{"id":474,"date":"2019-11-04T00:31:28","date_gmt":"2019-11-04T00:31:28","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/suny-canton-echd250\/?post_type=chapter&#038;p=474"},"modified":"2020-06-15T14:44:45","modified_gmt":"2020-06-15T14:44:45","slug":"using-child-preferences","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/suny-canton-echd250\/chapter\/using-child-preferences\/","title":{"raw":"Using Child Preferences","rendered":"Using Child Preferences"},"content":{"raw":"<div id=\"application\" class=\"ic-app\">\r\n<div id=\"wrapper\" class=\"ic-Layout-wrapper\">\r\n<div id=\"main\" class=\"ic-Layout-columns\">\r\n<div id=\"not_right_side\" class=\"ic-app-main-content\">\r\n<div id=\"content-wrapper\" class=\"ic-Layout-contentWrapper\">\r\n<div id=\"content\" class=\"ic-Layout-contentMain\" role=\"main\">\r\n<div id=\"wiki_page_show\">\r\n<div class=\"show-content user_content clearfix enhanced\">\r\n<h4>What is child preferences?<\/h4>\r\nChild preferences is one of the eight types of curriculum modifications. It implies small changes to ongoing classroom activities or materials to increase a child\u2019s participation.\r\n<h4>Capitalize on a Child's Favorite Activities<\/h4>\r\nSetting: On-Campus, After-School Program\r\nChild: Luke\r\nAge: Eleven years\r\n<h4>Examples:<\/h4>\r\n<ul>\r\n \t<li>Observe a child\u2019s interests and then provide additional materials or toys that match them.<\/li>\r\n \t<li>Use the child\u2019s preferred activities,\u00a0such as music, to support efforts\u00a0to learn other skills.<\/li>\r\n \t<li>Find ways to build on a child\u2019s preferred activities when introducing new ideas.<\/li>\r\n<\/ul>\r\n<sub>Background\r\nLuke is an eleven-year-old boy with cerebral palsy. He lives with his\u00a0mother, Joy, and younger brother in an urban city. Luke has always\u00a0received support in the regular class from the special education\u00a0teacher. Luke has learning disabilities, and his mobility is affected\u00a0by cerebral palsy. He is able to walk and run for short distances\u00a0but loses his balance on occasion and gets tired when walking long\u00a0distances. He and his brother attend an after-school child care\u00a0program on the campus of their elementary school.<\/sub>\r\n<h4><sub>Services<\/sub><\/h4>\r\n<sub>Luke is in the fifth grade and receives services from the resource\u00a0specialist, speech therapist, and adaptive physical education teacher\u00a0at school. He has been attending the after-school program for\u00a0two years. In the past, there has been little overlap between the\u00a0specialists and the after-school program. At first, the after-school\u00a0providers were uncomfortable with Luke\u2019s lack of balance, which\u00a0resulted in his occasionally falling. Because the providers wanted\u00a0to avoid an injury, they tried to restrict his outdoor activity by\u00a0placing him with a group of younger children when the older group\u00a0was outside or on field trips in the neighborhood. He did not like the\u00a0indoor games offered, however, and started getting into trouble.\r\n<\/sub>\r\n<h4><sub>Strategy<\/sub><\/h4>\r\n<sub>After talking with his mother, the after-school providers decided to\u00a0spend some time talking with Luke about what it was he wanted to\u00a0do after school. They discovered that he wanted to play basketball\u00a0and go on field trips with the oldest group. He also was good at\u00a0computer games and wanted the program to have some for him to\u00a0play.\r\n<\/sub>\r\n\r\n<sub>In looking carefully at Luke\u2019s preferences, the providers clearly saw\u00a0that he was asking to do activities different from what the after school\u00a0providers had been offering him. The first thing they did\u00a0was obtain permission from Joy to talk with the adaptive physical\u00a0education teacher at the school site and get some ideas for ways to\u00a0handle the occasional falls and things to do if Luke were injured.\u00a0Then, on field trip days, his mother brought in his bicycle so that he\u00a0could go out with the group and keep up. Next, the program, which\u00a0previously had a policy against computer games, obtained some\u00a0games for a donated computer and made playing the computer games\u00a0one of Luke\u2019s choices during the time he spent indoors. Luke now\u00a0had an opportunity to demonstrate his skill at many of the games.\u00a0As a result, he was also given leadership responsibilities for teaching\u00a0and supervising the younger children as they played those games. To support continual efforts to adapt Luke\u2019s after-school setting, the\u00a0family also requested that the IEP specifies regular consultations with\u00a0the after-school program and reciprocal visits to gain information,\u00a0ideas, and support.