Beruflich Dokumente
Kultur Dokumente
Multisensory Instruction: Modifications and Enhancers for Children with Special Needs
Danielle Petri
Table of Contents
Background Information……….……………………………………………………….…………3
Literature Review…….……………………………………………………………….……….…..6
Methods…………………………………………………………………………………………..12
Evidence of Assessment…………………………………………...…………………………….14
Reflection………………………………………………...………………………………………15
References……………………………………………………………………………………..…18
Appendices……………………………………………………………….………………………20
Introduction
Children with special needs are an exceptional group of students that require a different
level of learning and support than their typically developing peers. With the help of tools,
modifications, and instructional methods, the general education classroom can be accessible to
all children. More importantly, in order for the children to be successful in academics and their
interactions, teachers and professionals must view these children as competent and capable
(Tzivinikou & Papoutasaki, 2016). This view is what this thesis is grounded in. There are three
main categories that align with making the classroom a better place for all accessible learning
which include multi-sensory education, modifications, and inclusivity. This project explores each
Background Information
This semester, I had the privilege of completing my practicum in the preschool room at
Shepardson Elementary School. This school is founded in science, technology, engineering, and
math (STEM) with a problem based learning focus. Shepardson is located in a fairly wealthy
neighborhood; the school looks well built, safe, updated, and clean which matches the way the
Education, Shepardson itself is mainly Caucasian with only 30% of the students being Hispanic
and African American. The children in the school are mainly from the middle class to the upper
class with less than 22% of children qualifying for free or reduced lunch (Colorado Department
of Education, 2018). This matches the demographics of Fort Collins since 88.6% of the
population is White and the overall poverty rate is 17.83% (United States Census Bureau, 2018).
The preschool classroom which is the site for this project was an integrated general education
classroom that included children with special needs. There were 13 students total, four are girls
MULTISENSORY EDUCATION AND MODIFICATIONS 4
and nine are boys. Eight of the 13 children are Caucasian, with four multi-ethnic children.
There are six children total with IEPs; three have minor disabilities while the other three have
more severe special needs. All of the children with IEPs have a type of communication or
language delay. There are many modifications and additions added to the classroom and lessons
that accommodate for the children with the different IEPs. These modifications are outlined in
every lesson plan for the three children with mild to severe special needs.
Based on my observations, I was able to see what types of activities would be most
beneficial for the students and what would be able to be modified or enhanced. Most of the
children love dramatic play and movement during routine activities and play. They also love
science and engineering types of activities, for example, sink or float activities and playing with
magna tiles to make different structures. This demonstrates how curious the children are and
how much they want to learn. Curiosity was a strength that all the children demonstrated, and
Description of children being assessed. There are three boys being specifically
assessed and accommodated. All three boys have special needs and developmental delays. Each
of the boys were given the following pseudonyms: Luke, Tyler and Conner. Starting with Luke,
he is three years old and it states he has another health impairment on his IEP. Luke has other
professional supports such as speech and language specialist and occupational therapist, he has
glasses and his gross motor skills are between eight- and twelve-month levels. Tyler is almost
five years old and will be going to kindergarten soon. On his IEP it says he has a developmental
delay, but recently his team has been assessing him for being on the Autism spectrum. He
struggles with emotional regulation, communication, and social interactions. Apart from this he
is at or above his age range in all academic areas. Lastly, Conner is four years old and his
MULTISENSORY EDUCATION AND MODIFICATIONS 5
primary disability is visual impairment including blindness. This impairment has led to other
developmental delays including speech and physical delays. He has limited verbal output. He
also has a lack of focus and attention when it comes to play, interactions, and his academic work.
All three boys have specific accommodations for every part of their school day which include
focus tools, hand over hand assistance, and one on one interactions from teachers, paras, and
specialized professionals. See appendix A. Many professionals that come into the classroom to
work with these boys include an occupational therapist, physical therapist, speech therapist, and
vision specialist.
All students are held to high expectations because in order to receive high quality work
and behavior, one must expect that from the children. With that said, there are different
expectations for each individual child based on their developmental age and abilities in order to
promote equity. There are also different expectations for the children who have special needs;
these expectations are based on each child’s IEPs. All students are expected to respect the
teachers, other peers, and classroom equipment and materials. Other expectations include
focusing, listening quietly, and raising hands to speak during whole group. Focus tools and
verbal guidance is used to support the children in reaching these expectations. They are also
expected to follow the directions laid out for them during whole group and small group time, as
Peer interactions within the classroom look different on a day to day basis as they would
with three to five-year olds who change their minds constantly. Most children take turns, share,
and play together well, but some have a hard time taking turns and will get frustrated if the play
MULTISENSORY EDUCATION AND MODIFICATIONS 6
does not go their way. Many peers will also be seen scaffolding for their peers with special
needs.
