SESSION 3 TEACHING STRATEGIES FOR LEARNERS WITH DIFFICULTY IN MOBILITY

This session focuses on equipping educators with effective teaching strategies to support learners with mobility difficulties. It covers understanding the challenges these students face, adapting instructional methods, and creating an inclusive learning environment that fosters engagement and participation.

Participants will explore assistive technologies, classroom modifications, and differentiated instruction techniques to accommodate diverse mobility needs. The session also emphasizes fostering independence, ensuring accessibility, and promoting an inclusive mindset among peers. Practical case studies and interactive discussions will help educators develop personalized strategies to enhance learning outcomes for students with mobility impairments.

1. Teaching Strategies for Learners with Difficulty in Mobility

2. After this session the participants will be able to : 1 . Identify the activities that will develop the skills of learners with difficulty in mobility. 2. Demonstrate a modified activity for LDM in a regular classroom setting. 3. Express appreciation in educating LDM. OBJECTIVES

3. Three-Legged Relay Let’s do a Three- legged relay. I will group you into five. Divide the groups into pairs and stand them side by side facing forward. Participants will have one leg tied to a partner so that they look like a three-legged! Tie each pair's legs together with a bandana or scarf. To do this, tie one person's left leg to the other person's right leg.

4. Three-Legged Relay Everyone will have to work together to race to the finish line the fastest. At the end of the line, the player puts on the working gloves/ oven mitts on their hands. Grab a piece of chocolate/candy, open it and back to the start line. The team that completes the relay first, wins. Are we ready? (10 minutes)

5. 1. How did you feel as you were trying the activity? Why ? 2. What problems did you encountered during the activity? CHALLENGE

6. Mobility + Independence = Ability Mobility + Independence = Ability Goal of ‘Inclusive Education’

7. Classrooms and school facilities (libraries, toilets, sport grounds and play areas) should be made physically accessible for all children.

8. R amps

9. Comfort Rooms

10. Comfort Rooms

11. Flooring Non-skid/ anti-slippery

12. Parking lot

13. Specially-designed furniture should, if possible, be made available for those who need chairs and tables that differ from standard classroom furniture. This does not have to be expensive. Chairs can be designed based on local models.

14. Any device or tool that enables a student to participate in learning activities can be called assistive technology . Simple pencil grips or ergonomically designed pens can make holding and manipulating writing instruments easier.

15. Writing aids Pencil grip Writing bird

16. Writing aid

17. Ready, Set, T each! If the child has speech, consult with the student about possible barriers and problems they may have, and consider their suggestions for solutions. A student may or may not want assistance in a particular situation. Ask before giving assistance, and wait for a response.

18. Ready, Set, T each! Assess the current level of functioning and plan for tasks that the student can do.

19. Lecture/class discussion If the child has speech, we should be patient and allow the child all the time s/he needs to ask, or answer questions, or make comments. Allow time for clarification of directions and essential information. Lecture/Class discussion

20. Lecture/class discussion Use more than one way to demonstrate or explain information. Keep teaching environment consistent and uncluttered, and allow students to sit closer to resources if necessary. Lecture/Class discussion

21. Lecture/class discussion Find a note taker or they may elect to voice record lectures or allow the student to tape-record the class . If possible, try not to seat wheelchair users in the back row. Move a desk or rearrange seat at a table so the student is part of the regular classroom seating. Lecture/Class discussion

22. When talking with a wheelchair user, if at all possible, speak to them at eye level by sitting in a chair next to them, as opposed to standing over them and looking down . Modified grading rubrics. Lecture/Class discussion

23. Class activities We should allow the child a chance to move around. To set the pace of walking or talking. Children with difficulty in mobility need muscle stimulation to improve their motor skills. Class activities

24. Class activities Some children with difficulty in mobility will tire easily. We should therefore allow them time to rest during the school day . Use textured mats under worksheets and manipulatives to stabilize work area. Class activities

25. Provide a paper stabilizer (clipboard, non-slip writing surface). Provide large-print handouts of text. Demonstrate all concepts with manipulatives . Modified grading rubrics. Class activities

26. Exam accommodation: Extended time and opportunity to make up tests . Provide a paper stabilizer (clipboard, non-slip writing surface). Provide large-print text. LSEN who cannot write answers for themselves may need to take oral exam. Exam Accommodation:

27. Exam accommodation: Present the activity to the student . Orient the students at the playing area and materials to be used . Teach and stress safety rules. Teach one skill at a time. Adapted P.E.

