Social emotional support is very important in the classroom, some ways you can help facilitate this are:
References:
http://faculty.frostburg.edu/mbradley/EC/spinabifida.htmlhttp:/
www.learnalberta.ca/content/inmdict/html/spina_bifida.html
- Collaborate with parents on strategies that could support their children’s emotional and social needs at home, at school and in the community.
- Involve the student and parents in preparing for transitions between grade levels and different schools.
- It would be very helpful to have a dedicated person that the student can connect with on a daily or weekly basis for planning, goal setting, self-monitoring and problem solving issues that may come up.
- Be aware that the student's physical disability, appearance and possible lack of bowel or bladder control may affect their self-concept and ability to make friends. Give them emotional and social support in a matter-of-fact fashion.
- Plan ahead to be sure the student does not feel left out at recess, intramural or other school activities; for example: give student a different role, such as a referee during physical education or intramural activities
- Ensure that there are alternative activities during recess such as a friendship bench to sit on and meet with peers.
- Ensure that the student is included in as many activities as possible in which they can fully participate.
- Teachers can use a full inclusion model in their classrooms, which allows the student to be in class with their peers (Halliwell and Spain, 1977). With this approach Spina Bifida can be effectively discussed with the aim that all students in the class understand what it is, and how it affects those who have it.
- Encourage friendships between students with and without Spina Bifida.
- Create a good parent-teacher partnership
References:
http://faculty.frostburg.edu/mbradley/EC/spinabifida.htmlhttp:/
www.learnalberta.ca/content/inmdict/html/spina_bifida.html