Literature Review
Multisensory Education
Multisensory materials and methods are just another way for children with special needs
to learn in school, and it might even make learning more accessible. These components are
materials and instructional methods that include different learning styles such as touch, audio,
verbal, and visual aspects. Multisensory education not only benefits students with special needs,
but also students who are typically developing, which is why they are valuable and used in many
classrooms. Multisensory environments and methods have been around for a long time.
Stephenson and Carter (2011) wrote that these types of environments have been around since the
1970s in Holland with the intervention called “Snoezlen” and started as a place for leisure for
people with disabilities. They are now popular within classrooms for children with special
needs. Children with special needs especially benefit from them as they are a way to gain and
maintain focus, an outlet for anxieties, and a unique way to learn. Multisensory education comes
with all different types of methods and materials including but not limited to, seats, hand held
squishy items, vibrating devices, music, visual pictures and cues. All of these materials and
methods incorporate various ways of learning and focusing, which are not only beneficial to
children with special needs but for typically developing children too.
Stephenson and Carter (2011) wrote “children with severe and multiple disabilities need
multisensory experiences in order to develop cognitive and social skills” (p. 276). Benefits of a
communication skills, attention span, and quality of life. Multisensory materials and items also
MULTISENSORY EDUCATION AND MODIFICATIONS 7
provide a calming effect for children with disabilities that will help them with their attention
span, difficult behaviors, and learning of subjects. Pagliano (2012) also stated that “the more
multisensory the stimulation, the more likely it will be perceived in more accurate, valid, and
dependable ways” (p.7). This demonstrates the importance of multisensory environments and
materials for children with special needs, because the more multisensory methods they encounter
The study done by Stephenson and Carter (2011) interviewed two schools who used
multisensory environments. Both schools used materials and equipment that provided visual,
olfactory, tactile, and auditory stimulation. Both schools also reported the benefits of
motivation, being able to give assessments to the children better, eliciting responses, teaching
cause and effect relationships, and overall benefits to learning (Stephenson & Carter, 2011).
Overall, one can see the benefits of multisensory education can have for children with special
needs through Stephenson and Carter’s (2011) study and Pagliano’s (2012) book on multisensory
environments.
Importance of Modifications
All children, whether they are typically developing or have disabilities, learn in different
ways. Children with special needs especially learn in unique ways that need to be supported by
the teaching methods within the classroom. According to Lee, Wehmeyer, Soukup, and Palmer
(2010), modifications are critical for students with disabilities to achieve access to the general
education curriculum and to make progress within it as well. There are two ways to modify the
curriculum for the children. One way refers to curriculum adaptations which is to alter the way
the content is represented or presented. The second way refers to curriculum augmentations
MULTISENSORY EDUCATION AND MODIFICATIONS 8
which is to add in additional content that teaches students different strategies such as learning to
learn, problem solving skills, self-monitoring skills, and goal-setting skills. In these ways, the
general education curriculum is modified, so the children are still learning the same material as
their typically developing peers. These modifications give the children a more effective way to
engage and learn the curriculum content (Lee et al., 2010). Additionally, Lee et al. (2010) found
that students with disabilities report positive student academic responses due to having access to
the general education curriculum through modifications. This shows how valuable modifications
to the general education curriculum can be to a child with special need’s learning and academic
progress.
Inclusive Education
reach out to all learners” as defined by the United Nations Educational, Scientific, and Cultural
Organization (UNESCO) (Poon-McBrayer & Wong, 2013). This definition demonstrates the
importance of inclusivity because it gives more children the opportunity to learn and be
successful in school. Inclusive education is a right all children with special needs should have;
they have a right to learn and interact with their typically developing peers in a classroom
setting. More and more classrooms are starting to incorporate inclusion, in fact the percentage of
students with disabilities who are in a general education classroom for most of the day has
increased from 34% in the early 90s to 58% in 2007 (McLeskey, Waldron, & Redd, 2014). This
supports children in this right of access to the general education curriculum and quality
instruction.
