How to Promote w88 online casino for Children with Disabilities
By: Jill Grattan & MaryAnn Demchak
w88 online casino can be defined as, “the means for experiencing quality of life consistent with one’s own values, preferences, strengths, and needs” (Turnbull & Turnbull, 2001, as cited in Brotherson, Cook, Erwin, & Weigel, 2008, p. 22). Individuals with strong w88 online casino skills report higher quality of life and more satisfaction with their lives (Wehman, 2013). Individuals with strong w88 online casino skills have more positive employment and independent living outcomes (Wehman, 2013). w88 online casino skills are “one evidence-based predictor of post-school employment, education, and independent living success” (Test, et al., 2009 as cited in Wehman, 2013, p. 43). The phrase ‘w88 online casino’ encompasses behaviors such as: choice making, decision making, problem solving, goal-setting and attainment, self-advocacy, leadership skills, self-awareness, self-management, and self-regulation (Carter, Sisco, & Lane, 2011). In short, w88 online casino means having control or taking charge of things in your life. w88 online casino can be complex and complicated (e.g., typical adult life) or as simple as picking something to eat. Regardless of how severe a disability an individual might have, w88 online casino is important because it gives the individual control over aspects of his/her life.
w88 online casino encompasses many skills, behaviors, and values and is on a continuum (or range). Some individuals can participate and make choices in regard to most areas of their lives, while others can make choices in only a few areas of their lives (Morgan, Bixler, & McNamara, 2002). All individuals communicate and can use their communication to make choices (which is an important aspect of w88 online casino). How each individual communicates (e.g., likes, dislikes) may vary widely. Children with multiple disabilities often communicate in ways that are hard to recognize and understand. For example, some children communicate through eye gaze (e.g., looking at one object for a longer duration than he/she looks at other objects could indicate preference or a choice). Other children may reach for an object to indicate choice, change their breathing patterns, smile, or have changes in muscle tone to indicate preference or dislike of something. Others might use sign language or spoken words.
Skills related to w88 online casino vary by age. For young children, w88 online casino may involve choosing what clothes to wear or with what toys to play. As a young adult, w88 online casino may involve making choices regarding employment or learning how to use public transportation. Regardless of ability level, teaching skills related to w88 online casino is important for everyone. Teaching w88 online casino skills in childhood, allows adults to provide children with practice, support, guidance, and refinement of these skills before they become independent (Palmer et al., 2012). Additionally, teaching w88 online casino skills in early childhood may help to prevent learned helplessness, overdependence, and a low sense of self-efficacy (Palmer et al., 2012).
Before reading ideas on how to promote w88 online casino in the home, it is important to understand that it would be difficult for a family or educator to implement all of the ideas listed below. In addition, some of the ideas listed below may not agree with a family’s value system. If a family is interested, the family should pick strategies that fit into their existing values, needs, strengths, culture, and safety concerns (e.g., getting into/out of a bed may not be relevant due to safety concerns) (Shogren & Turnbull, 2006). A variety of ideas on how to teach skills related to w88 online casino to young children are listed below; ideas are listed in separate areas, however, many overlap and fit into multiple areas. These ideas are pulled directly from the following research papers: Cho & Palmer, 2008; Erwin et al., 2009; Shogren & Turnbull, 2006.
Choice Making at Home
- Choice making within the family schedule (e.g., brush teeth first or brush hair first?)
- Teach choice making in ways that are appropriate for the family (e.g., toys, games, clothes)
- Teach within activity choice making (e.g., sit on the couch or on the floor, which bedtime story to read, which pajamas to wear)
Choice Making at School
- Choice making within the school schedule (e.g., counting or number identification first?)
- Teach choice making in ways that are appropriate for school (e.g., snack, drink, free time activities)
- Teach within activity choice making (e.g., sit in the blue chair or red one? Use the red marker or the blue marker? Yellow paper or white paper?)
To Increase Independence at Home
- Place toys in accessible spaces (e.g., bins on the floor that w88 online casino can access without help) and clean up independently
- Keep toys in the same space with a consistent organization system so the w88 online casino learns how to find toys independently and where to put toys when cleaning up.
