Inclusive Education Strategies
Since Cri du Chat is such a rare genetic disorder, there is a shortage of data available that addresses their greatest needs and explores inclusive strategies that teachers can use with these students in the general classroom.
It is highly unlikely that Sophie will ever be fully integrated into the prescribed curriculum. But there are strategies that would be effective and beneficial in integrating her into the regular classroom setting whenever possible. If Sophie receives ongoing support from a dedicated Service Delivery Team, she can achieve her greatest potential and go on to lead a full and meaningful life with love and support.
Sensory Regulation
Sophie currently engages in hair pulling behaviour 3 or 4 times a week. Most of the behaviours seem to be communication based. If she has the inability to communicate her needs, she becomes frustrated. Observations by the classroom teacher and the Instructional Resource Teacher indicate that the antecedents which typically precedes this behaviour include her being frustrated or confused by instructions, sensory stimulation needs, or anxiety in response to new situations or people. The consequences of the self-injury causes herself pain which, in turn, increases her frustration and hair pulling behaviour.
Sophie is currently following a Behaviour Modification Therapy plan using behaviour intervention through positive reinforcement to change her self-injurious hair pulling behaviour. This plan is being implemented by the speech pathologist and Instructional Resource Teacher. When it is observed that Sophie is feeling agitated, the therapy involves modelling a request for a sensory break using her AAC device before engaging in self-injurious hair pulling behaviour. Using a token economy, Sophie is immediately rewarded with a favourite toy or activity when she is able to request a sensory break using her AAC device. When she becomes overstimulated by sensory input and instead engages in hair pulling behaviour, she is reminded to request a sensory break using modelling and gesturing prompts with her AAC device.
Caroline Richards discusses risk markers and how early intervention can help prevent and correct harmful behaviours.
Multimodal Multisensory Activities
Sensory learning is important to all children. Activities can be designed through Universal Design for Learning (UDL) that can support Sophie's learning with accommodations (such as not too much background noise when she is in the room). As with all children living with a neurodevelopmental disorder, Sophie can benefit greatly from a facilitating environment for children with sensory difficulties. The use of multimodal multisensory activities in the classroom can stimulate the visual, aural, tactile, olfactory and motor systems and help the teacher facilitate meaningful learning interventions.
A Video Magic Room - Sensory Room
Multimodal multisensory activities for children with neurodevelopmental disorders
Literacy Development
Although Sophie has a developmental delay, she is cognitively higher functioning. Her expressive communication skills are very limited. She is making progress with nonverbal communication using her Augmented Alternative Communication (AAC) device. There are a number of excellent literacy planners and AAC support tools available to teachers. Sophie is currently learning sequencing to communicate her basic wants and needs and working towards two-word vocabulary connections.
Given her specific needs, Sophie's literature tools must be chosen carefully. An illustration book should not be too full of drawings, for example, because Sophie will then focus on a particular part of the design and not on the overall image and not be able to recognise it.
In 2010, the Journal of Developmental and Physical Disabilities surveyed parents of children living with this rare neurodevelopmental disorder to identify educational priorities in relation to their child's needs and abilities. Interestingly, the results of the study suggested that parents prioritized their child's deficits and emergent skills, rather than their strengths. The parent-suggested strategies that were recommended through this study are helpful in identifying inclusive strategies based on current strengths and needs in Sophie's IEP with the purposes of providing Sophie with informed support for meaningful and purposeful inclusion in the general classroom setting.
The results of the 2010 parents' survey conducted by The Journal of Developmental and Physical Disabilities made suggestions for educational strategies that could be useful in the classroom.
Source: Journal of Developmental and Physical Disabilities (2010) Available: https://link.springer.com/article/10.1007/s10882-009-9172-6Here is a list of strategies based on each area of need:
Social and Emotional Development
- Support children’s social development by recognizing and positively reinforcing successful social interactions.
- Focus on what the child can do and provide opportunities for the child to engage in experiences that interest them.
- Maintain a calm environment that promotes emotional security through consistency.
- Planned relaxation & quiet activities can assist children in maintaining a calm state
Physical Development
- Provide opportunities for children to challenge themselves and expend excess energy.
- Experiences that enhance visual motor integration such as fine motor tasks including pre-writing skills.
- Use strategies such as playing soft music or redirecting to a quiet activity when the child becomes over-active.
Language and Communication Development
- Provide a plan for the daily events/routine and discuss this with the child so they know what comes next.
- Provide pictorial cues to accompany the routine so that child with Cri-Du-Chat can anticipate what comes next. Establish a routine for transitions i.e. when indoor play is about to finish, give the children a warning by playing music for them to tidy up to
- Use clear and simple instructions, ensuring instructions have been understood before giving more.
Cognitive Development
- Set achievable goals and tasks for the child that they are capable of achieving.
- Ensure experiences provided are within the child’s capacity for maintaining attention.
- Remind children of routines regularly.
- Give instructions that the child is able to understand.
- Reinforce learning with concrete representation
Relationships First Classroom Culture
Creating a supportive learning environment based on relationships is important in any classroom, and especially in differentiated instruction. The classroom should be a place where every student feels known and valued. Differentiated instruction meets every child where they are. A classroom culture that puts relationships first is a more safe and respectful place. Classroom circles and inclusive relationship building activities have a lot of potential for Universal Design for Learning (UDL).