everyone should be able to participate and interact with everyone regardless of their ability. If
MULTISENSORY EDUCATION AND MODIFICATIONS 9
the children with disabilities feel included and accepted, they will have a better time participating
and learning in school. Hanline and Correa-Torres’s (2012) study focused on three preschoolers
with severe disabilities and seven preschoolers without disabilities. The study focused on adult-
child and peer-peer social interactions and strategies that were used to promote social and
communication skills. The strategies used to promote social skills included having the
expectation that the children with severe disabilities would participate in all the activities and
encouraging them to do so, modeling appropriate social behaviors, and enlisting the help of the
children’s typically developing peers. The results showed the children with severe disabilities
having more interactions with adults rather than peers, however, when the children would
interact with their peers, the peers expressed pleasure, sensitivity, and acceptance (Hanline &
Correa-Torress, 2012). This study demonstrates how an inclusive classroom can promote
participation and social interactions, by allowing the children to participate in all the activities
and modeling social interactions for them. A future implication could be to look at strategies to
academic achievement. A study done by Dessemontet, Bless, and Morin (2012), reviewed 34
students who had intellectual disabilities (ID) who were in a general education class and 34
students with IDs who were in a special education classroom. The children who were in the
inclusive general education classroom made a more significant amount of progress in literacy
than the children who were in special education classrooms (Dessemontet et al., 2012).
According to McLeskey et al. (2014), schools all over are becoming more welcoming to children
with special needs in their general education and are more supportive of raising the achievement
levels for these students. There is a reason some inclusive classrooms are more effective than
MULTISENSORY EDUCATION AND MODIFICATIONS 10
(2012), inclusion contributes to the children’s achievement. For example, through these
inclusive methods, research has shown that there is an increase in language, literacy, cognitive,
The role of the teacher. The most effective inclusive classrooms focused on “meeting
the needs of all students; providing recognizably high-quality instruction in general education
classrooms; used resources efficiently, but flexibly to meet student needs; and used data systems
to monitor student progress (McLeskey et al., 2014). The teachers also need high-quality
professional development and to be engaged in the decision making about the approach to the
instruction that they use. All of these methods contribute to a more effective inclusive classroom
which then more effectively raises the academic achievement for students with special needs
After reviewing the benefits of inclusive education, one must know how to get that
effective inclusive education. There are many aspects that go into making an effective classroom
as mentioned above by McLeskey et al. (2014). Research by Robinson (2016) went more into
depth on what makes the inclusive classroom more valuable and effective, which comes from
having strong and competent inclusive teachers. Robinson (2016) wrote collaboration, carefully
planned field experiences, adopting a research orientation, and having critical theoretical
approaches such as inclusive practice being a matter for the head, heart, and hands, as methods to
developing effective inclusive teachers who will in return make their classrooms effective. This
study found that there needs to be a career long research orientation in which the school staff,
university tutors, and pre-service teachers collaborate with a sound pedagogic framework in
be done by one person. Overall, “inclusive teacher education must adopt a complex, multi-
oriented pedagogic model if it is to advance” (Robinson, 2017, p. 176). All of these aspects
mentioned in this study demonstrates what it takes to develop effective inclusive teachers and
classrooms.
Conclusion
Children with special needs are just as good of learners and students as their typically
developing peers, the only difference is that they require more support to make them more
successful. The three main aspects of support include multisensory education, modifications,
and inclusion. Multisensory education provides a variety of materials and environments that
help children with special needs focus and learn better. Modifications to lessons, environments,
and processes are a way to teach children the content in a way that is more effective and
beneficial. Lastly, inclusion is a way to keep the children in the general education classroom
where their social skills and academics are benefitted, valued, and improved. In fact, Cosier
(2010) mentioned another article that found for every additional hour children with specials
needs are in the general education classroom, the more significant gain of achievement (as cited
in Theoharis & Causton, 2014). Multisensory education, modifications, and inclusion are the
Research Questions
This thesis aimed at exploring the answers to two research questions. The first question
was does multisensory education, modifications, and inclusion lead to more success in school?
Do these aspects have benefits for both children with special needs and children who are
typically developing? My hypotheses stated yes, these aspects lead to more success in school for
MULTISENSORY EDUCATION AND MODIFICATIONS 12
multisensory components, and setting up an inclusive classroom, one can see explore these
answers.
