SESSION 3 TEACHING STRATEGIES FOR LEARNERS WITH DIFFICULTY IN MOBILITY

Department of Education
1
Teaching Strategies for Learners with
Difficulty in Mobility

After this session the participants will be
able to:
1. Identify the activities that will develop
the skills of learners with difficulty in mobility.
2. Demonstrate a modified activity for
LDM in a regular classroom setting.
3. Express appreciation in educating
LDM.
OBJECTIVES

Three-Legged Relay
Let’s do a Three- legged relay. I will group
you into five. Divide the groups into pairs and
stand them side by side facing forward.
Participants will have one leg tied to a partner
so that they look like a three-legged! Tie each
pair's legs together with a bandana or scarf. To
do this, tie one person's left leg to the other
person's right leg.

Three-Legged Relay
Everyone will have to work together to race to
the finish line the fastest. At the end of the line,
the player puts on the working gloves/ oven
mitts on their hands. Grab a piece of
chocolate/candy, open it and back to the start
line. The team that completes the relay first,
wins. Are we ready? (10 minutes)

1. How did you feel as you were trying
the activity? Why?
2. What problems did you encountered
during the activity?
CHALLENGE

Mobility + Independence =
Ability
Mobility + Independence =
Ability
Goal of ‘Inclusive Education’

Classrooms and school facilities
(libraries, toilets, sport grounds and
play areas) should be made
physically accessible for all children.

Comfort Rooms

Flooring
NON-SKID/ ANTI-SLIPPERY

Parking lot

Specially-designed furniture should,
if possible, be made available for those
who need chairs and tables that differ
from standard classroom furniture. This
does not have to be expensive. Chairs
can be designed based on local models.

Any device or tool that enables a
student to participate in learning activities
can be called assistive technology.
Simple pencil grips or ergonomically
designed pens can make holding and
manipulating writing instruments easier.

Writing aids
Pencil grip
Writing bird

Writing aid

Ready, Set, Teach!
If the child has speech, consult with
the student about possible barriers and
problems they may have, and consider
their suggestions for solutions. A student
may or may not want assistance in a
particular situation. Ask before giving
assistance, and wait for a response.

Ready, Set, Teach!
Assess the current level of
functioning and plan for tasks that the
student can do.

Lecture/class discussion
• If the child has speech, we should be
patient and allow the child all the time
s/he needs to ask, or answer questions,
or make comments.
• Allow time for clarification of directions
and essential information.
Lecture/Class discussion

• Use more than one way to demonstrate
or explain information.
• Keep teaching environment consistent
and uncluttered, and allow students to
sit closer to resources if necessary.

• Find a note taker or they may elect to
voice record lectures or allow the
student to tape-record the class.
• If possible, try not to seat wheelchair
users in the back row. Move a desk or
rearrange seat at a table so the student
is part of the regular classroom seating.

• When talking with a wheelchair user, if
at all possible, speak to them at eye
level by sitting in a chair next to them,
as opposed to standing over them and
looking down.
• Modified grading rubrics.

Class activities
• We should allow the child a chance to
move around. To set the pace of walking
or talking. Children with difficulty in
mobility need muscle stimulation to
improve their motor skills.
Class activities

Class activities
• Some children with difficulty in mobility
will tire easily. We should therefore
allow them time to rest during the school
day.
• Use textured mats under worksheets
and manipulatives to stabilize work
area.
Class activities

• Provide a paper stabilizer (clipboard,
non-slip writing surface).
• Provide large-print handouts of text.
• Demonstrate all concepts with
manipulatives.
• Modified grading rubrics.
Class activities

Exam accommodation:
• Extended time and opportunity to make
up tests.
• Provide a paper stabilizer (clipboard,
non-slip writing surface).
• Provide large-print text.
• LSEN who cannot write answers for
themselves may need to take oral exam.
Exam Accommodation:

Exam accommodation:
• Present the activity to the student.
• Orient the students at the playing area
and materials to be used.
• Teach and stress safety rules.
• Teach one skill at a time.
Adapted P.E.

