Quote:
Originally Posted by gal4God
could i say this to answer this question: We had a child who had limited vision; he couldn’t see his name for snack bar. We put a bit of Velcro for him to feel to enable him to find his name. We have a child whose English isn’t her first language and when she first came to the setting she spoke no English, when she first came it was hard to commutate with her as no staff spoke her language. We use signs as we spoke to her at first and dropped them as her understanding of English grew.
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That sounds good, could you expand to include the people, policies or organisations that helped you make the decisions to use touch & feel resources, routines & signs?