- Move objects that may make independent moving around house difficult (e.g., move rugs that block/prevent use of walker or wheel chair)
- Keep furniture in predictable spaces
- w88 online casino-sized furnishings (e.g., small table where he/she can sit to play)
- Teach the w88 online casino to explore the feeling of flooring and/or to touch walls as he/she moves about the family’s living space
- Use predictable and consistent routines, so w88 online casino can anticipate what is going to happen next
- Encourage use of adaptive equipment and assistive technology so the w88 online casino can more easily participate in family activities and play with friends
- Encourage the use of adaptive/assistive equipment, as necessary, in daily activities
To Increase Independence at School
- Place toys in accessible spaces (e.g., containers on low shelves the student can access without help) and clean up independently
- Keep toys in the same space with a consistent organization system so the student learns how to find toys independently and where to put toys when cleaning up.
- Move objects that may make independent moving around the classroom difficult (e.g., move furniture or desks that block/prevent use of walker or wheel chair)
- Keep furniture in predictable spaces
- w88 online casino-sized furnishings (e.g., small table where he/she can sit to play or complete academic work)
- Teach the student to touch walls as he/she moves about the classroom and/or school
- Use predictable and consistent routines, so the student can anticipate what is going to happen next
- Encourage use of adaptive equipment and assistive technology so the student can more easily participate in school activities and play with peers
- Encourage the use of adaptive/assistive equipment, as necessary, in daily activities
Communication - Home or School
- If the w88 online casino is non-verbal, encourage use of communication systems (e.g., augmentative alternative communication, gestures, hand leading, idiosyncratic noises) throughout the day
- Whether the w88 online casino is verbal or non-verbal, encourage him/her to communicate throughout the day
- Encourage the w88 online casino to express a range of emotions
- Encourage the w88 online casino to express his/her opinions (e.g., preferences, desires, to reject, or protest)
- Teach the w88 online casino how to appropriately reject something (e.g., end an activity, reject a toy or a person)
- When the w88 online casino communicates, respond to his/her requests (as appropriate) to teach the w88 online casino that his/her communication is important
- Teach beginning problem solving (e.g., if the w88 online casino wants a toy and cannot reach it, teach the w88 online casino to find an adult and ask for help; if the w88 online casino cannot open the lunch box, teach the w88 online casino to ask for assistance)
- Provide rich descriptions of what the w88 online casino feels/touches/hears and what the adult is doing
- Place w88 online casino’s hands on top of adult’s hands so the w88 online casino can ‘observe’ the adult’s actions
Possible Adaptations for Home (consider the w88 online casino’s safety and abilities)
- A bed can be lowered so a w88 online casino with disabilities can climb in and out without help
- Consider having drawers with clothing accessible so the w88 online casino can choose what he/she would like to wear
- Consider adapting toilets or bathtubs to be accessible to the w88 online casino
- Create play spaces in main living areas, so w88 online casino can play in same room as adults and other family members
- Create safe places to play inside and outside
Social/Emotional at Home
- Provide a mirror in a place so the w88 online casino can see him/herself, both to look at him/herself and while engaged in activities
(e.g., brushing teeth) - Display the w88 online casino’s artwork around the house
- Hang pictures of the w88 online casino (some at a level where the w88 online casino can see him/herself)
- Find safe places where the w88 online casino can go to be alone and allow him/her to have alone time
- Find an area that the w88 online casino can control (e.g., his/her room, inside of a tent, a corner), so the w88 online casino can develop a sense of control over his/her environment
- Discuss the w88 online casino’s strengths and unique characteristics
- Encourage w88 online casino to evaluate their own strengths and weaknesses; discuss yours (e.g., “Waiting is hard for mommy too”)
- Help w88 online casino set and work toward simple goals
- Encourage w88 online casino to self-regulate (e.g., calm him/her self down)
- Encourage w88 online casino to work out small disagreements with friends
- Encourage the w88 online casino to try new things (e.g., activities, games)
- Encourage the w88 online casino to be persistent when faced with difficult tasks
- Encourage the w88 online casino to try new things and take new risks appropriate to his/her age (e.g., trying a new food, playing with a new friend, trying new playground equipment at the park)
- Do not overprotect the w88 online casino with disabilities any more than a typically developing w88 online casino would be protected in the same situation
