his needs and feelings. This results in crying and throwing items. Once outside, he often sits by himself.
Ms. Kelly and Ms. Gloria have also identified instructional activities that pose challenges for Alex. Read alouds are particularly taxing: Alex becomes fidgety during this large-group activity, and he has a hard time participating in follow-up discussions that require him to stand at the classroom’ s stationary wallboard.
Educators often prioritize the collective needs of children in their settings( French & Cain 2006), and they may feel anxious about their ability to adequately respond to a child’ s specialized needs( Watson & McCatheren 2009). This may prevent them from modifying daily routines for children with different motor abilities( e. g., Nisa & Wuryandani 2018). However, equitable learning experiences require modifications to instruction and routines to meet children’ s individual needs and support their progress toward learning goals( NASEM 2024). By adjusting teaching strategies and daily schedules, educators can provide the supports necessary for each child( Shields & Synott 2016; Catlett & Soukakou 2019).
To address Alex’ s isolation during outdoor play, the teachers identified opportunities to place Alex and some other children in small groups for focused, 10-minute activities with adult guidance. They also worked to create obstacle courses that Alex could manage and that all the children could enjoy. This improved Alex’ s inclusion and engagement in outdoor play.
Regarding read alouds, the teachers recognized that Alex was not the only child to lose interest during this time. In response, they examined their own expectations: How long did they expect children to focus? Could they introduce multisensory ways for children to engage? Based on these reflections, Ms. Kelly and Ms. Gloria began to offer weighted lap buddies to help improve focus, and they introduced a movable activity board that children passed to each other. This alleviated the need for Alex to walk to a stationary wallboard. Ms. Kelly and Ms. Gloria also encouraged Alex and his peers to answer questions using movement. This provided a more inclusive way of participating, and it helped everyone stay engaged.
To adjust their transitions and instructional routines, Ms. Kelly and Ms. Gloria consulted with Alex’ s PT to better understand how to promote his independence and safety. Recognizing his need for self-regulation tools, they worked with Alex’ s OT to identify ways to help him self-regulate and stay engaged. To ease transitions, they consulted with his SLP to design picture boards to illustrate the class schedule. The SLP also provided a simple picture board with images representing various feelings. This gave Alex a way to communicate more effectively.
Knowing that outdoor time presented a particular challenge, Ms. Kelly and Ms. Gloria adjusted their routine by asking some children, including Alex, to put on their jackets inside the classroom. They gave Alex the first and lowest cubby, which allowed him the extra space he needed to stand and balance at the wall as he manipulated his jacket. Ms. Kelly and Ms. Gloria also modified the way the children went outside: Rather than walking in a single file down the hallway, they began pairing up with a buddy. This allowed Alex to sit in his stroller while his buddy pushed him through the hall.
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