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    Supports and Strategies in Communication and Language

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    Angelica Mariana PEREIRA GARZON
    The document discusses supports and strategies for students with special educational needs (SEN) in the classroom. It outlines recommendations for communication and language, motor, and cognitive supports. These include speaking at the student's level, identifying preferred communication methods, promoting independent movement, adapting seating, and providing playful sensory activities matched to the student's knowledge and fatigue levels. The goal is educational inclusion and helping students with learning difficulties achieve integration.

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    Supports and Strategies in Communication and Language

    Uploaded by

    Angelica Mariana PEREIRA GARZON
    27 views2 pages
    The document discusses supports and strategies for students with special educational needs (SEN) in the classroom. It outlines recommendations for communication and language, motor, and cognitive supports. These include speaking at the student's level, identifying preferred communication methods, promoting independent movement, adapting seating, and providing playful sensory activities matched to the student's knowledge and fatigue levels. The goal is educational inclusion and helping students with learning difficulties achieve integration.

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    Material didáctico

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    The document discusses supports and strategies for students with special educational needs (SEN) in the classroom. It outlines recommendations for communication and language, motor, and cognitive supports. These include speaking at the student's level, identifying preferred communication methods, promoting independent movement, adapting seating, and providing playful sensory activities matched to the student's knowledge and fatigue levels. The goal is educational inclusion and helping students with learning difficulties achieve integration.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    27 views2 pages

    Supports and Strategies in Communication and Language

    Uploaded by

    Angelica Mariana PEREIRA GARZON
    The document discusses supports and strategies for students with special educational needs (SEN) in the classroom. It outlines recommendations for communication and language, motor, and cognitive supports. These include speaking at the student's level, identifying preferred communication methods, promoting independent movement, adapting seating, and providing playful sensory activities matched to the student's knowledge and fatigue levels. The goal is educational inclusion and helping students with learning difficulties achieve integration.

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    Angelica Mariana Pereira Garzón

    ID 607016

    Licenciatura en Educación Infantil

    Septimo semestre
    ______________________________________________________________________________

    Currently, many children are diagnosed with different Special Educational Needs (SEN) and,
    undoubtedly, society in general and schools in particular, must be organized in such a way that
    they meet their educational needs and help with their learning difficulties to achieve a good
    educational inclusion that will be the basis for their subsequent integration into society and the
    world of work. But, how can we face the difficulties before students with SEN in the classroom?
    Is it easy to promote integration among students?

    SUPPORTS AND STRATEGIES IN COMMUNICATION AND LANGUAGE

    o It is important to speak to them at their height and within their visual field to that the
    student can better receive the indications and instructions given.
    o It is necessary to identify how the communication between the student and his classmates
    will be carried out. We must foresee how the interrelation and communication with their
    peer group will be carried out.
    o If oral communication is very complex for the person or he simply cannot do it, it is
    necessary to introduce augmentative / alternative communication systems. For the
    supports that are provided in this sense, it is important to identify with which system the
    student feels most comfortable and initiate a process of adaptation and accommodation in
    front of it, making the necessary adjustments and taking into account the individual
    characteristics of the student. (See support products).
    o When there is a bit of distorted but understandable speech it is, it is important to give the
    student a prudent time so that he does not feel pressured.

    SUPPORTS AND STRATEGIES AT THE MOTOR LEVEL

    o For people who do not have major commitments at the motor level; hemiplegia,
    hemiparesis, monoplegia, among others, is important promoting an autonomous march
    and the use of its members does not affected for the realization of motor processes, thick
    and fine.
    o In the case of people with compromise of their four limbs, who are very rigid in their
    movements or too weak in terms of muscle tone, it will be necessary to adapt the chairs in
    such a way that they are aligned with their body and that it does not slide easily.
    o If sitting is not possible (sitting position), it will be evaluated, another postural alternative,
    taking into account the point of view of the professional expert in the area.
    o It is necessary to speak to the student at the level of his body and way to avoid tensions at
    the neck level that hinder your postural stability. Positions should be promoted in which
    the person feels comfortable and relaxed, totally ready at the motor level to start a
    teaching-learning process.
    o When people with disabilities have involuntary movements, as in the case of athetosic
    cerebral palsy, the material should be fixed to the table where they are working and the
    size of the objects, graphics, drawings, letters, etc. must be increased.

    SUPPORTS AND STRATEGIES AT THE COGNITIVE LEVEL

    o Search for playful sensory stimulation activities, such as activities in corners where
    different textures, shapes, objects, smells, tastes, sounds, etc. can be explored and
    identified. You should try to increase the level of sensory experiences that allow you a
    greater perception of what is in your environment, so that you can identify, differentiate,
    establish characteristics and functions.
    o In this sense, it is important to start any activity from the student knowledge and begin to
    increase their degree of complexity, respecting the levels of fatigue they may present.

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