Methods
Context
The root of this project started in Education 425 Early Childhood Education I, which is a
required professional education course in the undergraduate early childhood education program
at Colorado State University. EDUC 425 I is an interdisciplinary course that touches on aspects
such as: integrated methods for curriculum planning, the role of the teacher, the environment,
and assessments. This course included a lecture and a practicum. The practicum’s location was
an inclusive education preschool classroom at Shepardson Elementary School that served general
Curriculum. Before I planned and implemented my lessons, I took time to observe the
children’s interests and activities. I saw that they enjoyed reading and movement, so I
incorporated these interests into my lesson plans. I also noticed that they loved music, so I
integrated that into my lesson about movement by utilizing the YMCA dance, which was a
multisensory component. I noticed that the other three children who have IEPs that are not Luke,
Tyler, or Conner, had speech delays. To help support this goal for the children as well as support
language within the classroom as a whole, I integrated language, vocabulary, and discussion for
each lesson and topic. Lastly, I supported Luke, Tyler, and Conner by looking at their IEPs in
Being implemented was a mini curriculum unit based off the EDUC 425 project,
“Candidate Work Sample”. This project started in the spring of 2018. For the thesis, instead of
designing and implemented three lesson plans needed for the project, I did a total of 12. See
examples of lessons plans in appendix B. There is an example of a small group lesson plan that
incorporate individual modifications and enhancements for each child in order to see how one
lesson plan can be adapted in a variety of ways. One on one lessons for each of the three boys
Observations and notes on the children’s IEPs were taken before designing the lesson
plans. See appendix C. The IEPs were used to design the modifications and multisensory
components needed for each lesson the mini curriculum unit was implemented across three
separate days with a whole group lesson, small group lesson, centers lesson, and one on one
interaction for each day. Examples of multisensory components can be seen in appendix D
which include audio, verbal, movement, and touch aspects. Data and assessments were also
being collected for the duration and at the end of the practicum.
Rationale
The rationale behind this thesis was to gain understanding of the importance multisensory
and inclusive education that include modifications is for children with special needs. The lesson
plans were used to incorporate the goals set for each child in their IEP which helps enhance their
learning and education. Teaching methods supported by the references mentioned in the
literature review were used in the lesson plans being implemented. Overall, this project led to
Evidence of Assessment
To begin designing lessons for the children, I needed to attain information on what skills
I should enhance and what activities I should implement. Therefore, before the lesson plans
were implemented, I gathered observational data based on what they could do presently, what
they need help on, and what they could learn. This was all a part of authentic assessment.
Observations I gathered was that Tyler was higher in literacy and mathematics, but was lower in
social development. He was at a 2nd grade reading level so I knew I needed to enhance the
content for him and make some of the activities that required reading more challenging. I also
found that he was lower in the social emotional domain because he did not work well in a group
and had a hard time controlling him emotions. For Luke and Conner, I found that they both were
lower in the domains of literacy, language, math, social emotional, and physical. Luke was at an
I also assessed the children before implementing lesson plans by connecting their IEP
goals to my observations. By seeing what skills they needed to work on, I matched them with
IEP goals that also needed to be worked on. For Tyler this included improving on expressive
language and increasing positive interactions. Luke was needing to work on completing a
project or action, advocating for himself using words and gestures instead of crying, and
increasing strength and endurance. For Conner this included improving fine motor skills,
communicating needs with gestures and words instead of crying, and focusing on one action or
project for five minutes. I used these authentic assessments to write up the lesson plans as well
as write out the modifications and adaptations for each individual child.
At the end of the semester I assessed the three boys to see if they had grown in the
domains they were struggling in at the beginning. I had taken observational notes during and
MULTISENSORY EDUCATION AND MODIFICATIONS 15
right after each lesson based on what the boys were doing developmentally for each domain. I
then matched those observations onto the TS Gold assessment to see where they fall within the
continuum. See Appendix E. On the assessments they go by the initials of Luke, Tyler, and
Conner. These initials match the initials used for the specific description of them in the group
description and the modifications of the lesson plan. There are different levels of development
for each objective for TS Gold. Levels one and two refer to what birth to two-year olds should
be able to accomplish. Levels three to six refer to what three- to five-years old should be able to
accomplish and levels seven to nine refer to what five-year olds and older should be able to
accomplish.
