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A planning sheet for identifying children's likes, dislikes, and developmental stages to create effective active learning materials and activities. It includes sections for recording sensory channels, preferred objects, and social and emotional development.
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Fill one sheet out for each child. Over a period of time (at least 3-4 weeks) through listening to stories from others and through observation of the child, simply list things the child likes and things he doesn't like. We all enjoy things that we are good at and that we understand. The child's "Likes" will be his areas of strength and use sensory channels that are working. His "Dislikes" will be areas of need and sensory channels that may not be working efficiently. The information gathered on this form will give you underlying themes that you can use for identifying objects and activities to use in Active Learning instruction. Child's Name: _________________ District: __________________________ Date: _____________ LIKES (objects, actions, people) DISLIKES (objects, actions, people)
LIKES (objects, actions, people) DISLIKES (objects, actions, people)
How well does the child use each sensory channel? Assign a percentage to each, with 100% being a sensory channel used well to get information, and a lower percentage for a sensory channel that the child is not able to use well. Describe the child’s behaviors that show the reason(s) you recorded that percentage. Sensory Channel % How do you know? Vision Hearing Touch Taste Smell Movement/ Proprioception
List the items (Lilli says 70 or more) you want to try using and check to see if the properties match the student’s preferences in his/her best sensory channels as identified previously in this form on page 2. You should consider using multiples of objects with similar but slightly different features. Remember to have a quantity of everyday objects included in the mix. This can also serve as a shopping list for items you need to find. Item Vision Hearing Tou ch Taste Smell Movement
Item Vision Hearing Tou ch Taste Smell Movement
Developmental Age Child contacts or responds to contact by: 15 - 18 months
Decide as a team how and by when you will address all sections of the Functional Scheme. It is recommended that team members work in pairs on each section for better verification of the student’s use of skills across multiple domains and with multiple people. Use the chart below to plan who will be responsible for each section. You may choose the official due date or assign an earlier due date to each section to spread work out across time. CT=Classroom teacher, Para=Paraeducator. Section Name and title of participants responsible for section (suggested roles are listed for reference only) Official Due Date Team assigned due date Gross Movement PT/COMS Fine Movement OT/TVI Mouth Movement OT/SLP Visual Perception TVI/COMS Auditory Perception TDHH/SLP/TVI Haptic-tactile Perception OT/TVI Smell & Taste OT/TVI Spatial Relations TVI/COMS Emotional Perception CT/Para/Parents Object Perception TVI/CT Language: Non-verbal SLP / TDHH / TVI Language: Verbal SLP / TDHH / TVI Comprehension of Language SLP / TDHH / TVI Social Perception CT/Para/Parents Perception through Play & Activity PT/OT Developmentally Impeding Functions CT/Parents Toileting Skills CT/Para/Parents Undressing and Dressing OT/CT/Para/Parents Personal Hygiene OT/ CT/Para/Parents Eating Skills OT/ CT/Para/Parents
You may find it helpful to have a list of goals/objectives and/or skills that will be the focus of data collection for documenting child progress. You can list them for specific environments and activities and post them near each environment so all staff know what behaviors they should take note of during an observation. Or you may have them in a child’s folder so any staff member can select an environment or activity to observe and collect data. This also could serve as the basis for your lesson plan. Environments or Activities Goal/Objective or Skills Child Should Demonstrate
Observed Other Skills to Watch For # Observed Example: HOPSA Dress Explores various surfaces with feet |||| Movement of legs to push |