How do I help my student with an IEP function during whole group time in the general education classroom? In the last blog I wrote about my step-by-step process to identify problem areas or times of the day for my students. One area that my special education students struggle with in the general education classroom is whole group time. They often will move around the floor, become distracted with anything around them, have difficulty waiting their turn, and so forth. Since I don’t have control of how long the whole group lasts or the content, I focus on how I can adapt the whole group and find structure for my students.
First, I consult with the classroom teacher to get a basic idea of the “routine” of whole group circle time. I create a whole group mini visual schedule for my students to have. Each picture represents the routine activities. As the activity occurs, we put the visual into an all done spot, so the student understands how many activities are left.
Second, I create a whole group book for my students. For example, everyday the classroom says hello and takes attendance of who is at school. I took photos of each student and added that to the whole group book. During this time, my student can follow along by pointing to the student’s photo when their attendance is taking. If there are any counting or alphabet activities, I add these sheets to their book, so they can follow along and point while the activity is occurring. This helps the students stay attentive and on task during whole group.
Another way to adapt for whole group is to structure up their seating. Put your student’s name or photo on the chair or spot they will be using. I recommend keeping the same spot each day. Often times, I have my students sit in rocking chairs or wiggle seats if they have difficulty sitting. Fidgets are also a must for certain students that can handle them and I also love using a small amount of playdough for a student to hold.
Finally, many students are unable to sit and attend for long periods of times, so if I do have students that I know will not be able to sit I may take them for a break during whole group time. I also may have them go to a table or desk within the room to work on independent activities or engage with sensory materials. Best to prevent the behaviors from occurring and focus on what the goal is for that individual student.