\r\n<\/sub>\r\n<h4><sub>Supporting Factors<\/sub><\/h4>\r\n<ul>\r\n \t<li><sub>Luke was able to participate in his program development by\u00a0sharing his interests and ideas.<\/sub><\/li>\r\n \t<li><sub>The after-school child care provider was open to new ideas from the child, the family, and other adults working with Luke.<\/sub><\/li>\r\n \t<li><sub>Information was shared between the special education program\u00a0and the child care program, with consultations planned for the future.\u00a0<\/sub><\/li>\r\n<\/ul>\r\n<sub><img src=\"https:\/\/canvas.instructure.com\/courses\/1487082\/files\/71963673\/download\" alt=\"Border.png\" \/><\/sub>\r\n<h4><sub>Resources<\/sub><\/h4>\r\nRichard Gargiulo and Jennifer Kilgo. Introduction to very Young Children with Special Needs, Chapter 7, P.\r\n\r\nInclusion Works!\u00a0 Creating Childcare Programs that Promote Belonging for Children with Special Needs. Chapter 3. Pages 38-39. Retrieved from\u00a0<a class=\"external\" href=\"https:\/\/www.cde.ca.gov\/sp\/cd\/re\/documents\/inclusionworks.pdf\" target=\"_blank\" rel=\"noopener\">https:\/\/www.cde.ca.gov\/sp\/cd\/re\/documents\/inclusionworks.pdf<\/a>\u00a0on 10\/6\/2018. Open Internet source.\u00a0\u00a9 2009 by the California Department of Education.\r\n\r\n<\/div>\r\n<div><\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<div id=\"walkme-player\" class=\"walkme-player walkme-colorado walkme-theme-white-green walkme-direction-ltr walkme-notie walkme-position-major-right walkme-position-minor-bottom  walkme-dynamic-size walkme-to-destroy walkme-override walkme-css-reset walkme-language-default\" role=\"button\">\r\n<div class=\"walkme-in-wrapper walkme-override walkme-css-reset\">\r\n<div class=\"walkme-question-mark walkme-override walkme-css-reset\"><\/div>\r\n<\/div>\r\n<\/div>","rendered":"<div id=\"application\" class=\"ic-app\">\n<div id=\"wrapper\" class=\"ic-Layout-wrapper\">\n<div id=\"main\" class=\"ic-Layout-columns\">\n<div id=\"not_right_side\" class=\"ic-app-main-content\">\n<div id=\"content-wrapper\" class=\"ic-Layout-contentWrapper\">\n<div id=\"content\" class=\"ic-Layout-contentMain\" role=\"main\">\n<div id=\"wiki_page_show\">\n<div class=\"show-content user_content clearfix enhanced\">\n<h4>What is child preferences?<\/h4>\n<p>Child preferences is one of the eight types of curriculum modifications. It implies small changes to ongoing classroom activities or materials to increase a child\u2019s participation.<\/p>\n<h4>Capitalize on a Child&#8217;s Favorite Activities<\/h4>\n<p>Setting: On-Campus, After-School Program<br \/>\nChild: Luke<br \/>\nAge: Eleven years<\/p>\n<h4>Examples:<\/h4>\n<ul>\n<li>Observe a child\u2019s interests and then provide additional materials or toys that match them.<\/li>\n<li>Use the child\u2019s preferred activities,\u00a0such as music, to support efforts\u00a0to learn other skills.<\/li>\n<li>Find ways to build on a child\u2019s preferred activities when introducing new ideas.<\/li>\n<\/ul>\n<p><sub>Background<br \/>\nLuke is an eleven-year-old boy with cerebral palsy. He lives with his\u00a0mother, Joy, and younger brother in an urban city. Luke has always\u00a0received support in the regular class from the special education\u00a0teacher. Luke has learning disabilities, and his mobility is affected\u00a0by cerebral palsy. He is able to walk and run for short distances\u00a0but loses his balance on occasion and gets tired when walking long\u00a0distances. He and his brother attend an after-school child care\u00a0program on the campus of their elementary school.<\/sub><\/p>\n<h4><sub>Services<\/sub><\/h4>\n<p><sub>Luke is in the fifth grade and receives services from the resource\u00a0specialist, speech therapist, and adaptive physical education teacher\u00a0at school. He has been attending the after-school program for\u00a0two years. In the past, there has been little overlap between the\u00a0specialists and the after-school program. At first, the after-school\u00a0providers were uncomfortable with Luke\u2019s lack of balance, which\u00a0resulted in his occasionally falling. Because the providers wanted\u00a0to avoid an injury, they tried to restrict his outdoor activity by\u00a0placing him with a group of younger children when the older group\u00a0was outside or on field trips in the neighborhood. He did not like the\u00a0indoor games offered, however, and started getting into trouble.<br \/>\n<\/sub><\/p>\n<h4><sub>Strategy<\/sub><\/h4>\n<p><sub>After talking with his mother, the after-school providers decided to\u00a0spend some time talking with Luke about what it was he wanted to\u00a0do after school. They discovered that he wanted to play basketball\u00a0and go on field trips with the oldest group. He also was good at\u00a0computer games and wanted the program to have some for him to\u00a0play.