Today I arrived to the school a little bit early, and joined Mrs. Black in something called a “transitional meeting.” The meeting took place to discuss a child in the district pre-school program, and how she will transition into the elementary school. In order for the meeting to take place, there needs to be an educator, speech and language pathologist, occupational therapist, and 2 coordinators. Both full teams meet, and usually the parents come as well. In this specific case, the student has troubles with sensory details.
Then we had group, with an extra person. He is very good at reading and reads at a 3rd grade level, but doesn’t follow activities. He performs activities at a lower level, but is working on habits and following directions. One of his major modes of communication is through drawings. He tends to stick to the same images of the same realm, more specifically under the sea, and doesn’t like change. While working with him one on one I found that he did his work book pages very well. However, at one point he stumbled across a word where he needed to match it with a picture, but couldn’t identify the picture. Instead, he changed the word to match with a picture.
Next, we went into the minimal distraction room, and worked with the same student we work with every day. We played games on an online website. Next, he read a short story. Lastly, he played with letter boxes. There are plastic containers, and each one has a letter assigned to it. For instance, if the box is the letter M, inside the cover it has a list of words, such as: mug, mop, moose, magnifier, magnet, and motorcycle. Mrs. Black and I would take turns asking him questions about the different letter boxes. For instance, I asked, “What would you use to drink out of? Please put that object on the table,” and he would place the mug on the table.
Today was very fun, and tomorrow we will be using the cards that I made for group. I am excited to see how the game turns out, and if it will be successful. If so, I can use that game to create more games that are more interesting, and help the children to learn.
Then we had group, with an extra person. He is very good at reading and reads at a 3rd grade level, but doesn’t follow activities. He performs activities at a lower level, but is working on habits and following directions. One of his major modes of communication is through drawings. He tends to stick to the same images of the same realm, more specifically under the sea, and doesn’t like change. While working with him one on one I found that he did his work book pages very well. However, at one point he stumbled across a word where he needed to match it with a picture, but couldn’t identify the picture. Instead, he changed the word to match with a picture.
Next, we went into the minimal distraction room, and worked with the same student we work with every day. We played games on an online website. Next, he read a short story. Lastly, he played with letter boxes. There are plastic containers, and each one has a letter assigned to it. For instance, if the box is the letter M, inside the cover it has a list of words, such as: mug, mop, moose, magnifier, magnet, and motorcycle. Mrs. Black and I would take turns asking him questions about the different letter boxes. For instance, I asked, “What would you use to drink out of? Please put that object on the table,” and he would place the mug on the table.
Today was very fun, and tomorrow we will be using the cards that I made for group. I am excited to see how the game turns out, and if it will be successful. If so, I can use that game to create more games that are more interesting, and help the children to learn.
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