Students with special needs at Cades International Kindergarten. By…
Students with special needs at Cades International Kindergarten. By Kathleen Moore
Trouble memorizing the alphabet or days of the week
Poor memory for what should be routine (everyday procedures)
Difficulty with cause and effect, sequencing, and counting
Difficulty with basic concepts, such as size, shape, and color
Trouble interacting with others, plays alone
Hard to manage, temper tantrums
Student is sent to talk with a member of administration that is able to work with the student on a plan to help them understand what is wrong and what they can do in the future.
Has difficulty following directions
Often times this is just left alone, as the school that I work for is very student driven. If a student wants to take part they can, however, if they do not want to take part we can not make them.
In native language
Slow development in speaking words or sentences (“late talkers”)
Difficulty learning new words; slow vocabulary growth
Difficulty finding the right word to use when speaking
Difficulty understanding and following simple (one-step) directions
Difficulty understanding questions
Difficulty recognizing or learning rhyming words
Lack of interest in storytelling
Immature grammar (syntax)
All of these are left un dealt with right now, we are hoping at moving forward we will be able to do something about this topic. It is hard to know that children are having trouble in their own language and trying to make them learn a second language.
Difficulty with fine motor skills and manipulating small objects (stringing beads, tying shoes, buttoning)
Awkwardness with running, jumping, or climbing (delayed gross motor skills)
Difficulty with or avoidance of drawing, coloring, tracing, or copying
Attention and Behavior
Distractibility and inattention
Difficulty changing activities or handling disruptions to routines
This is also not dealt with right now,
Preschool and kindergarten teachers are in the best position to catch early signs and symptoms of a developmental delay or disability. Teachers need to be aware of symptoms. They need to be able to share their observations and concerns with parents and other school specialists
(such as the school’s multidisciplinary team).
This is soemthing that we do not have at our school at the moment but we are working towards gaining the space and team that we need in order to help the students that we teachers have already been able to identify as needing a little extra help from the school and the parents.
Our parents are on broad with us putting together a multidisciplinary team in order to help their students do the best that they can do in the school that they are in and in the schools that they will be in, in the future.
Right now many of the things that we would be able to do in order to help our students are not in place to be able to help them. Most of our students do not need the extra help at this level. However, we do have some that would do well with extra help. We are working as a team of teachers, admin, and parents to put the right parts in place in order to ensure that in the future our teachers will have to tools to help students that are in need of extra help.
At the point we have at least 10 students that fit into one or more of these symptoms.