Do you ever wish kids came with an instruction manual? I think about this every spring when we have Individualized Education Plan meetings to develop a plan for our preschoolers’ transition to kindergarten in the fall. At the very end of the IEP document is a page called “Accommodations and Modifications,” which basically outlines the strategies that a child needs in order to be successful, in a check-box format. But little kids don’t usually fit into tidy little boxes, and the commonly used phrases on this page cannot be applied in the same way to every child. This is especially true for our little ones who have communication difficulties, which can impact their success in applying rote knowledge, in learning problem-solving skills, and in developing friendships.
So here is my condensed version of an instruction manual for children with language delays, sent with love and hope to every teacher this fall.
Dear Teacher,
In a few short weeks, my child will walk into your classroom for the very first time. Like all your other students, they may feel overwhelmed and uncertain at first. Unlike some of your other students, though, they come with an information-packed IEP document and a list of needs that will help them be more successful and independent. I know you’ll do your very best to make them feel comfortable as they learn the new school routine and expectations. I also know that it might seem difficult at first to get them to listen to you or to have a conversation with you. As you can see, they have a hard time understanding and communicating their thoughts and ideas sometimes. Here are some expanded ideas from their IEP that will help them—and you!—to have a happier and more successful kindergarten year:
- Extended Response Time: This is probably the most important thing you can do! After you ask a question or give a direction, count to five slowly in your head. Then, if the child still has not answered, or is not beginning to follow the direction, repeat it. Some students may even need seven seconds or up to 10 seconds to process and respond, but the “five-second rule” is a good place to start. You may find that this child typically doesn’t respond if you give direction to the whole class. She may not realize that it applies to her! You may need to use Proximity Control, which in this case means getting close enough to her to say her name first (without singling her out or shaming her), so that you can gain her visual and auditory attention fully and increase the likelihood that your statement or question will be processed. Another strategy to try Simplifying your Language—use concrete terms rather than abstract ones, and use shorter sentences rather than long, complex ones.
- Eye Contact: Please understand that while my child may look at you spontaneously when he is having fun, it may be very difficult for him to do so when you are asking a question or giving directions to follow. Requiring eye contact during these moments may increase the “cognitive load” so much that he is unable to process or formulate a response. His brain may perceive the request for eye contact as a threat, and he may react by shutting down or acting out. It is also physically uncomfortable for some young children with social language impairments to look someone fully in the eye. However, it is a very good idea for you to get down on his level, face-to-face, during times when he is not perceiving those demands are being placed on him. This will help to strengthen the trust relationship that you are beginning to build with him.
- Preferential Seating: Oftentimes when we write this, it means a seat close to the teacher, to minimize distractions. But for kids with language difficulties, it may be best for them to sit behind some classmates (to observe and take cues from them). They may even do best sitting on one side of the room so that they can see you and their peers at the same time and process everything that is happening.
- Visual Supports: Visuals may increase a student’s comprehension of verbal information, help to keep her on task, and/or serve as reminders of what to say in certain situations. The child’s special education team will work with you to put visuals in place. However, it is important for you to understand that there is often a learning curve with visual supports—they are not “magic.” You may need to intentionally pair something that is known or familiar with the picture until the child begins to make a connection. The child may also understand photographs better than line drawings at first since they are more concrete. Visual supports can also be extremely helpful as place markers for times when transitions need to occur. Children with delayed processing may need more time to finish one activity and then get ready for the next one.
- Social Skills with Peers: As you strive to create your caring classroom community, it may be tempting to place your higher achieving students in a “helper” role to assist students who are struggling. While it is a great idea for language-delayed students to have positive peer models, it may be detrimental for them to be known as the kid who always needs help. Plan open-ended, process-oriented activities where kids can participate as equals to avoid creating an environment of “conditional belonging.” When planning fun activities, capitalize on the strengths of language-delayed children to create a sense of “perceived competence” amongst their peers.
And finally, I want you to know that these suggestions are things that can benefit ALL learners in your classroom. They are not meant to stress you out within an already stressful educational climate, and they are not meant to add one more thing to your already full plate! Your culturally and linguistically diverse students will thrive with these ideas in place, as will your students who have already faced trauma in their young lives.
Best wishes as you begin a year of learning and growing with your kindergartners!
Sincerely,
Kim Gerth
Nine PBS Early Learning Advisor
Early childhood speech-language pathologist
Professional Book Recommendations
Two excellent resources for teachers who are looking to expand their understanding of equity in education.
- Culturally Responsive Teaching and the Brain (Hammond, 2015)
- Belonging through a Culture of Dignity (Cobb and Krownapple, 2019)
Read Aloud Book Recommendations
Daniel’s First Day of School is a great read-aloud for children who are getting ready to begin preschool or kindergarten. Once school begins, teachers and families can make photo books (with a parallel structure) to compare their child’s experience of school with Daniel’s.
Nine PBS KIDS Resources
Elinor Wonders Why’s Wonder Wall and Curiosity Cards resources on PBS LearningMedia are examples of activities that encourage all students to participate as peers.