To accommodate Alex’ s preference to sit in a chair during large-group activities, Ms. Kelly and Ms. Gloria made chairs available to all children during these times. They also made sure an educator or specialist sat next to Alex to help him stand up and sit down. This practice continued during small-group time: Ms. Kelly and Ms. Gloria invited Alex to sit at the end of a table, so an adult could sit beside him and support him.
Finally, the educators asked Alex’ s family to dress him in clothing that would make toileting easier; for example, elastic-waist pants without zippers, buttons, or belts. In addition, they talked with their program director about providing a larger changing table to accommodate Alex’ s size, and they asked about the feasibility of installing grab bars next to the toilet.
These environmental supports played a crucial role in helping Alex make progress toward his learning goals. By adjusting his environment and providing specific strategies, his educators created opportunities for Alex to engage more fully in classroom activities, and Alex began to more fully participate in them.
Adapting Materials
Ms. Gloria notices that Alex has difficulty holding paintbrushes and other small implements. When talking with his family, she says,“ I’ ve noticed that Alex gets frustrated during music and art time. Does he like music and art at home?” Ms. Gloria learns that Alex does enjoy music and art when family members provide instruments that are easy to manipulate and art supplies that are easy to grip. They have even attached sponges to Alex’ s hands to make painting easier.
Armed with this information, Ms. Gloria talks with Alex’ s OT about ways to support his fine motor development and creative expression. Together, they decide to provide varying levels of support and a multisensory approach to music and art experiences( Larkin 2001).
During the class’ s next art project, Ms. Gloria and Ms. Kelly offer Alex paintbrushes with thick handles, large paper surfaces secured to tabletop slant boards, and different gluing and cutting options. They demonstrate the art activity, then give Alex hand-over-hand assistance. They observe and guide Alex as he works, adjusting options as necessary. Ultimately, Alex completes his artwork independently.
To create a sensory-rich environment, Ms. Kelly and Ms. Gloria talked with Alex’ s family to better understand his abilities, needs, and interests. This understanding is crucial when adapting materials, and it increases the engagement of all children( Gauvreau et al. 2023). The teachers also consulted an OT for guidance. Based on feedback, they stocked the art table with a variety of art and writing tools with easy-to-grip handles and a varied supply of gluing and cutting options. It is important to note that they did not change the goals for the projects; rather, they offered materials that allowed Alex to actively participate.
Similarly, Ms. Kelly and Ms. Gloria enhanced their dramatic play center with items that were easy to put on and manipulate, such as hats, capes, and scarves. To increase Alex’ s participation in the music center, they added tambourines, shakers, wrist bells, and a musical touch app for the classroom iPad. This increased Alex’ s access to musical instruments and his participation in music activities. Beyond individual centers, Ms. Kelly and Ms. Gloria assessed instructional materials tied to curricular goals. For example, they discussed adding apps to the class iPad that would enhance Alex’ s learning and participation as children explored numbers, shapes, and colors.
Adapting materials to meet Alex’ s specific interests and needs helped him to make progress toward both overarching and targeted learning goals. By carefully selecting the materials used in various activities, his educators removed barriers to participation. This fostered success, independence, exploration, and engagement for Alex, similar to what has been found within the literature( e. g., Gauvreau 2023).
Modifying Instruction and Routines
As with many children, Alex has difficulty navigating transitions. He becomes agitated when asked to move from one activity to another. This is particularly true when the class prepares to go outside. Because of his motor challenges, it is difficult for Alex to leave the classroom to put on a coat or jacket, and it takes longer for him to get ready. He becomes frustrated and has difficulties communicating
42 Young Children
Summer 2025