ECS 427 Curriculum Modifications for Focus Child (Case Study) (1)

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Arizona State University, Tempe *

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427

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Arts Humanities

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Feb 20, 2024

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1 Curriculum Modifications for Focus Child (Case Study) Skylar Lamke Mary Lou Fulton Teachers College, Arizona State University ECS 427 Bjorg LeSueur February 11th, 2024
2 Curriculum Modifications for Focus Child (Case Study) Supports for individual children should consider modifications in the curriculum to ensure that the child has the opportunity to succeed. These modifications could include providing additional resources, additional instruction, or changing the format of the lesson. The teacher should also provide support to the child's parents or guardians to help them understand the child's needs. As part of this week’s readings and presentations, there were three types of support strategies given; adult support, peer support, and invisible support. Having an adult intervene to support a child's participation and learning in the classroom, during an activity, or a transition is what adult support is all about. There are times when students need extra support and participation, and other times when students need a challenge to remain engaged. For my focus child, this can be demonstrated in this image where I am supporting the child in cutting. I sat at his level and supported him by holding the paper while he was cutting. I also verbally parallel narrated his actions with, “open and shut” as he was able to squeeze and release the scissors as he cut the paper. This child would normally not participate in scissor exploration and if he were to pick up the scissors would try once and in frustration of not being able to figure out the tool would leave the task for another.
3 *Adult Support in cutting paper The concept of peer support is based on the idea of using peers as a tool to help children learn important information. In the instance of my focus child, the teacher set up play dough at the table. The focus child tends to take the playdough and play with it on the carpet. For peer support, she set up the focus child with peers on either side of him to model how to play with playdough on the table. Using the toys and tools, but also engaging in the play in the correct space. The focus child after watching his peer roll out the play dough flat and use a cookie cutter to make a shape, he in turn follows this and tries to roll out and cut the play dough. The children engaged in sharing materials and supported the child in staying at the table for this activity. This
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