Lesson 4: Lesson Planning
Adapting Lesson Plans for Your Child's Disability
For this lesson, we are going to take a field trip. We are visiting the Discovery Channel, which has many detailed lesson plans that are meant for classes, but can easily be used at home. You do not need the Discovery Channel to use these lessons. We are going to study a lesson on dinosaurs and figure out how to adapt it for disabilities, age and even religion. Open the lesson in another window so that you can use this lesson at the same time, or print out this lesson or the other one.
First, examine the objectives. These are like your statement of purpose, except that this lesson has four of them. Eventually you may want to create lessons with multiple outcomes as well. Do you want your child to learn all four of these objectives? If not, you will need to examine the lesson to see if one can be removed.
The next section lists the necessary materials. You can remake the worksheets if you do not have access to a printer. Note that the all-black dinosaur will be very expensive to print on a home printer because it will use a lot of ink. You may want to copy the worksheet into another program and adapt it.
The procedures list tells you exactly what to say and do. These are excellent for building confidence. Remember though, that you are the teacher. You don’t have to do it just this way unless you want to. The first four steps are just discussion. You don’t need to have children raising their hands. You can hold this discussion curled up in a big chair wrapped in a blanket after reading a dinosaur book if you choose. You can also watch dinosaur cartoons the day before so that you have something to refer to. If you child has difficulty processing language, this discussion may need to be adapted, or repeated over time before you actually begin the work of the lesson.
Step four asks you to write the word paleontologist on the board. I prefer wipe-off boards to chalkboards and found that my children enjoyed writing on them as well. You may wonder if it is worth the trouble to write the word for a child who still struggles with three letter words. When I was in college, I tutored fifth grade boys who read at a second grade level. They were embarrassed by their reading problems. Each week, I had them bring me a word they wanted to know how to read. Invariably, they chose long words, often obscure medical terms they found in the dictionary and couldn’t possibly have a use for. Why? They could show off with these words. So, teach your child some hard words. Even if he doesn’t learn to read it, he will not suffer from having the word shown to him. Write it on a big card and tape it to the wall. Throughout the day, point it out and say the word. Call it your word of the day. Sometimes children really do learn those words. If a child cannot hear, he will need to see the word written. I am not sure there is a sign for paleontologist, and even if there is, he needs to know what it looks like in print.
Step 5 uses a worksheet. There is no writing involved-the student is simply looking at the pictures. No adaptations are needed for reading or writing disorders. Naturally a child who cannot see can’t use this worksheet. How could you adapt this step for the child who cannot see or who can’t learn from pictures? You might use two models of the same dinosaur-one with only a skeleton, and one with the skin on. Sometimes you can buy models that have removable skins. You will probably want to find one with some texture and you will need to tell the child what color the skin is if he can’t see. If you use models—and you might want to even if your child’s disability is not involved—be sure to add that to your list of supplies and be sure you can buy one before beginning.
Step 6 is another explanation. If your child has a very short attention span, you may want to take a break before beginning this step. A field trip to the museum prior to doing this step would make it much easier for a learning disabled child to understand the word fossil. In fact, this step could be done right there in the museum and just reviewed later at home. If you can’t go to a museum, rent a video or at least look at fossil pictures in books. Most children with learning challenges need to see whatever they are told.
Step 7 uses another worksheet. This is also one that requires a great deal of ink. You may want to recreate it. (You might even just trace it off your screen.) Students are asked to pair with another student to do analysis and to write. This step may require adaptation for many special students. A child who cannot see may need a model to touch. You can use the feet on toy dinosaurs or you can make a simple cast using salt dough. Students who cannot work with others (or who have no one to work with) can work alone or with you. Students who cannot write can dictate. The primary challenge in this step is the analysis. If your child cannot analyze, you will need to lead him through this step. Ask questions that help him to discover the answers. Students are asked to tell how the footprints differ. You may have to ask, “Are their toes the same? Do they both have smooth feet?” Then the student is asked what these things tell them about the dinosaur. If your child cannot do this, ask questions, and if necessary, tell him the answer. You may then want to create other opportunities to learn analysis, since this is an important academic skill.
Step 8 uses skills we have already discussed, but steps 9 and 10 present a new challenge. This worksheet may upset young or emotionally sensitive children. If you do not feel your child can handle imagining what happened, consider skipping this step.
The next section of this lesson is an adaptation. If you have a gifted or creative child, you may want to use this additional step. This is optional, and you should decide if you want to deal with it and if your child can do it.
The six questions that follow are suggestions. You can choose those you want to use and you can use them any way you like. The vocabulary may need to be simplified for some children. Some children can write their answers. Other children will need to discuss them.
The extensions are optional activities. Choose only those your child will enjoy or that further your goals. Be sure to evaluate your child’s ability to do the activity.
As you can see, it is very easy to adapt a good lesson plan. Simply go over the plan carefully and evaluate each step in light of your child’s strengths, weaknesses, personality and age. Rewrite the lesson plan in your notebook to show how you will actually carry it out.
