Ние предварително сме избрали "Всички нива" за вас, но вие можете да промените нивото
на обучение по всяко време, като изберете една от опциите на това меню. Промяната
на вашето ниво на учене ще ви върне към началото на модула.
Children with CLDD
may not easily engage in learning. Active engagement in learning is seen on a continuum
from fully engaged to not engaged, as follows:
No focus/no engagement;
Partly sustained engagement;
Mostly sustained engagement;
Fully sustained engagement.
For children with disabilities, research has suggested that engaged behaviour
is the single best predictor of successful learning.
Consider two children you work with. Think about their engagement
in a range of activities and ask yourself the following questions:
Where on the engagement continuum do you feel their engagement lies for
What do you feel it is that makes some areas or activities more or less
engaging for them?
It is highly recommended that you video or digitally record children in the classroom
so you can capture all engagement behaviours. Small movements are sometimes easy
to miss. A recording allows you to go back and look again.
Ask yourself, ‘What is it about the identified area or activities that makes
the child sustain engagement in them?’
At this point, recording the children will enhance your observations.
iTIDE has been funded with support from the European Commission. This publication
(communication) reflects solely the author; the Commission is not liable for the further
use of the information contained therein.