for Learning in the Classroom
Serena Wieder, Monica
Osgood and Julie Frank
- Affect is central to all learning.
Affective reciprocity allows children to find meaning and symbolize
- The continuous flow of interactions
allows child to become intentional and capable of generalizing
- Provide long periods of spontaneous
floor time to obtain engagement, initiation, and multiple circles
of communication in high affect states.
- Get children to think and problem solve.
Reach towards higher levels of symbolic thinking and abstraction
within wider range of emotions.
- Individual differences and variations
in learning styles are expected.
- Recognize sensory processing and regulatory
challenges within all interactions and learning.
- The child has to bring different processing
skills across modalities to learn. Challenge all capacities.
- The child must apply their thinking
to multiple contexts.
- Keep activities experience based and
meaningful. Make learning dynamic. Be flexible and seize opportunities
for spontaneous learning.
- Work at the child's developmental level.
Do not skip over basic foundation capacities for shared attention,
- Group activities should meet the needs
of children at different levels.
- Follow the group's lead!
- Relationships and pleasurable interactions
are essential for learning to be meaningful.
- Intensive training for regular and special
education staff prior to the beginning of the school year
- Incorporate flexible work shifts for your
staff to allow for a one to one ratio during Floor Time.
- A schedule should be created that allows
for long periods of Floor Time. Trying to implement effective
therapy in short spurts is not effective. Long periods of continuous
interaction are needed for children to make significant developmental
- It is a challenge to keep DIR programs
predominantly Floor Time. Constant evaluation of the daily schedule
should focus on maximizing the amount of time spent doing Floor
Time and take care not to drift into a heavy academic schedule.
- All lessons should have an experience-based
component. In regular education classrooms lessons are often
presented verbally with some visuals. It is crucial that these
concepts be reinforced by experience-based learning.
- Parent involvement is crucial to the developmental
process. Parents of children in public schools are not consistently
involved. It is important to help them realize their involvement