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by Arian Cato, Teacher intervention in response to the following…

- - - - Flashcard games. Allow participation through alternative limb gestures or involvement. Since legs are immobile, ensure that arms or head can be used to signal participation.
        Provide a pointing stick or for the student to be exceptionally permitted to speak or make a signaling sound at any time.
        Create wheelchair signals, such as wheeling back and forth, for game actions.
        Involve a ball or some sort of light and safe projectile for activity play.
- - - - Sit the child in a chair of movement is too much, but permit occasional breaks or chances to get out of the chair and move around.
      - Keep materials out of hands and sight whenever possible, to prevent fidgeting, and to ensure focus on the teacher.
  - - - Flashcards. Include "stop-call" activities that require the student to respond in a designated manner whenever a certain card is seen or target objective is achieved.
        Give plenty of movement instructions in-game, such as "put your hands on your head/shoulder/nose and now touch the word __" to keep the brain engaged at the one compound activity.
      - Ball games. Step by step instruction, starting with small basic moves to be incorporated into larger compound movements. For example, "hold the ball, drop the ball, roll the ball, throw the ball, pass the ball, bounce the ball, bounce and pass the ball," etc., so to keep the child's mind engaged in the same large compound activity.
        Play "silent catch" so to train the child's eyes to track the ball and be ready at all times to receive the ball suddenly.
      - Keep materials out of hands and sight whenever possible, to prevent fidgeting, and to ensure focus on the teacher.
- - - - Flashcards. Ask large-group or whole class participation through hand raises to allow anonymous chances for the child to raise her hand, too. Don't necessarily call on the child because her hand is up; allow her to build confidence first through modeling offered by you and the other students. Allow the child to participate in small groups with high achievers or friends initially.
      - Physical games. Encourage the whole class to try their best and to participate and interact with one another. Encourage the child through indirectly targeted messages given to groups.
        Allow several players to go per turn to allow participation while maintaining social barrier between child and others. Give the child choices on whom to play with and when to go occasionally, so to maintain anonymity of your indirect targeting of her anxiety barriers.