|Type of paper:||Presentation|
|Categories:||Teaching Mental health Special education Autism|
Autism is one of the prevalent neurological disorders that affect learners. It deteriorates their capacity to learn new concepts at the pace of regular students. Besides, the low IQ among those who are usually diagnosed with this disease significantly deters the progress toward goal achievement. For instance, vulnerable victims such as Natasha are faced with various challenges when pursuing learning goals. In this case, a well-thought lesson plan is presented in light of securing the learning capabilities of Natasha and her fellow students while pursuing pre-school learning at the Shiners Elementary school. Natasha portrays the conspicuously desired objectives of learning for a majority of students who are diagnosed with the Autism Spectrum Disorder (ASD).
Natasha is a three-year-old pre-school student at the Shiners Elementary school. She is part of an integrated learning system that incorporates autism diagnoses and normally healthy students. As a result, there are relevant changes that ought to be infused in the learning system to capture the special needs of Natasha and the likes with an aim to improve their learning capabilities. Notably, it is evident how a low IQ and neural functionality slows down Natasha's learning pace in comparison to the other healthy classmates (Cook, Klein, & Chen, 2015). For this reason, special learning procedures are recommended and adopted to assist Natasha and her friends develop and grow toward effective skill and knowledge acquisition that guarantee better manifestation and revelation of social and friendship skills (Furneaux & Roberts, 2018). For example, games and engagement activities are used to enable learning, especially for Natasha and other disadvantaged learners (Konstantinidis et al., 2009).
Some of the weaknesses associated with Natasha's condition is the slower pace of learning and acquiring new ideas and skills. Alternatively, the fact that English is her first language presents an inevitably resourceful strength that enables her capacity to cope with the current learning challenges. Special attention from instructors and teachers aims to improve Natasha's disadvantages to learning in a more professional and outcome-oriented manner. That explains why the newly presented lesson plan extensively takes care of the outstanding needs of Natasha and her friends through formative and summative assessments that aim to gauge the progress toward learning and rectify systemic hindrances to successful learning for all students of the integrated learning environments (Cook et al., 2015). The lesson is normally extended a little and is carried out in an extensively questioning manner to highlight the learners' progress toward mastery and in-depth understanding of the pending skills and knowledge. Furthermore, these teaching mechanisms are dedicated to ensuring adequate attention to the needy group of students such as Natasha (Furneaux & Roberts, 2018). Eventually, the instructors and teachers are capable of passing information and knowledge for developmental skill introduction and sharpening at the preschool stage.
Importantly, assessment sessions are prioritized in the Shiners learning environments to ensure timely realization of errors and improvement areas of the learning processes. Routine assessments enable the teacher to revamp the pre-existing manual and procedures for learning while focusing on meeting the needs of the learners (Burchinal, 2018). Notably, Natasha's chances to succeed with pre-school studies are high owing to the distinctive support from her opinion as well as parents' and teachers' effort contributions toward an effective learning and application process. Natasha is entitled to routine management and improvements according to the curricula benchmarked objectives and outcomes that entirely guide the lesson plan for English language classes. According to Kauffman and colleagues (2018), these procedures play a critical role in Natasha's development and skill acquisition procedures. The aim of these procedures is to align the lesson plan to Natasha's academic needs as well as the institutional standards of education for all the integrated students.
Burchinal, M. (2018). Measuring early care and education quality. Child Development Perspectives, 12(1), 3-9. Retrieved from: https://onlinelibrary.wiley.com/doi/pdf/10.1111/cdep.12260
Cook, R. E., Klein, M. D., & Chen, D. (2015). Adapting early childhood curricula for children with special needs. Pearson. Retrieved from https://scholarcommons.scu.edu/faculty_books/9/
Furneaux, B., & Roberts, B. (2018). Autistic Children: teaching, community and research approaches. Abingdon-On-Thames: Routledge. Retrieved from: https://www.taylorfrancis.com/books/9780429997280
Kauffman, J. M., Hallahan, D. P., Pullen, P. C., & Badar, J. (2018). Special education: What it is and why we need it. Abingdon-On-Thames: Routledge. Retrieved from: https://onlinelibrary.wiley.com/doi/pdf/10.1111/cdep.12260
Konstantinidis, E. I., Hitoglou-Antoniadou, M., Luneski, A., Bamidis, P. D., & Nikolaidou, M. M. (2009, June). Using affective avatars and rich multimedia content for the education of children with autism. In Proceedings of the 2nd International Conference on PErvasive Technologies Related to Assistive Environments (p. 58). ACM. Retrieved from: http://eprints.whiterose.ac.uk/11043/1/luneskia3.pdf
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