1 | page or individual picture schedule; plan the daily schedule based on children’s interest;...

Philadelphia Inclusion Network Jan 08 r1304

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A Story About ________________ age ______ Child’s first name

_____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________

Some ways that we promote participation when s/he is in ________________: (setting)

_____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ __________________________________________________________________________ _____________________________________

Philadelphia Inclusion Network Jan 08 r1304

2 | P a g e

A Story About

__________’s ___________ (setting)

Describe the adaptations that are in place in the ______________ (even if they are not used regularly):

What opportunities do you see for introducing additional adaptations for _________?

Environment Schedule Activities Materials Requirements/Instructions

SA Milbourne – excerpts from CARA’s Kit: Creating Adaptations for Routines and Activities

CARA’s Kit: Creating Adaptations for Routines and Activities

ENVIRONMENT Adaptations to the environment change the setting. For example: Rearrange the furniture in the room so that a child in a wheelchair can move about freely. Adapt or add equipment (e.g., use a slant board to help a child participate in coloring activities, use wedge to provide supportive seating). SCHEDULE Schedules can be adapted in

several ways: change the sequence of the scheduled activities; intentionally use a group or individual picture schedule; plan the daily schedule based on children’s interest; scheduled a not-so-favorite activity before a favorite activity; provide flexibility with the schedule if children are highly engaged at a particular time of the day. ACTIVITIES AND ROUTINES An activity or routine may be selected to meet a child’s abilities, or it may be adapted to accommodate special needs. For example: Add periodic movement activities to a story time activity to help children who have difficulty paying attention. Extend the length of free choice time so that children have the opportunity to finish a block building project. MATERIALS Materials used in an activity or routine, when adapted, may help a child participate. For example: Make the pencil thicker by putting a foam curler around it or by wrapping the pencil with play dough or silly putty to help a child who has problems gripping pencils. Use assistive technology—as in the case of using a simple switch interface to help a child with motor difficulties activate a toy. REQUIREMENTS Changing the requirements of an activity or a routine, or the way you provide instruction for them, can enable a child to participate. For example: Use photographs to show each step rather than simply speaking the instructions. Reduce the number of steps a child is expected to perform to change requirements.

AdAptAtion HierArcHy

Creating Adaptations for Routines and ActivitiesCARA’s Kit©

Adapt Environment• Adaptroomset-up.• Adapt/selectequipment.

Most Intrusive

Least Intrusive AdaptDailySchedule

SelectorAdaptActivityorRoutine

AdaptMaterials

AdaptRequirementsorInstruction

Creating Adaptations for Routines and ActivitiesCARA’s Kit Page �

This checklist is designed to help preschool teachers understand children’s needs by describing children’s typical performance in everyday classroom activities and routines. When completing the checklist, include input from teaching assistants, aides, and the director, if applicable.

Date: ____________ Child’s name: ___________________________________________ Facility name and address: ________________________________________________________________________

Name(s) and position(s) of staff (e.g., lead teacher, aide) filling out questionnaire: _____________________________________________________________________________________________________________

Does your facility participate in the State Quality Improvement System? ___ Yes ___ No Does the child of concern receive early intervention services? ___ Yes ___ No If yes, does the classroom teaching staff consult with the early intervention team on a regular basis? ___ Yes ___ No

Checklist Instructions1) Rate the child’s ability to participate in the daily routines and activities by looking at the general expectations for the classroom. For example, during arrival and departure, does the child exceed, meet, occasionally meet, or not meet the expectations for the classroom?2) Rate your level (and/or that of the entire staff) of satisfaction with the child’s performance in each routine or activity. For example, are you very satisfied, satisfied, somewhat satisfied, or not satisfied with the child’s performance? Note: Each early childhood program has different priorities and some situations may be considered more important than others. Therefore, it is possible to be satisfied with performance that does not meet or occasionally meets the expectations of the classroom. 3) Circle the routines/activities that do not meet your expectations and with which you are not satisfied.4) On the last page of the checklist, describe the strategies you and/or your classroom staff have tried to improve the routine or activity or to promote the child’s participation in the routine or activity.

ACTIVITYExceeds

classroom expectations

Meets classroom

expectations

Occasionally meets classroom

expectations

Does not meet classroom

expectations Very Satisfied SatisfiedSomewhat Satisfied Not Satisfied

LANGUAGE AND LITERACY ACTIVITIES

GROUP MEETING / CIRCLE

TABLE TOP ACTIVITIES (manipulatives, puzzles, pre-writing)

SMALL GROUP PLAY (sand & water, dramatic play, block play, etc.)

ACTIVE LEARNING & MOVEMENT ACTIVITIES

ROUTINE TRANSITIONS BETWEEN ACTIVITIES

ARRIVAL & DEPARTURE

COMMUNITY OUTINGS (e.g., daily outdoor walks, trips in the community)

CARA’s CheCklist of PRioRities And ConCeRns

Creating Adaptations for Routines and ActivitiesCARA’s Kit Page �

DEVELOPMENTAL AREA/SKILL

Exceeds classroom

expectations

Meets classroom

expectations

Occasionally meets classroom

expectations

Does not meet classroom

expectations

Very Satisfied

SatisfiedSomewhat Satisfied

Not Satisfied

SOCIALIZING ( e.g., interacting with peers and adults)

COMMUNICATING (with peers and adults)

GETTING AROUND (classroom, school, & community)

USING HANDS & ARMS FOR FUNCTIONAL TASKS (e.g., use of utensils, tools)

FOLLOWING DIRECTIONS

Use blanks to add routines or activities specific to your classroom

Once you have completed the checklist, circle the routines/activities that do not meet your expectations and with which you are not satisfied.

