?
• Using Child Preferences: How can a teacher organize, schedule, or prioritize activities for a child who loves trains and has not yet explored the dramatic play area?
• Special Equipment: How can a teacher make accommodations for a child who uses a wheelchair, which places him or her at a different height than the other children?
• Adult Support: How can a teacher or other educator support or guide behavior for an enthusiastic child who is often on the verge of losing control?
• Peer Support: How can a peer provide support for a child who has difficulty with activities that require several steps (such as making a collage or building a castle)?
• Invisible Support: What can a teacher do to communicate with a child who is not yet speaking or has difficulty making others understand?


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