Name of teaching material
Irregular staircase self-made product
Japanese Page URL
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| Target |
Initially, the instructor helped the learner traverse the stairs. After some successful attempts, the learner gained the confidence to traverse the stairs without assistance. When descending the stairs, the learner gripped the banister or held the instructor’s hand and led with the right foot for each step. When the learner was asked to try leading with the left foot, the learner shied away from doing so. When walking on a flat surface, the learner struggled to plant tiptoes on the surface first or balance on one leg. The learner’s walking motion was awkward. |
|---|---|
| Disability category | mentally challenged autism |
| Teaching units / Applicable scenes | physical education |
| Specific purposes |
The learner walks up and down the staircase by alternating feet for each step and watching his/her feet. The learner attempts to walk up and down the staircase by his/her own will. |
| Considerations for disability characteristics |
The instructor holds the learner’s hand, helping the learner accumulate successful attempts to build his/her confidence. The instructor gives positive reinforcement for each successful attempt, expressing joy and congratulations. |
| Expected effects and results | On a conventional staircase, the learner learned to alternate their feet on the ascent, but on the descent, they led with the right foot on each step. Consequently, they failed to gain experience of landing on their left foot. With our formulation, the learner gained experience of leading with the left foot and gradually lost their inhibitions about doing so. |
| How to use |
To help the learner master the left-right alternation, the instructor utters to accord the leg-raising timing alternating terms such as “one, two, one, two,” or “red, blue, red, blue.” Initially, the instructor holds the learner’s hands until the learner has built up confidence. Over successive attempts, the instructor progressively loosens the grip on the learner’s hands and starts holding one hand only. Eventually, the learner traverses the staircase without assistance. Once the learner has descended the staircase, the instructor does a high-five, says “you did it!” and gives other forms of positive reinforcement. |
| Related teaching materials and information | |
| Useful for other students |
- Informant Special Needs Education School for Children with Autism, University of Tsukuba
- Keywords Autism, PE, awkwardness
- Created 2020-11-23 18:57:47
- Updated 2020-11-23 18:57:47