Based on my notes and what TS GOLD demonstrated, I could see that Tyler, Conner, and
Luke were still low in some categories but had made growth. Tyler was able to keep a positive
conversation with a peer that included compliments and turn taking. He was also able to help 2/3
times without crying or screaming. Luke was able to stand by pulling himself up by a table as
well as walk with the guidance of an adult. He was also able to verbalize his needs by saying,
“up please” whenever he wanted to be held. Lastly, Conner was able to put two out of the four
puzzle pieces in the correct slot on an adapted puzzle board with verbal guidance from an adult.
He also kept attention on the puzzle for five minutes straight. The three boys had made growth
in the short time that I was there which the help of the lesson plans I designed that supported
these skills. By assessing the boys, I was not only able to see the growth but what further
Reflection
In regard to this thesis project, the research and experiences I have gained from it will
carry through to my future career. This thesis was a project of exploration, meaning it was more
MULTISENSORY EDUCATION AND MODIFICATIONS 16
about real field experiences and the relationships with these three boys rather than quantitative
data. This was an exploration of concepts related to multisensory education, modifications, and
inclusion within a public preschool setting. From the research I completed for the literature
review, I was able to see how my actions and lesson plans were supported by current research.
My assessments and observations also supported my hypotheses. I was able to see the benefits
multisensory components, modifications, and inclusion have on children with special needs as
well as typically developing children which current research has found as well. It is important to
note that typically developing children have more success in school when using enhancements,
inclusion, and multisensory aspects in their learning. I was able to see the boys’ peers
incorporating acceptance and scaffolding into their interactions which aligns with the research
done specifically by Hanline & Correa-Torress (2012). The assessments and the growth I found
within them also demonstrated the benefits of these concepts that research has backed up. My
findings connected to the findings found in other studies because both had seen growth and
success with learning when using these methods. I can see why inclusion, modifications, and
multisensory components are being used more and more in general education classrooms.
in the integrated preschool room that I did. The children were all engaged and curious
throughout my lessons and we had great conversations surrounding the topic the lesson focused
on. It is amazing how much preschoolers know on different topics. The modifications and
adaptations that I planned out for Luke, Tyler, and Conner also had great success and my
assessment findings demonstrated this. I have also learned that flexibility is key, when
interactions are child focused and flexible, it is easier to adapt based on what the child needs.
MULTISENSORY EDUCATION AND MODIFICATIONS 17
I also learned behavior strategies because Tyler has trouble regulating his emotions and
communicating. Through the semester, I learned the tricks on how to calm Tyler down and
communicate with him. This included pulling him from the group to have a one on one
interaction, getting on his level, having him directly at me, and applying pressure to his
shoulders.
I have equipped myself with more current research based knowledge and have
demonstrated that knowledge within the classroom. I want to continue gaining knowledge
through conferences and discussions on inclusion and the importance of modifications and
multisensory education. Through all of this I have gained a new passion. Working with the
three boys, watching them benefit from my lessons, and watching their growth has sparked this
love of working with children with special needs. I intend to graduate with a master’s in Special
In conclusion, through this thesis I have gained confidence with taking initiative, leading
lessons, supporting children with special needs, and using current research to base my
instructional methods off of. I have also continued to evolve my philosophy by seeing all
children as capable and competent. I will continue to use a child focused and strengths based
approach because the children can do anything with a little support from adults and peers. I have
learned to appreciate the small things when working with children and celebrating them. I now
know when I connect multisensory education, modifications, and inclusion within a classroom,
all children will have the best opportunity to learn and be successful in school.
