Alfie's Interactions In The Classroom

The greatest influence on Alfie’s development since starting kindergarten has been the appointment of his teacher’s aide. Alfie has established a great trust with his aide, which can allow him to participate and integrate better with the general classroom. As Alfie is the only student with additional needs the aide can dedicate her time to Alfie, utilising one-on-one time to work on language development and verbal communication skills. While it has been suggested that children who remain non-verbal up to age five, are unlikely to develop language skills (Tager-Flusberg & Kasari, 2013), various studies argue this point. Pickett, Pullara, O’Grady and Gordon (2009) indicate non-verbal students starting school are capable of developing linguistic
skills with intensive and often behaviourally based training, which can be implemented through the use of the one-on-one teacher’s aide. Therefore, the strength identified as the bond with Alfie’s teacher’s aide should work as a benefit towards other needs and goals identified, being improved verbal communication and greater social integration.
Alfie demonstrates a distinct fascination with balls, and any ball game is his activity of choice when in the playground.
Based on this it may be a valuable resource in the classroom when developing lessons to suit Alfie’s distinct needs. Lessons can be developed to include a variety of balls and ball games to maintain Alfie’s engagement in the topic. Furthermore, ball games with small groups in the classroom, could be beneficial when trying to develop positive social interactions.
Of highest priority is the development of a workable routine for Alfie. The routine should be integrated as much as possible with the regular class routine, with differentiation available to suit Alfie’s additional needs.
6. Discuss future
planning
Family preferences for Alfie are basic and focussed on quality of life. Alfie has had limited intervention and support prior to commencing primary school, and his mother has advised she is merely happy that he is able to attend school every day. The main goal identified by his mother is for Alfie to be able to better function in the everyday world. Therefore, it is paramount that Alfie develop increased communication skills.
As previously identified Alfie has somewhat of a fascination with balls and ball games. These can not only be utilised as a learning tool, but also as a behavioural tool to reinforce positive behaviour (Woolfolk & Margetts, 2013, p. 224). In addition to this Alfie does enjoy movies, particularly Minions (Meledandri & Healy, 2015) and the music from the film.
As a form of praise, Alfie is particularly respondent to verbal praise and high fives, however, he is not willing to accept high fives from all people, particularly people he does not know or recognise.
Additionally, Alfie has shown an element of excitement when presented with stickers or stamps on work he has completed.
7: Plan adjustments and inclusive strategies
Based on the information obtained Alfie would require time allocated for one-on-one language development, built on the particular needs at the given time. Koegel, Matos-Fredeen, Lang and Koegel (2011) suggest providing communication opportunities when the student is best motivated to communicate, such as making them verbalise requests for items such as food at snack time, or asking for help when completing a task; correct use of language can then be rewarded or praised.
As Alfie displays some capacity for verbal communication, and his goals include further development of such, the implementation of a low-tech argumentative and alternative communication tool (AAC) (Sutherland, 2014, p. 312), could prove beneficial to his development. However, it is essential for Alfie’s teacher, aide, and peers to be appropriately trained in the successful implementation of such a device. Zangari (2012) advises without correct implementation and support, students such as Alfie may be unable to reach academic and linguistic
goals.
Duration of lessons or tasks should be flexible, but mostly short and succinct, while Alfie develops the ability to maintain his attention on a task. The provision of a variety of familiar tasks during a planned lesson, and allowing additional time for responses can assist in reducing barriers, while aiding social development (Sutherland, 2014, p. 320). In addition to this, Sutherland (2014) indicates students who require support with communication and socialisation skills should be introduced to group work, initially utilising small groups, with carefully selected peers who display a positive and supportive attitude.