We have tried the following strategies to improve the routine/activity or to promote the child’s participation in the routine or activity (list below):

CARA’s CheCklist of PRioRities And ConCeRns

CARA’s Kit for Toddlers © Creating Adaptations for Routines and Activities

1

Caregiver assessment of aCtivities and routines

Date _________________ Toddler’s Name _______________________ Completed as Guided Interview with _______________________ By Provider Name _______________________________

Guidelines for the Assessment as an Interview or Conversation1) Ask the caregiver open-ended questions about each activity and routine. For example, begin by saying, “Tell me about story time and how the toddler (or group of toddlers) participates during story time.” Follow up by

asking additional questions in order to gain an understanding or a picture of what the activity or routine looks like. 2) Ask the caregiver to rate the toddler’s (or group’s) participation in terms of the caregiver’s expectations (i.e., exceeds, meets, occasionally meets, or does not meet). Also ask the caregiver to describe his or her satis-

faction with how the activity or routine is going. 3) If the focus is on an individual toddler, ask the caregiver to rate the toddler’s use of functional skills (e.g., socializing, communicating, etc.) within activities and routines and his or her satisfaction with the toddler’s abilities.

Keep in mind that you are not trying to find out about the toddler’s deficit, but the extent to which identified problems interfere with a toddler’s participation in activities and routines.4) Summarize activities and routines that are going well and that are not going well. Ask caregivers follow-up questions about their ratings to understand the importance of the activities and routines.

Child Care aCtivities

Expectations

Comments

Satisfaction

Exce

eds

Mee

ts

Occa

sion

ally

M

eets

Does

Not

M

eet

Very

Sat

isfie

d

Satis

fied

Som

ewha

t Sa

tisfie

d

Not S

atis

fied

Did

Not A

sk

mUsiC

Play time

art and sensory exPerienCes

story time

aCtive movement (indoors and outdoors)

CirCle time

CommUnity oUtinGs


2

Child Care roUtines

Expectations

Comments

Satisfaction

Exce

eds

Mee

ts

Occa

sion

ally

M

eets

Does

Not

M

eet

Very

Sat

isfie

d

Satis

fied

Som

ewha

t Sa

tisfie

d

Not S

atis

fied

Did

Not A

sk

droP oFF/PiCK UP

diaPerinG/toiletinG

naP time

meal time

CleaninG UP

transition

Use oF FUnCtional sKills in aCtivities and roUtines

Expectations

Comments

Satisfaction

Exce

eds

Mee

ts

Occa

sion

ally

M

eets

Does

Not

M

eet

Very

Sa

tisfie

d

Satis

fied

Som

ewha

t Sa

tisfie

d

Not S

atis

fied

Did

Not A

sk

SOCIALIZING ( e.g., interacting with peers and adults)

COMMUNICATING (e.g., expressing wants, desires, thoughts, choices, etc.)

GETTING AROUND (e.g., mobility)

USING HANDS & ARMS FOR FUNCTIONAL TASKS (e.g., reaching, obtaining and holding objects, manipulating objects, etc.)

PROBLEM SOLVING (e.g., figuring out solutions to problems, such as knowing an object still exists when it is not in direct sight, etc.)


3

additional aCtivities or roUtines

Expectations

Comments

Satisfaction

Exce

eds

Mee

ts

Occa

sion

ally

M

eets

Does

Not

M

eet

Very

Sa

tisfie

d

Satis

fied

Som

ewha

t Sa

tisfie

d

Not S

atis

fied

Did

Not A

sk

AT HOME CHORES

LEAVING THE HOUSE

RUNNING ERRANDS

MORNING ROUTINE

EVENING ROUTINE

TRAVEL TIME

List the activities and routines that do not meet your expectations.


4

List the activities and routines that are enjoyable for you and the toddler(s).

Comments:

AdAptAtion notes

Creating Adaptations for Routines and ActivitiesCARA’s Kit©

What is currently happening?

What would you like to see happen?

How can we change the environment?

How can we change the activity?

How can we change the materials?

How can we change the requirements or instructions?

How can we provide assistance?

After you have made the changes, what is currently happening?


AdAptAtion notes

What is currently happening?

What would you like to see happen?

How can we change the environment?

How can we change the schedule?

How can we change the activity or routine?

How can we change the materials?

How can we change the requirements or instruction?

After you have made the changes, what is currently happening?

Creating Adaptations for Routines and ActivitiesCARA’s Kit

Environment Activity Materials Requirements/Instruction AssistanceMost IntrusiveLeast Intrusive

Try This AdaptationHere’sthe

Situation

CARA’s Kit for Toddlers Creating Adaptations for Routines and Activities

Here’s tHe situation—try tHis adaptation Matrix

Environment Daily Schedule Activity or Routine Materials Requirements or Instruction

Most IntrusiveLeast Intrusive

Try This AdaptationHere’s the Situation

1 | page or individual picture schedule; plan the daily schedule based on children’s interest;...

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