Fri, Feb 18, 2011
Start Time 8:30 AM
End Time 12:00 PM
Thu, Feb 17, 2011
This presentation describes a typical day in an Early Childhood Special Education (ECSE) classroom, where repetition and routines are the most important aspect of the class. Additionally, visual supports, which are critical to support children in any early childhood classroom, are well utilized.
Though this presentation describes a typical day in the classroom, all of the strategies presented are easily transferred to the most natural early childhood setting: the child's home.
Included in this presentation will be literacy ideas, development of whole body motor skills to support later writing, and shoe-box work time ideas that can be made quickly and inexpensively with items found around your home or at school!
Low and high technology adaptations will be reviewed as they are utilized throughout the day in the classroom setting for children to access their educational environment.
About Laura Taylor
Laura Taylor is a special education teacher currently teaching in an Early Childhood Special Education (ECSE) classroom. Laura spent the first ten years of her teaching career in a similar classroom and the next ten years as an Assistive Technology (AT) Consultant. Taking all the knowledge and experience she gathered in her position as an AT consultant, Laura moved back into an ECSE classroom seven years ago and has been putting this knowledge into practice. Laura believes that using a transdisciplinary approach to teaching, she is able to teach the whole child - incorporating techniques learned from occupational, speech, and physical therapists - resulting in more effective teaching strategies and a more powerful learning experience for the children.
Laura believes that all the strategies used in her classroom including visual, auditory, and kinesthetic help all preschool aged children, not just those with special needs. All children can benefit from visual support, repetition of language, routines, and active participation in learning.
The opinions expressed during these presentations are the opinions of the individual presenter(s) and may not reflect the opinions of Michigan’s Integrated Technology Supports (MITS) or the Michigan Department of Education.
Persons with disabilities needing accommodations for effective participation in the meeting should contact Cheryl Barry, at (517) 908-3926, TTY (517) 853-1904, or firstname.lastname@example.org, ten calendar days in advance of the meeting to request mobility, visual, hearing, or any other form of assistance.