So, If you were to meet Noah, one of the first things you would notice is that although he is quite speech delayed, he understands everything that is said to him. As a matter of fact, he understands enough to do his own kind of word play – especially if it means getting out of something he really doesn’t want to do.
The kids have pretty much overrun my bedroom as of late, and I’ve started trying to reclaim it. So when I caught Noah with his toys and carrying box in my bed this morning, I told him to put his toys in the box. (This is a portable mesh box – mesh on 4 sides and fabric on the bottom with an open top.) He did his usual frustrated groan but started picking up toys. He’s got the obedience down – attitude, not so much. Anyway, seeing that he had started picking up, I walked out of the room. I just went back in to make my bed, and this is what I found:
So, technically, the toys are “in the box,” right? Is the fact the box is upside down just a minor detail?
Noah celebrated his eighth birthday this week in a big way.
I didn’t have his name tracing sheets ready for him this morning, so I just nonchalantly asked him to write his name on his paper. I said each letter to prompt him, but this time I didn’t correct him when he started at the bottom of the letter instead of the top, and I didn’t give him starting dots. It was a totally hands-off approach this morning.
This is what he thought of my hands-off approach.
“Kids with Down syndrome will accomplish much of what typical children will accomplish, but they will do it on their own time table and in their own unique way.”
Hmmm. Sounds a tad familiar.
I find as the years go by, more and more “typical” Down syndrome behavior and features are showing up and becoming a part of Noah’s personality. Fortunately, MOST of them are rather endearing.
I’m pretty sure I gleaned this activity from one of our preschool curriculum books. It was way too easy and successful for me to have come up with on my own. All three of the Littles (Noah 7 DS, Bella 6, and Seth 4) enjoyed this project.
Chalk or white crayon.
Draw the Letter A
Aluminum foil squares. (Moms, cut the squares before the activity begins.)
Need I say more?
(One little hint – my kiddos got tired of gluing each little square and then sticking it on the A. I wound up letting them put glue over a small section of the A and then stick the foil squares onto the paper before moving to the next section.)
Okay, okay. Two little hints. Kids love working with material they don’t usually get to put their hands on. Using correct line order, have them trace over your A with the chalk or crayon. I believe that for struggling learners and those with special needs, every single repetition of a motion, a letter, a word, counts; so let’s try to capture every opportunity we can.
Let’s hear it for the Letter A!