Name of teaching material
Sports day program (with movable arrow) self-made product
*The description appears by hovering the cursor over the image.
| Target |
Kindergarten, nursery school, elementary school, junior high school, and special needs school. (Any kind of school and disability) |
|---|---|
| Disability category | mentally challenged autism developmental disabilities |
| Teaching units / Applicable scenes | special activities teaching and learning tools, auxiliary aids |
| Specific purposes |
Children will be able to: 1. Act on their own initiative after seeing and judging by themselves, instead of simply following the teacher’s instructions. 2. Teach each other, based on the rule that a child who notices his/her turn announced by the movable arrow tells a child who does not notice theirs. 3. Voluntarily pay attention to the schedule with the subtle indirect support of a teacher: “What’s next?” 4. Monitor their own behaviors (power of self-monitoring). |
| Considerations for disability characteristics |
1. Children who are always instructed by their teachers will increasingly not be able to act unless instructions are given. Decrease direct instructions from teachers and encourage children to be aware by themselves. Children will as a result be able to behave with more initiative. 2. A rule by which a child who notices his/her turn tells a child who does not notice will enable children to expand their relationships. 3. It is hard for children who have difficulty in attention-concentration to check a program that is far away (left-hand picture). Prepare a small program near the seat or at hand to enable such children to check the program near the seat (right-hand picture). |
| Expected effects and results | When children are fully aware of what is going on, they will be able to participate in the activity without anxiety, leading to voluntary behavior. |
| How to use |
[Large main program] (1) Use a plywood board and write in large letters for easy viewing. (2) Use different colors for each grade. (3) Insert illustrations as needed for easy understanding of the content of the performance. (4) The person in charge moves the red arrow every time after a performance. (5) Show the end of the morning program with the illustration of a rice ball. [Small programs near the seat] (2), (3), (4), and (5) are the same as those in the large main program. Children can mark their turn by circling it with a red marker or attaching Velcro to the board so that they can move the red arrow by themselves. • Clearly showing the goal and “now” in the whole program will enable children to participate in the sports day without anxiety. This program is also versatile and helpful for families who want to take pictures of their children. |
| Related teaching materials and information |
Hiroshi Ambe (2010), A message for teachers who worry about giving instructions to children with developmental disabilities, Yui-Maru: Let’s cooperate mutually!, Meijitosho Shuppan Corporation. Hiroshi Ambe (2013), The true feelings of children with delayed or divergent development, Gakuji Shuppan Co. Ltd. |
| Useful for other students |
- Informant Special Needs Education School for the Mentally Challenged, University of Tsukuba
- Keywords Awareness of how a schedule works, reassurance, showing initiative
- Created 2019-08-27 16:02:42
- Updated 2023-12-08 11:11:14