28. Exam accommodation: Use the KISS system- Keep It Simple and Specific . Demonstrate the skill (visual) slowly and simply explain the skill (auditory). Perform the demonstration movements facing away from the class, so that the students can mirror movements. Adapted P.E.

29. Exam accommodation: Allow enough time for the individual to learn and master a new task. Repetition is important . Provide extra transition time . Add rest periods when needed. Adapted P.E.

30. Exam accommodation: Use a combination of visual aids (posters, pictures, videos, peer teacher demonstration ). Use hand-over-hand assistance (if needed) to help the students through the motions. Adapted P.E.

31. Exam accommodation: Use peers as partners . Have students stretch longer and practice the same types of stretching each time . Use music to increase student motivation . Adapted P.E.

32. Fine Motor Skills Provide a larger or slanted work surface. Adapted position of desk (raised or lowered). Adapted position of materials (placement of materials to learner’s dominant side). Use assistive devices (computer, assistive programs, specific paper/writing tools ). Teaching Strategies for Learners with Difficulty in Mobility

33. Fine Motor Skills Provide objects that are weighted (such as a bottle filled with water). The weight may increase body awareness and attention to tasks. Provide l arge and stimulating o bjects to grasp.  

34. Gross Motor Skills   Provide an open, safe place for the activity. Use adaptive equipment/assistive devices as prescribed (orthopedic chair , desk, etc ). Provide frequent breaks to avoid fatigue . Use simple, clear and concise instructions.

35. Personal Care   Allow extra time for task completion. Provide availability and usage of accessible washrooms. Post visual/written steps for self-care procedures in the washroom. Ensure materials are within the learner’s reach.

36. Communication Skills It is very important to ensure the learner has opportunities to communicate. Utilize all forms of communication (gestural , verbal, pictures, etc.). Wait for the learner to process the incoming information, motor plan and perform a response. Do not speak for the learner.

37. Teaching Strategies for Learners with Difficulty in Mobility Articulation Skills   Use visual pictures with words for the specific sound being targeted to learn. Model correct speech to the student, emphasizing the correct mouth formation. Use a slower pace of speech. Pronounce the particular sound longer and slower to the learner, while being careful not to distort the sound. Let the child participate in choral reading. Use printed words and letters and clarify mispronounced/substituted sounds.

38. Suggested Activities Activities Materials Procedures FINE MOTOR Free Hand-activities Modelling Clay   Form any desired objects using modelling clay

39. Suggested Activities Activities Materials Procedures FINE MOTOR Collage   Free Form Paint Illustration board Crayons Scissors Magazine -Give the topic to be discussed. -Cut and paste on the board creatively.

40. Suggested Activities Activities Materials Procedures Personal Care Grooming , bathing, washing   Grooming kit -discuss grooming and personal care activities such as bathing, washing, finger nail cutting, combing hair, tooth brushing, etc… - model each activity (explicit instruction)

41. Suggested Activities Activities Materials Procedures Personal Care Dressing   Different kinds of clothing with buttons, zipper, Velcro, hook Review the skill such as buttoning-unbuttoning, zipping-unzipping, and so on…

42. Let’s try this! By pairs, write down modified activities that will help in developmental areas of the LDM in the regular setting. Write down: Subject Area Topic Modified activity

43. Watch this!

44. Parting Thought   The greatest barrier to inclusion is usually not architectural it’s the EXCLUSION !