Passover,m also known as Pesach is the Jewish festival celebrating the exodus of the Israelite’s from Egyptian slavery. There are craft ideas in the link below that are fun as well as improving fine motor skills including writing, cutting, gluing, painting and buttoning.
Other skills developed from these activities include attention to task, following directions, following two- step commands, and listening.
Teaching individuals to count is an early prerequisite to working on money skills. Before starting to work on a counting goals, students should be able to count numbers 1- 100. Make sure to break any counting activities into short, easy-to-manage steps and provide clear expectations.
Here are some fun fine motor activities to do with your students. Children and adults with special needs often face challenges with coordination of the small muscles that affect writing, and grasping objects. These activities will help students both strengthen and maintain abilities in fine motor control and dexterity. For these activities, you will need the following supplies:
Learning to skip count helps students in many ways including seeing patterns in numbers and preparing students for more complex math skills including adding, subtraction and multiplication. It ialso helps students to learn how to count forward and backwards develop entry levels skills to developing money management skills.
Use the worksheets below to practice skip counting by five’s
Studies show that both children and adults with developmental disabilities are vulnerable to incidents of abuse and injuries. Personal safety includes learning about being safe and dangerous environments. The following articles focus on teaching tips in both the community and in the home.
Learn to identify coins is one of the first steps in learning to count and understanding money management skills. The following worksheets will help to reinforce the ability to recognize the various denominations of coins.
The lesson plan below is a helpful tool to reinforce recognizing coins. Children with intellectual disabilities and special needs learn best through visual demonstrations and pictures. Remember to allow extra time to complete the task and use simple directions.
Lesson Plan: Identify Coins
Objective: the Student will successfully identify coins
Performance Criteria: The student will identify the correct coin, 3 out of 5 trials
actual penny, nickle, dime and quarter
the instructor will use real coins and identify the coin to the student
the instructor will use one coin at a time, starting with the smallest demoninator
The instructor will pick up the penny and state, “this is a penny.”
The instructor will then ask the student to pick up the penny
The instructor will aske the student to describe the penny
The instructor will ask the student the value of the penny.
Once completed, the instructor will have the student complete the worksheet
The insstructor will continue with the rest of the coins.
Fragile X Syndrome is a genetic disorder and is the most common form of inherited intellectual and developmental disability. It is estimated to affect 1 in 4,000 males and 1 in 8,000 females. Characteristics include learning disorders, sensory issues, speech and language and attention disorders.
Learning challenges include, difficulty in processing information, understanding concepts, poor abstract thinking and cognitive delays. The following sites provide information on teaching students with Fragile X Syndrome.
Down Syndrome is a chromosomal disorder caused by an extra cell division that results in an extra 21st chromosome. This causes developmental delays both intellectually and physically. The disorder is named after John Langdon Down, a British physician who was the first to describe the syndrome in 1866. The disorder was later identified by Jerome LeJeune in 1959 as a condition associated by the chromosome structure. Down syndrome is the most common chromosome disorder. Each year, about 6,000 babies are born with Down syndrome.
An estimate of 1 in 700 babies born. The life expectancy of people with Down syndrome increased between 1960 and 2007. In 1960, an average person with Down syndrome lived to be 10 years old compared to 2007 with people with Down syndrome living to 47 years of age. Often, people born with Down syndrome may develop health issues and a cognitive development ranging from mild to severe. There is often a speech delay and children may lag behind with fine and gross motor skills. Physical characteristics may include a flat nasal bridge, single, deep creases across the center of the palm, protruding tongue, large space between the large and second toe, low muscle tone, almond shape to the eyes.
The causes of Down syndrome is due to an extra copy of chromosome 21 in every cell. This is the most common form of Down syndrome. It represents 94% of all cases of Down syndrome. Congenital heart failure affects 300,000 or 40% of individuals with Down syndrome. There are 3 types:
atrioventricular septal defect (AV Canal)- a condition caused by the Septum failure to close properly. This occurs during the embryonic stage and results in a large opening at the center of the heart.
Persistent Ductus Arteriosus- when a tube that continues to exists after a baby is born. It is a persistent opening between the two major blood vessels leading from the heart.
Tetralogy of Fallot- a heart condition composed of four abnormalities: 1) Ventricular Septal Defect 2) a narrowing of the passage from the right ventricular to the lungs 3) an over enlarged right ventricle due to blood back up 4) an over enlarged aorta, which carries blood from the left ventricle to the body.
Congenital Heart Disease can range from severe to mild. Typically, students do not require special care. For those with more severe heart issues, be aware of the signs and symptoms of a student heart disease is getting worse. This include:
Arrhythmia, an abnormal heart rhythm that can cause the heart to beat fast or too slow
Congenital heart failure- when the heart cannot pump enough blood and oxygen to meet the needs of the body.
