alienofchrist — 2016-11-03 22:44:33 UTC

alienofchrist — 2016-11-03 22:45:58 UTC

alienofchrist — 2016-11-03 22:48:09 UTC

The critical steps (to inclusion) are to observe the child’s play and match the level of support to the child’s need.

Tea and Ironing in the Afternoon

alienofchrist — 2016-11-03 22:52:23 UTC

One of my favorite play episodes happened when I was a preschool teacher at a program for children with special needs in Florida. One afternoon the housekeeping center is buzzing with activity. ShaVonne, Kandi, and Andrette are seated at a round table chatting away. Suddenly they sit up and adjust their church hats. Bonnie teeters over to them in pink high heels carrying a teapot. She holds her pearls back as she leans forward to fill each of their cups, among nods and thank-yous. The church ladies’ conversation continues, and Bonnie hurries back, balancing an imaginary tray of cookies—thin mints and lemon squares, from the looks of it.Meanwhile, Jeremy’s flowered hat slides down as he briskly irons clothes. Jeremy doesn’t tend to talk a lot
during activities because of a speech problem. He blows his bangs out of his face and hands a shirt to Reginald, who folds it and plops it on top of the pile.For the rest of the play period, they talk nonstop about their work. Ding! The bell rings for cleanup. Crystal looks in the mirror and pats her red pillbox hat. Still smiling, she unclips the green plastic earrings that dangle to her shoulders and puts them away. Irene signals to Lucy,who is deaf, and they quickly put away the broom and mop. Eric takes his thumb out of his mouth to stack dishes, and Freddie plows over the area rug with the vacuum cleaner one last time. “Vacuum cleaner,vacuum cleaner, vacuum cleaner . . .” He repeats thewords over and over while rolling it into the closet.

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Tea and Ironing in the Afternoon