MULTISENSORY EDUCATION AND MODIFICATIONS 18
References
Dessemontet, R. S., Bless, G., & Morin, D. (2012). Effects of inclusion on the academic
https://www-jstor-org.ezproxy2.library.colostate.edu/stable/23880566
Lee, S., Wehmeyer, M., Soukup, J., and Palmer, S. (2010). Impact of curriculum modifications
on access to the general education curriculum for students with disabilities. Exceptional
http://eds.b.ebscohost.com.ezproxy2.library.colostate.edu/ehost/detail/detail?vid=3&sid=
8e4fa341-6168-4984-972c-b1c02e251467%40pdc-v-
sessmgr01&bdata=JkF1dGhUeXBlPWNvb2tpZSxpcCx1cmwsY3BpZCZjdXN0aWQ9cz
Q2NDA3OTImc2l0ZT1laG9zdC1saXZl#db=aph&AN=47591786
Mcleskey, J., Waldron, N. L., & Redd, L. (2014). A case study of a highly effective, inclusive
10.1177/0022466912440455
Pagliano, P. (2012). The multisensory handbook: A guide for children and adults with sensory
Poon-McBrayer, K. F., & Wong, P. (2013). Inclusive education services for children and youth
with disabilities: Values, roles, and challenges of school leaders. Children and Youth
Robinson, D. (2017). Effective inclusive teacher education for special educational needs and
disabilities: Some more thoughts on the way forward. Teaching and Teacher Education,
Stephenson, J., & Carter, M. (2011). Use of multisensory environments in schools for students
with severe disabilities: Perceptions from schools. Education and Training in Autism and
http://www.jstor.org.ezproxy2.library.colostate.edu/stable/23879697
Theoharis, G., & Causton, J. (2014). Leading inclusive reform for students with disabilities: A
school- and systemwide approach. Theory into Practice, 53 (2), 82-97. doi:
10.1080/00405841.2014.885808
Tzivinikou, S., & Papoutsaki, K. (2016). Studying teaching methods, strategies, and best
practices for young children with special educational needs. Early Child Development
United States Census Bureau. (2018). QuickFacts: Fort Collins, CO. Retrieved from
https://www.census.gov/quickfacts/fortcollinscitycolorado
MULTISENSORY EDUCATION AND MODIFICATIONS 20
Focus Tools
Sensory items for children to touch and Here, L is sitting on a sensory seat in Sensory seat that lights up and
play with so that their hands are busy, and the special chair. This helps him sit up vibrates, so children have extra
they can focus on speaking and listening right so that he can see properly. The sensory input. Can use on various
seat helps him have the sensory input parts of body, not just as a seat
he needs to focus
The para will start with her hand over The para knows his zone of proximal
his and then will slowly release development enough to know he
responsibility over to C and let him would not be able to color on his own,
have the independence to do it on his so she helps him bridge that gap by
own providing assistance
MULTISENSORY EDUCATION AND MODIFICATIONS 21
Lesson Idea/Topic and Three Little Pigs; connects to the curriculum unit of Nature through
Rational/Relevance: concept of wind
W- Letter of the week
Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)
Physical Domain: Standard 4.4: Manipulate writing, drawing, and art tools
● TS GOLD Motor 7.b
Language Domain: Standard 2.3: Use increasingly complex and varied vocabulary
● TS GOLD Language 9.a
Literacy Domain: Standard 1.5: Retell stories or information from books through conversation,
artistic works, creative movement, or drama
● TS GOLD Literacy 18.c
Mathematics Knowledge and Skills Domain: Standard 5.5: Sequence a simple set of activities
or events
Understandings: (Big Ideas)
Put together the Three Little Pigs story using sequencing with pictures
Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select
applicable questions from standard)
What color should the pig be?
What happened first in the story?
What happened next?
What happened last?
Evidence Outcomes: (Learning Targets)
Every student will be able to: (Create your own lesson objectives from the standard using student voice)
I can:
Physical: use tools to make my own Three Little Pigs book
Social-Emotional: use the tools on my own
Language: use vocabulary I learned in the book and from my teacher
MULTISENSORY EDUCATION AND MODIFICATIONS 22
Literacy: retell the story through pictures and putting them in order
Mathematics Knowledge and Skills: put the four pictures in order
This means:
Physical: having control of small muscles through fine motor skills
Social-Emotional: having the perception that one is capable of successfully
accomplishing tasks and building up one’s self-concept and self-efficacy
Language: use expressive language
Literacy: having the ability to understand and get meaning from the story in order to
retell the story in the correct order
Mathematics Knowledge and Skills: understanding how to order events
List of Assessments: (Write the number of the learning targets associated with each assessment)
● TS GOLD for Physical, Social Emotional, Language, and Literacy Standards
Multisensory Components:
● Touch
● Visual
Name and Purpose of Sequencing the Three Little Pigs; to retell the story using standards
Lesson mentioned above and using pictures
Approaches to Learning Domain: Standard 2.1: Maintain interest in a project or activity until
completed
Social-Emotional Domain: Standard 3.3: Follow simple rules, routines, and directions
● TS GOLD Social Emotional 1.b
● IEP
Multisensory Components:
● Touch/Kinesthetic
Name and Purpose of One on one interaction with C.C.; purpose is to enhance IEP goals
Lesson that were not enhanced during whole group and small group lessons
~This student is currently ~Awareness and responding to one step directions after repetition
demonstrating: ~Complete the whole puzzle and listen to two step directions all with
~We will know this student minimal assistance
is successful when:
Procedures The strategy I intend to use is: Task Analysis and Scaffolding
I am using this strategy here because: I will give him tasks for a
multistep activity, but I will also be there to scaffold his learning. I
will challenge him, but I will also assist in helping him reach that
challenge.