Pulmonary hypertension- a type of high blood pressure that affects the arteries in the lungs and the right side of the heart.
Signs and symptoms include:
shortness of breath
fatigue and weakness
rapid or irregular heartbeat
Things to be aware of in students with Heart Issues:
Tires easily or becomes short of breath after exercise
It’s hard to imagine a time when children with disabilities did not have access or the rights to an equal education as those students without disabilities. Prior to 1975, many children with disabilities were living in large institutions or went to private schools.
President Gerald Ford signed into the Education For All Handicapped Children Act (Pubic Law-94-142) now knowns as the Individuals with Disabilities Education Act (IDEA). The purpose of IDEA is to protect the rights of infants, toddlers, children and youth with disabilities and to provide equal access to children for children with disabilities. The following list describes the 13 categories of IDEA eligibility including the definition below:
A child with a disability is defined as a child evaluated as having an intellectual disability, hearing impairment (including deafness), a speech or language impairment, visual impairment (including blindness), a serious emotional disturbance, an orthopedic impairment, autism, traumatic brain injury, an other health impairment, a specific learning disability, deaf-blindness, or multiple disabilities who need special education and related services.
Autism means developmental disability significantly affecting verbal and nonverbal communication and social integration, generally evident before age 3, that adversely affect a child’s educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences.
Deaf-blindness- defined as having both visual and hearing impairments. The combination of which causes such severe communication and other developmental and education needs that they cannot be accommodated in special education programs.
Deafness- a hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, or with or without amplification, that adversely affects a child educational performance.
Emotional disturbance- a condition exhibiting one or more of the following characteristics over a long period of time
Hearing impairment- an impairment in hearing, whether permanent or fluctuating that adversely affects a child’s performance but that is not included under the definition of deafness.
Intellectual disability- significantly lower general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period, that adversely affect a child’s educational performance.
Multiple disabilities- A combination of impairments (such as intellectual disability-blindness or intellectual disability-orthopedic impairment). The combination causes severe educational needs that they cannot be accomplished in special education program solely for one of the impairments.
Orthopedic impairment- a severe orthopedic impairment that adversely affects a child’s educational performance. The term includes impairments caused by a congenital anomaly, impairments caused by diseases (e.g. Poliomyelitis) and impairment causes (e.g. cerebral palsy, amputations, and fractures or burns that cause contractures)
Other health impairments- having limited strength, vitality, or alertness including a heightened alertness to environmental stimuli that results in limited alertness with respect to the educational environment that is due to chronic or acute health problems such as asthma, ADHD, diabetes, epilepsy, heart condition, sickle cell anemia and Tourette syndrome which adversely affects a child’s education performance.
Specific learning disability- a disorder in one or more of the basic psychological processes involved in understanding or in using language spoken or written that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell or to do mathematical calculations including conditions such as perceptual disabilities, brain injury, dyslexia and developmental aphasia.
Speech or language impairment- a communication disorder such as stuttering impaired articulation, a language impairment, or a voice impairment that adversely affects a child’s educational performance.
Traumatic brain injury- An acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment or both. Traumatic brain injury applies to open or closed head injuries resulting in impairments in one or more areas, such as cognition, language, memory, attention, reasoning, abstract thinking, judgement, problem-solving, sensory, perceptual motor abilities and information processing and speech.
Visual impairment including blindness- an impairment in vision that, even with correction, adversely affects a child’s educational performance. The term includes both partial sight and blindness.
Summer will be here before you know it. If you want your student/ child or individual to continue practicing math skills, I have provided below 4 money sheets that you can printout and make several copies. The money sheets allows the child to work on both IEP and ISP goals including:
Burger King.Worksheet. This is a fun activity especially for children, students and adults that enjoy going to Burger King. The individual will choose the picture and subject the cost of the item from $10.00. This activity people with dysgraphia, increase money skills, attention skills, task initiation skills and works well as a pre-trip to Burger King. focusing on transition skills.
Matching Dimes Worksheet– The matching dime activity is great for goals on counting and identifying a time. it is useful for children adults that are visual learners and provides hands on materials. The students learning ability will increase with the use of actual dimes.
Circle Nickle Worksheet – This worksheet give the individual an opportunity to work on counting, identify various coins as well as explaining the value of the coin. The worksheet also provides additional support and increases visual discrimination skills.
Dime Counting – helps the child, student or adult with special needs practice counting skills and visual memory.
My plan for the rest of the year is to provide you with more resources that are more functional and allows you to download information.