<br \/>\n<\/sub><\/p>\n<p><sub>In looking carefully at Luke\u2019s preferences, the providers clearly saw\u00a0that he was asking to do activities different from what the after school\u00a0providers had been offering him. The first thing they did\u00a0was obtain permission from Joy to talk with the adaptive physical\u00a0education teacher at the school site and get some ideas for ways to\u00a0handle the occasional falls and things to do if Luke were injured.\u00a0Then, on field trip days, his mother brought in his bicycle so that he\u00a0could go out with the group and keep up. Next, the program, which\u00a0previously had a policy against computer games, obtained some\u00a0games for a donated computer and made playing the computer games\u00a0one of Luke\u2019s choices during the time he spent indoors. Luke now\u00a0had an opportunity to demonstrate his skill at many of the games.\u00a0As a result, he was also given leadership responsibilities for teaching\u00a0and supervising the younger children as they played those games. To support continual efforts to adapt Luke\u2019s after-school setting, the\u00a0family also requested that the IEP specifies regular consultations with\u00a0the after-school program and reciprocal visits to gain information,\u00a0ideas, and support.<br \/>\n<\/sub><\/p>\n<h4><sub>Supporting Factors<\/sub><\/h4>\n<ul>\n<li><sub>Luke was able to participate in his program development by\u00a0sharing his interests and ideas.<\/sub><\/li>\n<li><sub>The after-school child care provider was open to new ideas from the child, the family, and other adults working with Luke.<\/sub><\/li>\n<li><sub>Information was shared between the special education program\u00a0and the child care program, with consultations planned for the future.\u00a0<\/sub><\/li>\n<\/ul>\n<p><sub><img decoding=\"async\" src=\"https:\/\/canvas.instructure.com\/courses\/1487082\/files\/71963673\/download\" alt=\"Border.png\" \/><\/sub><\/p>\n<h4><sub>Resources<\/sub><\/h4>\n<p>Richard Gargiulo and Jennifer Kilgo. Introduction to very Young Children with Special Needs, Chapter 7, P.<\/p>\n<p>Inclusion Works!\u00a0 Creating Childcare Programs that Promote Belonging for Children with Special Needs. Chapter 3. Pages 38-39. Retrieved from\u00a0<a class=\"external\" href=\"https:\/\/www.cde.ca.gov\/sp\/cd\/re\/documents\/inclusionworks.pdf\" target=\"_blank\" rel=\"noopener\">https:\/\/www.cde.ca.gov\/sp\/cd\/re\/documents\/inclusionworks.pdf<\/a>\u00a0on 10\/6\/2018. Open Internet source.\u00a0\u00a9 2009 by the California Department of Education.<\/p>\n<\/div>\n<div><\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<div id=\"walkme-player\" class=\"walkme-player walkme-colorado walkme-theme-white-green walkme-direction-ltr walkme-notie walkme-position-major-right walkme-position-minor-bottom  walkme-dynamic-size walkme-to-destroy walkme-override walkme-css-reset walkme-language-default\" role=\"button\">\n<div class=\"walkme-in-wrapper walkme-override walkme-css-reset\">\n<div class=\"walkme-question-mark walkme-override walkme-css-reset\"><\/div>\n<\/div>\n<\/div>\n","protected":false},"author":142000,"menu_order":13,"template":"","meta":{"_candela_citation":"[]","CANDELA_OUTCOMES_GUID":"","pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-474","chapter","type-chapter","status-publish","hentry"],"part":484,"_links":{"self":[{"href":"https:\/\/courses.lumenlearning.com\/suny-canton-echd250\/wp-json\/pressbooks\/v2\/chapters\/474","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.lumenlearning.com\/suny-canton-echd250\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/courses.lumenlearning.com\/suny-canton-echd250\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-canton-echd250\/wp-json\/wp\/v2\/users\/142000"}],"version-history":[{"count":1,"href":"https:\/\/courses.lumenlearning.com\/suny-canton-echd250\/wp-json\/pressbooks\/v2\/chapters\/474\/revisions"}],"predecessor-version":[{"id":475,"href":"https:\/\/courses.lumenlearning.com\/suny-canton-echd250\/wp-json\/pressbooks\/v2\/chapters\/474\/revisions\/475"}],"part":[{"href":"https:\/\/courses.lumenlearning.com\/suny-canton-echd250\/wp-json\/pressbooks\/v2\/parts\/484"}],"metadata":[{"href":"https:\/\/courses.lumenlearning.com\/suny-canton-echd250\/wp-json\/pressbooks\/v2\/chapters\/474\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/courses.lumenlearning.com\/suny-canton-echd250\/wp-json\/wp\/v2\/media?parent=474"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-canton-echd250\/wp-json\/pressbooks\/v2\/chapter-type?post=474"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-canton-echd250\/wp-json\/wp\/v2\/contributor?post=474"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-canton-echd250\/wp-json\/wp\/v2\/license?post=474"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}