Physical Domain: Standard 3.1: Develop motor control and balance for a range of physical
activities, such as walking, propelling a wheelchair or mobility device, skipping, running,
climbing, and hopping
● TS GOLD Motor 6
Language Domain: Standard 2.2: Use language to express ideas and needs
● TS GOLD Language 9.a
Multisensory Components:
● Movement/Kinesthetic
MULTISENSORY EDUCATION AND MODIFICATIONS 27
● Audio
Name and Purpose of Lesson One on one interactions with L.; purpose is to enhance IEP goals
that were not enhanced during whole group and small group lessons
Closure I will close by giving him praise for all he had done
Social-Emotional Domain: Standard 4.2: Refrain from disruptive, aggressive, angry, or defiant
behaviors
● TS GOLD Social Emotional 1.a
Mathematics Knowledge and Skills Domain: Standard 3: Geometry and Spatial Sense (The
understanding of shapes, their properties, and how objects are related to one another)
● TS GOLD Mathematics 21.b
List of Assessments: (Write the number of the learning targets associated with each assessment)
● TS GOLD/IEP for all standards
Multisensory Components:
● Touch/Kinesthetic
Name and Purpose of One on one interaction with T.; purpose is to enhance IEP goals that were
Lesson not enhanced during whole group or small group lessons
Procedures The strategy I intend to use is: Effective Praise and Modeling
I am using this strategy here because: I know he is able to sort and make
patterns, but he needs praise and encouragement. I will also encourage him
to calm down when he starts to get frustrated and I will model this
emotional regulation process to him myself.
L C T
Goal 1: Pre-academics: Physical Motor: Communication:
will complete an adult will be able to use his will improve his
directed activity after hands and fingers to expressive language
set up with supportive complete a coloring skills to communicate
positioning and project as well as a thoughts/ideas
following the teacher puzzle with only verbal successfully (request a
directions (complete cues (be able to pick up variety of
adult directed activity crayon and color 50% of objects/actions using 4-
using classroom tools to the picture, be able to 6 word phrases, ask and
feed himself and put 4 chunky puzzle answer “who, what,
complete projects, pieces into a wooden where” questions using
participate in a 5 minute frame) 3-4 word phrases)
teacher directed small
or large group activity)
Goal 2: Social/Emotional Communication: Social/Emotional
Wellness: will communicate his Wellness:
will respond calmly to needs, wants and will increase positive
peers when they initiate feelings using interactions with peers
an interaction using eye pictures/gestures/signs and adults (sharing and
contact, gestures, or /words (have an accepting no)
vocalization (turn taking expressive vocabulary
activity, advocate for of 50 words and a
himself by gesturing or receptive vocabulary of
using a word rather 60 words as
than crying, pushing demonstrated by
their face away, or pointing to pictures or
clawing a peers face) objects and/or labeling
with
signs/words/communic
ation device, accurately
indicate “yes” or “no” by
a head nod or shake,
verbal response or sign
to answer a question
presented, imitation of
CV and VC
combinations)
Goal 3: Physical Motor: Vision:
will increase his will demonstrate
strength and endurance improved visual
by walking and response in his daily
changing positions with activities as evidenced
assistance such as an by increased time of
adult hand or his gait visual attending and
trainer (walk with gait increase in turning to
trainer or while holding look toward peoples or
an adult’s hands, move sounds (demonstrate
from standing to visual attention for 4
squatting to standing minutes to complete an
using his gait trainer activity, follow 10
with verbal cues) simple two step
MULTISENSORY EDUCATION AND MODIFICATIONS 31
Visual:
Visual Schedules
Visual Models
Supports:
Focus Tools
Texture on Seats Audio:
Hand over Hand Repeating Directions
Assistance
Checking for Understanding
Physical/ Movement:
Dancing
Dramatic Play
Deep Pressure
Slime, Playdoh, Sensory Table
Sandpaper Letters
Weighted Backpack
MULTISENSORY EDUCATION AND MODIFICATIONS 34
L
MULTISENSORY EDUCATION AND MODIFICATIONS 36