5/23/2013

Early Childhood Education

Learning Experience Template

Name: Aiden Valenti Lesson Title: Matching Assistive Devices with the Correct Accessible
Routes
Date: 4/16/2023 Grade Level: Preschool Circle one: ECE PKSN
Standard(s)/Guideline(s):

Domain: Social and Emotional Development

Strand: Self
Topic: Self-concept
Standard: Identify the diversity in human characteristics and how people are similar and different

Domain: Language and Literacy

Strand: Reading
Topic: Reading Comprehension
Standard: Ask and answer questions, and comment about characters and major events in familiar stories

Pre-assessment of current knowledge: Ask the students if they know kinds of things people use to get around other than their legs. Ask them if they have ever
used anything other than stairs to get to another floor, if so what?

Instructional Objectives (2-3) Assessment of Student Learning Learning Experience

Two- Three Assessed
Instructional Objective(s): The
student will be able to...
Students will be able to
demonstrate an understanding of
the importance of inclusive
modifications such as ramps and
elevators and what assistive
devices can go up/ down what.
Students will be able to name
numerous assistive devices like,
wheelchair, cane, walker, crutches,
and scooter.
Identify Evidence: (What will you collect or record as data
to demonstrate students have met your objective(s) and
skill?)
Once we get to the conversation about how elevators are
the most inclusive and efficient modification, I will initiate a
conversation about why it is important that elevators are in
buildings with multiple floors. If they students can name 3
reasons why elevators are important, I will know they met
this objective.
As I lay out the matching cards, I will ask students what the
name of each assistive device is. If they do not know it, I
will tell them the name of it and what it does. At the end, I
will ask them what each one is again. If they are able to
name every device, I will know they have met my objective.
Academic Language:
Matching, wheelchair, walker, cane, scooter, crutches, steps,
ramp, elevator, escalator
Procedural steps:
1. We will review the book Rolling Along to refresh the
students’ memories on Taylor and the experiences
he had as someone wheelchair bound.
2. I will ask them, “Do any of you remember what Taylor
said he can’t go up in his wheelchair?” and they will
respond with “stairs!”
3. We will review why Taylor can not go up stairs and
the inclusive modifications that would allow him to
use his wheelchair on
4. I will then get out printed pictures of the following:
- Wheelchair
- Scooter
- Walker
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Early Childhood Education
Learning Experience Template

One Assessed Developmental
Skill:
Comprehension: If they students
are able to recall details from the
book Rolling Along
Safety Considerations:
Make sure that everyone is
sensitive to the topic of assistive
devices and that no one is saying
anything hurtful that could affect
another students emotional state
Program Monitoring: (How will you aggregate or compile
your evidence into a class or group view?)
Our matching game will show me if the students were able
to connect back to Rolling Along and remember what Taylor
said about stairs and his wheelchair. If they are able to
successfully work through what assistive devices can utilize
the modifications, I will see it through their matching activity.
Differentiation:
If a student was unable to participate in the matching game,
would make sure to either ask them or just show them a
card and ask if it can go with the modification. For example,
hold up the scooter to the stair—“Do you think the scooter
is able to use the stairs?” And they could shake their head
no, say no, or blink twice for no.
- Cane
- Crutches
- Ramp
- Stairs
- Escalator
- Elevator
5. The devices and modifications will be separated
6. For every modification/ mode of entry, the students
will match what devices would be able to use them
(ex: escalator: cane, crutches, walker)
7. This would be completed for ramp, stairs, escalator
and elevator
8. I will then ask them based on their findings, what is
the most inclusive one out of the modifications?
9. We will have a discussion of why it is so important
that elevators are in buildings with multiple floors
Authentic Materials: (Describe authentic real life, hands-on
materials.)

Printed pictures used for matching.

Adult Roles:

Obtaining pictures for matching

Facilitating conversations and activity

Resources & References:

Google images for pictures

https://education.ohio.gov/Topics/Early-Learning/Early-Learning-Content-Standards/Birth-Through-Pre_K-Learning-and-Development-Stand

Reflection: (What have you learned about your students? How will this inform future instruction?)

The goal of my second lesson was to go hand-in-hand with the previous and continue building the students knowledge off of Rolling Along by Jamee Riggio
Heelan. Since we mainly focused on wheelchairs in lesson one, I wanted to introduce other assistive devices to the students such as a walker, crutches, a scooter,
and a cane. The overall goal of teaching the kids about these things is to normalize them and to show them that if they ever come across someone, young or old,
 5/23/2013
Early Childhood Education
Learning Experience Template

using one of these things, it does not mean that we should treat or view them any differently. This lesson is about building empathy and understanding in the
students as well as becoming more familiar with these devices and how we can be mindful to those who need them. In the story, there is a page where Taylor is in
his wheelchair, and he wants to go to the second floor of a building but there are only stairs. He says that normal people do not have to worry about things that like
but it presents a huge obstacle for him. This made me come up with the idea to do a matching game where the students could think back to what Taylor said about
stairs and wheelchairs. We went through as a group and thought about what devices could use which modifications. This made the children step into another
person’s shoes and think about what it would be like to go upstairs with a walker. Thinking about a scenario like this from someone else’s perspective builds
identification abilities in a child to recognize that people are diverse and to build empathy in those aspects.

I learned that with each new scenario, whether it be a walker going upstairs or a scooter going up an escalator, the children were thinking about what it would
mean to be using that device and trying to navigate that path. I also learned that they were able to think back to the story and make comments about the
characters and ask questions pertaining to Taylor and his wheelchair. The students learned what devices were able to use which modification. They came to the
conclusion that elevators were the most inclusive and efficient way for all types of people to be transported. We had a great conversation about why all people
need to have the option for elevators and how important it is for elevators to be in every building that is multiple stories.

The information I learned through this lesson will inform my future instruction because I know that they are capable of putting themselves in somebody else’s
shoes. This is so important for all kinds of experiences and is essential to developing empathy. We could dive further into each assistive device and learn how
people use them to help them get around. I also know from this lesson they are able to have great discussions to debrief the information learned and verbally tell
me what they learned (aka the importance of elevators).