In our classroom, we use cognitive training and direct instruction to teach new skills. An example is how I am teaching students to prepare for recess. Instead of just telling them to go get ready for recess we use task analysis by giving them specific steps for transitioning from the classroom to recess. An example of the steps is as follows:
1. Put your materials away into your assignments folder
2. Put your folder into your cubby in the classroom
3. Go to you locker
4. Put on your jacket and gloves/hat if needed
5. Go outside
The reason I give direct instruction to my students with special needs is because it not only helps the student further understand what the instructions of the lesson or tasks are, but the student feels more included and more a part of the classroom when they see the kind of attention they are receiving from the teacher. Being able to complete tasks on his or her own by direct instruction provides the student with a better self-esteem.
1. Put your materials away into your assignments folder
2. Put your folder into your cubby in the classroom
3. Go to you locker
4. Put on your jacket and gloves/hat if needed
5. Go outside
The reason I give direct instruction to my students with special needs is because it not only helps the student further understand what the instructions of the lesson or tasks are, but the student feels more included and more a part of the classroom when they see the kind of attention they are receiving from the teacher. Being able to complete tasks on his or her own by direct instruction provides the student with a better self-esteem.