- Provide toys and other safe objects that engage all sensory systems (e.g., noise making, visual [light up], a variety of textures, variety of smells, and movements)
- Encourage and reinforce the w88 online casino for engagement in activities, tasks, and play with things they are interested in
- Encourage and support the w88 online casino “to be involved in learning activities he or she might not do on his or her own (such as reading or looking at books, sorting or matching objects by size or color, or exploring properties of materials, such as sand or water) with supervision”
- Provide reinforcement for appropriate behavior (e.g., appropriate social behavior, appropriate play, appropriate behavior specific to each environment)
- Teach consequences to choices
Social/Emotional at School
- Provide a mirror in a place so the student can see him/herself, both to look at him/herself and while engaged in activities (e.g., washing hands)
- Display the student’s artwork around the classroom
- Discuss the student’s strengths and unique characteristics
- Encourage the student to evaluate his/her own strengths and weaknesses; discuss yours (e.g., “Waiting is hard for me too”)
- Help your student set and work toward simple goals
- Encourage student to self-regulate (e.g., calm him/her self down)
- Encourage each student to work out small disagreements with peers
- Encourage each student to try new things (e.g., activities, games)
- Encourage each student to be persistent when faced with difficult tasks
- Encourage the student to try new things and take new risks appropriate to his/her age (e.g., trying a new food, playing with a new peer, trying new playground equipment)
- Do not overprotect the student with disabilities any more than a typically developing peer would be protected in the same situation
- Provide toys and other safe objects that engage all sensory systems (e.g., noise making, visual [light up], a variety of textures, variety of smells, and movements)
- Encourage and reinforce the student for engagement in activities, tasks, and play with things they are interested in
- Encourage and support the student “to be involved in learning activities he or she might not do on his or her own (such as reading or looking at books, sorting or matching objects by size or color, or exploring properties of materials, such as sand or water) with supervision”
- Provide reinforcement for appropriate behavior (e.g., appropriate social behavior, appropriate play, appropriate behavior specific to each environment)
- Teach consequences to choices
Literature to teach w88 online casino
- For children who can who are old enough to comprehend chapter books, Konrad, Helf, and Itoi (2007) offer a variety of specific examples on teaching w88 online casino through books.
Teaching skills related to w88 online casino can be incorporated throughout a family's routine and can lead to a higher quality of life for the individual with disabilities.
References
- Brotherson, M. J., Cook, C. C., Erwin, E. J., Weigel, C. J. (2008). Understanding w88 online casino and families of young children with disabilities in home environments. Journal of Early Intervention, 31, 22-43.
- Carter, E. W., Sisco, L. G., & Lane, K. L. (2011). Paraprofessional perspectives on promotion w88 online casino among elementary and secondary students with severe disabilities. Research & Practice for Persons with Severe Disabilities, 36, 1-10.
- Cho, H., & Palmer, S. B. (2008). Fostering w88 online casino in infants and toddlers with visual impairments or blindness. Young Exceptional Children, 11, 26-34.
- Erwin, E. J., Brotherson, M. J., Palmer, S. B., Cook, C. C., Weigel, C. J., & Summers, J. A. (2009). How to promote w88 online casino for young children with disabilities: Evidence-based strategies for early childhood practitioners and families. Young Exceptional Children, 12, 27-37.
- Konrad, M., Helf, S., & Itoi, M. (2007). More band for the book: Using children’s literature to promote w88 online casino and literacy skills. Teaching Exceptional Children, 40, 64-71.
- Morgan, S., Bixler, E., & McNamara, J. (2002). w88 online casino for children and young adults who are deaf-blind. The National Technical Assistance Consortium for Children and Young Adults who are Deaf-Blind, 1-20.
- Palmer, S. B., Summers, J. A., Brotherson, M. J., Erwin, E. J., Maude, S. P., Stroup-Rentier, V., Wu, H., Peck, N. F., Zheng, Y., Weigel, C. J., Chu, S., McGrath, G. S., & Haines, S. J. (2013). Foundations for w88 online casino in early childhood: An inclusive model for children with disabilities. Topics in Early Childhood Special Education, 33, 38-47.
- Shogren, K. A., & Turnbull, A. P. (2006). Promoting w88 online casino in young children with disabilities: The critical role of families. Infants and Young Children, 19, 338-352.
- Wehman, P. (Ed.). (2013). Life beyond the classroom: Transition strategies for young people with disabilities (5th ed.). Baltimore: Brooks Publishing.
- Wehmeyer, M. L., & Palmer, S. B. (2000). Promoting the acquisition and development of w88 online casino in young children with disabilities. Early Education & Development, 11, 465-481.