Louisiana Administrative Code › Title 28 - EDUCATION › Part CLIX - Bulletin 136-Louisiana Early Learning and Development Standards for Children Birth to Five Years › Chapter 11 - Strategies to Support Children with Disabilities and English Language Learners › Section CLIX-1101 - Strategies for Including Children with Disabilities in Program Activities

Current through Register Vol. 50, No. 6, June 20, 2024
A. The goal of the
				Early Learning and Development standards is to provide a guide for the areas
				and skills that are important for all children, including children with
				disabilities. However, children with disabilities may need additional support
				or they may progress on the standards in ways that are different from typically
				developing children. There are many ways of adapting or modifying activities
				for children with disabilities. It is important that every teacher consider the
				uniqueness of each child and recognize that all children have different
				approaches, preferences, and skill levels. The following strategies, though not
				an exhaustive list, are recommended practices for helping teachers meet the
				diverse needs of each of their children.
Cognitive Delays or Learning
							 Challenges
Hearing Impairments
Orthopedic, Motor, or
Other Health Challenges
Reduce distractions (background noise, clutter,
							 etc.); provide access to areas that are quiet and offer a break from stressors
							 in the environment.
Give clear instructions, repeat and demonstrate when
							 necessary; combine verbal and visual cues.
Use concrete materials/experiences.
Break down difficult tasks into smaller parts; make
							 suggestions that give clues for next steps in an activity.
Establish routines without being rigid; post picture
							 and word sequences of schedules and routines.
Plan for and limit the number of transitions.
Allow time for meaningful repetition and
							 practice.
Provide encouragement and frequent feedback.
Model appropriate use of materials, tools, and
							 activities in classroom.
Get children's attention and use visual cues.
Face children when possible, and use clear voice and
							 facial expressions.
Use objects or pictures to demonstrate what is being
							 talked about.
Provide many opportunities for communication with
							 adults and peers.
Ask for feedback to be sure message is
							 understood.
Limit background noise and other auditory
							 distractions.
Use multiple forms of communication, such as
							 gestures, printed words, and objects, when needed.
Learn about adaptive aids or communications systems
							 children use; learn basic signs to communicate and to model appropriate
							 behaviors.
Sing along with tapes, CDs, etc. to encourage
							 children to lip read.
Adapt/modify materials, equipment, toys, etc. by
							 stabilizing/enlarging them, adding handles or grips, etc.
Ensure that environment accommodates wheel-chairs,
							 body boards, etc.; monitor pathways/floor space to promote accessibility and
							 movement.
Keep classroom uncluttered; ensure easy access to
							 shelves, cubbies, sinks, etc.
Learn about adaptive equipment; seek inexpensive
							 solutions, if adaptive equipment is not available (e.g., support child's feet,
							 by using a telephone book as a footrest, use a tray on walker to move
							 toy).
Provide additional time for children to get to
							 materials/activities.
Use non-locomotor movement activities, such as
							 moving arms, even when feet are in place.
Communication Challenges
Visual Impairments
Challenging Behaviors/
Emotional Disturbances
Plan experience/
opportunities that motivate children to give and
							 receive messages with adults and peers.
Verbalize what children tell you with their actions;
							 ask open-ended questions.
Add new information slowly and clearly; give only
							 one verbal direction at a time.
Provide language experiences with repetitive sounds,
							 phrases, sentences, rhymes, chants, etc.
Be familiar with an AAC (augmentative and
							 alternative communication systems) used by children.
Repeat and expand on children's thinking; introduce
							 concepts and add new information slowly and clearly.
Support children's communication in other areas,
							 such as with writing or drawing.
Evaluate the environment, including the lighting to
							 ensure that pathways are unobstructed, furnishings are consistently located and
							 materials are positioned so children can see them clearly.
Describe and label demonstrations, objects, or
							 events that children cannot readily see.
Give clear and specific directions, using children's
							 names; provide additional directional language when possible (near, forward,
							 next to, etc.).
Use pictures/
books that are bold and uncluttered; use
							 high-contrast colors (black/yellow, black/orange).
Use auditory or tactile cues; plan activities to
							 help children strengthen all of their senses.
Use large, clear, tactile labels to identify
							 materials, activities, etc.
Provide a warm, inviting, and supportive
							 environment; have appropriate expectations of children's behavior.
Establish consistent routines and transitions; limit
							 waiting or unoccupied time between activities.
Limit classroom rules; establish clear consequences
							 for violations and follow through on them; use positive guidance
							 techniques.
Anticipate problems and have action plans in place
							 to avoid them; develop signals for when particular behaviors should stop or
							 when a child needs help.
Model and role-play appropriate social behaviors and
							 coping strategies; label feelings behind children's actions and help children
							 to label the feelings themselves.
Provide soft lighting, cozy spaces, and calming
							 activities (e.g., water play, soothing music).
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:6(A)(10).