Input Curriculum Adaptations for Early Childhood SPED Version 1.pptx

This is intended for early childhood curriculum

1. Supporting a 5-Year-Old Kindergarten Learner (Autism Spectrum Disorder) INPUT CUR RICULUM ADAPTATIONS FOR EARLY CHILDHOOD SPECIAL EDUCATION

2. LEARNER CONTEXT & NEEDS Learner: 5-year-old, kindergarten-level (developmental age matches early kindergarten skills) Diagnosis: Autism Spectrum Disorder (ASD), which is a developmental/cognitive neurodiversity Key Learning Needs: Struggles to process abstract or verbal-only instruction Thrives with predictable, step-by-step guidance Responds best to visual, hands-on learning Target Goals: Master basic self-care (e.g., simple handwashing) Recognize, match, and trace their own name

3. DEFINING INPUT ADAPTATIONS Input Adaptation = Changing how we deliver instruction (not just changing assignments) Why this works for our learner: Fits their need for non-abstract, clear teaching Centers their strengths (visual, hands-on learning) Core input strategies we’ll use: Visual supports (pictures, concrete tools) Step-by-step demonstrations Pre-teaching small, simple skills first Low-pressure hands-on practice

4. SELF-CARE CONCEPTS (HANDWASHING EXAMPLE) Goal: Learn the full step-by-step handwashing routine Adaptations (how we teach this skill): Visual schedule cards: Step-by-step photos (1. Turn water on, 2. Add soap, etc.) to follow Modeled demonstration: Teacher or peer shows each step before the learner tries Small-step pre-teaching: Start with only 2 simple steps (water + soap) before adding more Practice station: Low-pressure practice with a water bin + toy soap (no need for real sinks at first)

5. NAME CONCEPTS (RECOGNITION & TRACING) Goal: Recognize their name, match its letters, and trace it Adaptations (how we teach this skill): Large, tactile letters: Their name printed in big, clear text + soft/foam letter cut-outs they can touch Multi-sensory pre-teaching: Start with just 1 letter of their name (e.g., the first letter), tracing it in sand or playdough Constant visual cues: Name labels on their desk, cubby, and art supplies (to reinforce recognition) Modeled matching: Teacher shows how to pair foam letters to their printed name before the learner tries

6. WHY THESE ADAPTATIONS WORK Eliminates confusion from verbal-only instruction (matches their need for visuals) Builds confidence with small, achievable steps (no overwhelming tasks) Leverages their strengths: visual learning + hands-on practice Keeps instruction predictable (critical for learners with ASD)

7. QUESTIONS?

8. THANK YOU