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(Unit 5) Topic 2: Planning Developmentally Appropriate Activities for Children

2 Clock Hours of Early Childhood Education

Curriculum Planning

Planning curriculum for students with exceptionalities is not unlike planning curriculum for traditional students. 

​Topic 2 Page 16

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Each present a wide range of challenges and obstacles as well as rewards and potential outcomes. When planning curriculum for children with exceptionalities, it is important to know each child as well as their advantages, disadvantages, temperament, and habits. 

For instance, if Joey a four year old child, has a sensory processing dysfunction, an activity where he is expected to wear rubber gloves and an apron, may not yield a cooperative outcome. The gloves may feel strange on his hands and make him uncomfortable. An apron may feel too heavy when looped over his head and then tied around the waist. You can give him different options to accommodate his needs. Perhaps a smaller or lighter apron will make him feel more comfortable. Would Joey participate if a teacher completed the activity as he dictated the colors, patterns, etc.? 

Accommodations and Modifications

It is important to know the children in your care and be able to make adjustments as necessary. Typically, simple adjustments are all that is needed to accommodate exceptional learners. Different programs will need to make different adjustments for children with exceptionalities. When we consider the different environments, materials, and other factors in each individual program, we begin to realize how vastly different they all are. 

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