And then there's kids like Bulldozer, who like everything to be Just So, and who have a rough time with transition.
Bulldozer and speech therapy has been a rough ride over the last year and a half. Somehow, I got roped into doing one-on-one time with him daily to get "ready" for speech with a speech aide or speech therapist.
I began with the other kids -- so Bulldozer would see that the new "office" area (an idea our principal had) as something desireable.
Today, I decided that if I had to do speech with Bulldozer -- doing repetitive stuff that he doesn't like, and which has little actual communicative purpose, but that's an issue for another day -- I would do speech with Bulldozer.
Forget the stupid line drawings that he hates...I'm gonna draw him in with his favorite thing ever.
Every day, he has to write a four line personal information sheet in his morning journal -- my concession to my fear that someday that will be a CAPA question -- and he loves reading it back to me.
He is supposed to be working on long I words -- because the kid that needs polite protesting needs to work on long I words (?) -- but our speech therapist uses ridiculous boring line drawing pictures that probably come out of some important book on articulation but which don't really work for my kids -- who really need communication therapy more than speech therapy.
But since I know nothing, I have no input over speech goals, which I end up having to implement because all but 4 kids in my class are on consult...and three of the four will probably end up on consult by the time their IEPs are over.
So there we are.
Anyway, I made this:
It's simple enough; each square is for him to check off that he's read the sentence. We'll see how it goes in a small group tomorrow, then we'll work on moving him over to the "office" area...whenever I have enough adults to float the rest of my groups.
(Incidentally, Bulldozer is actually a very good reader; he does not need most of that visual support, but I added it in (1) to take up space so that there would be fewer tasks on a page, (2) to add in pictures he really likes (Spongebob, Patrick), and (3) so that it look as similar to in-class materials and as different from speech materials as is humanly possible.