Name of teaching material
Individual schedule self-made product
*The description appears by hovering the cursor over the image.
| Target |
Children who have intellectual disability and/or difficulty in scheduling activities, and/or tend to be emotionally unstable, characterized by behavior such as frequently checking with the teacher The teaching material was used particularly by students with autism spectrum disorders. |
|---|---|
| Disability category | mentally challenged |
| Teaching units / Applicable scenes | instruction for living skills learning for unit of work teaching and learning tools, auxiliary aids |
| Specific purposes |
To enable children to: --assess the flow of activity and regulate their emotions --independently participate in activities and move from one place to another --prepare learning materials and tools --reflect on the activities they have performed (Depending on the child) --use the schedule as a tool for inter-peer communication |
| Considerations for disability characteristics |
Depending on the level of disability, produce cards with illustrations or words alone. Alter the structure of the activities according to the level of each child’s understanding (e.g., some students perform the activity of changing clothes based on a card that says “change clothes”, while others need a demonstration of specific tasks requiring attention, such as “taking off clothes” and “hanging clothes on a hanger”, and so on.) At the beginning, the teacher points to a card to prompt children to perform the activity, and then moves the card to “End” and helps them match the card to the corresponding activity; over time, however, children should perform this process independently. Design the cards to enable children to use them independently; for example, add carrying handles. |
| Expected effects and results | Children who used to become confused or cry when they moved from one classroom to another can independently assess the flow of activity when arriving at school and participate in activities without confusion, moving the card according to the activity. |
| How to use |
(1) Look at the schedule and assess the flow of activity. (2) Point to the top card. (3) Perform an activity (e.g., move from one classroom to another, prepare, sit at the desk). (4) Move the card to the End zone, on the right, after the end of the activity. Repeat steps (2)-(4). (5) When all the school activities have concluded (and thus all cards are in the End zone), return home from school. |
| Related teaching materials and information | |
| Useful for other students |
- Informant Special Needs Education School for the Mentally Challenged, University of Tsukuba
- Keywords Schedule check, emotion regulation, activity participation
- Created 2017-11-09 15:08:22
- Updated 2023-12-26 14:00:08