ERIC Number: ED294336
Record Type: Non-Journal
Publication Date: 1987
Pages: 16
Abstractor: N/A
ISBN: N/A
ISSN: N/A
EISSN: N/A
Meeting the Needs of Learning Disabled Preschoolers: Suggestions for Classroom Activities.
Storch, Ivy S.
This paper reviews instructional strategies for dealing with learning-disabled preschool children in mainstreamed classrooms. It focuses on the teacher's role in developing the child's abilities in the areas of social skills, choices and anxiety, sequencing and routine, transition periods, and motor skills. To enhance social skills, peer interactions can be encouraged during free play periods, and art activities can be used to foster the relationship between the child and his environment. To reduce anxiety when the child is confronted with choices, the classroom should be arranged into specific areas for the different daily activities. The learning-disabled child needs sequencing and routine in his life, and many group activities that provide this are suggested. Transition periods may be eased by discussing the day's activities beforehand, announcing when a change of events is forthcoming, and making transition into a game. Fine and gross motor skills can be fostered during free play time or movement time by developing instructional strategies through task analysis. (Author/JDD)
Descriptors: Anxiety, Child Development, Class Activities, Classroom Techniques, Educational Therapy, Individual Needs, Interpersonal Competence, Intervention, Learning Disabilities, Mainstreaming, Motor Development, Play, Preschool Children, Preschool Education, Psychoeducational Methods, Psychomotor Skills, Sequential Approach, Skill Development, Teacher Role, Teaching Methods
Publication Type: Information Analyses; Guides - Non-Classroom
Education Level: N/A
Audience: Teachers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A