Exam accommodation:
• Use the KISS system- Keep It Simple
and Specific.
• Demonstrate the skill (visual) slowly and
simply explain the skill (auditory).
Perform the demonstration movements
facing away from the class, so that the
students can mirror movements.
Adapted P.E.

Exam accommodation:
• Allow enough time for the individual to
learn and master a new task. Repetition
is important.
• Provide extra transition time.
• Add rest periods when needed.
Adapted P.E.

Exam accommodation:
• Use a combination of visual aids
(posters, pictures, videos, peer teacher
demonstration).
• Use hand-over-hand assistance (if
needed) to help the students through the
motions.
Adapted P.E.

Exam accommodation:
• Use peers as partners.
• Have students stretch longer and
practice the same types of stretching
each time.
• Use music to increase student
motivation.
Adapted P.E.

Fine Motor Skills
• Provide a larger or slanted work surface.
• Adapted position of desk (raised or lowered).
• Adapted position of materials (placement of
materials to learner’s dominant side).
• Use assistive devices (computer, assistive
programs, specific paper/writing tools).
Teaching Strategies for Learners with Difficulty in Mobility

Fine Motor Skills
• Provide objects that are weighted (such as a
bottle filled with water). The weight may
increase body awareness and attention to
tasks.
• Provide large and stimulating objects to
grasp.

Gross Motor Skills
• Provide an open, safe place for the activity.
• Use adaptive equipment/assistive devices
as prescribed (orthopedic chair, desk, etc).
• Provide frequent breaks to avoid fatigue.
• Use simple, clear and concise instructions.

Personal Care
• Allow extra time for task completion.
• Provide availability and usage of accessible
washrooms.
• Post visual/written steps for self-care
procedures in the washroom.
• Ensure materials are within the learner’s
reach.

Communication Skills
• It is very important to ensure the learner
has opportunities to communicate. Utilize
all forms of communication (gestural,
verbal, pictures, etc.).
• Wait for the learner to process the
incoming information, motor plan and
perform a response. Do not speak for the
learner.

Teaching Strategies for Learners with Difficulty in Mobility
Articulation Skills
Use visual pictures with words for the specific sound being
targeted to learn.
Model correct speech to the student, emphasizing the correct
mouth formation.
Use a slower pace of speech.
Pronounce the particular sound longer and slower to the
learner, while being careful not to distort the sound.
Let the child participate in choral reading.
Use printed words and letters and clarify
mispronounced/substituted sounds.

Suggested Activities
Activities Materials Procedures
FINE MOTOR
Free Hand-
activities
Modelling
Clay
Form any
desired
objects
using
modelling
clay

FINE MOTOR
Collage Free Form
Paint
Illustration
board
Crayons
Scissors
Magazine
-Give the topic
to be
discussed.
-Cut and paste
on the board
creatively.

Personal Care
Grooming, bathing,
washing
Grooming kit -discuss grooming
and personal care
activities such as
bathing, washing,
finger nail cutting,
combing hair, tooth
brushing, etc…
- model each activity
(explicit instruction)

Personal Care
Dressing Different kinds of
clothing with
buttons, zipper,
Velcro, hook
Review the skill
such as
buttoning-
unbuttoning,
zipping-
unzipping, and so
on…

Let’s try this!
1. By pairs, write down modified activities
that will help in developmental areas of
the LDM in the regular setting.
Write down:
Subject Area
Topic
Modified activity

Watch this!
The Inspirational Story Of 9-Year-Old Ezra Frech.mp4

Parting Thought
The greatest barrier to inclusion is
usually not architectural it’s the
EXCLUSION!

SESSION 3 TEACHING STRATEGIES FOR LEARNERS WITH DIFFICULTY IN MOBILITY

More Related Content

Similar to SESSION 3 TEACHING STRATEGIES FOR LEARNERS WITH DIFFICULTY IN MOBILITY (20)

More from lorenzojondylan (13)

Recently uploaded (20)

SESSION 3 TEACHING STRATEGIES FOR LEARNERS WITH DIFFICULTY IN MOBILITY

Editor's Notes