How To Pictures and colors can be used to teach children with special needs.
There are children with special needs who can be visual thinker and learners.This aspect of their disability can be used to help them communicate.Pictures, drawings, colors are used in visual communication.Images and colors can be used to create a learning system for the child, helping them to pick up words and concepts, and develop basic skills.The child should be encouraged to improve their communication skills.
Step 1: Don't work with more than one color at a time.
It can be hard for some children with special needs to learn about colors.If the child is surrounded by items of the same color, it can be hard for them to understand.Start with one color at a time.The child can see the difference between light green, dark green and regular green.They can learn that there are different shades of the same color.
Step 2: Don't give the child too many choices.
A lot of choices can make a child with special needs confused about what to do.It is easy for a child to become confused if they are asked to choose a color from a wide range of options.Limit the child's choices so that they don't feel pressured to pick a certain color.If you want them to choose red, place a different color.Ask which color is red.They won't get confused by colors that are too similar.
Step 3: Find the right teaching speed with the child.
Many parents and teachers take the learning process too slowly.They could teach them just one color and keep asking them about it until they think the child remembers it.If a child is given one thing for a long time, they might get bored and stop responding in the way they are supposed to, even if they know what the right answer to the question is.Don't exasperate the child by asking them the same question over and over again, try to keep up an average learning pace.Ask them to recognize a color twice a day for a week.Encourage the right answers with praise and rewards.The child's interest in the subject will stay intact and they will know that something new is coming up each week.
Step 4: Everyone involved in the education of a child should know what the child is used to.
Everyone involved with the child should use the same teaching methods and procedures.The child can't become confused by different learning methods.This is important, as confusion can cause a child to be anxious and frustrated.In a home setting, the procedures that are followed should be the same as those in a school setting.
Step 5: Some children may have a strong reaction to certain colors.
Some children with special needs may have strong preferences for colors.They might find it hard to learn if they have strong feelings of like or dislike.Sometimes the presence of a particular color in a picture can cloud the mind of the child and prevent them from comprehending the picture as a whole.It is important to understand the child and their individual preferences before you give them too many colors.If you don't know the child's preferences, you should keep the colors simple, single and plain.Black and white pictures are the safest option.
Step 6: Work on word association with a child.
It can be hard for a child with a learning disability to remember something they have heard.A picture can help a child remember a written word as well as a word they have heard.You could write the word "sun" on a flashcard while showing them a picture of a bright yellow sun.They can make an association between the picture and the card.Another form of pictures that are better than writing the word down on a paper is flash cards.There are flashcards that can be used to teach children.If you write the word "laugh" down on a flashcard, you can act it out for them so that they can remember it.The way to teach different actions is to show flashcards of words and then ask the child to act them out.The words and actions are being taught at the same time.
Step 7: The child should be helped to understand what is real and what isn't.
The child may have a problem recognizing a real object even if they were able to see it in a picture earlier.The size of the real object may be different from the one in the picture.Even though atypical people wouldn't notice minor details, people on the spectrum tend to notice them very thoroughly.The child needs to be able to relate the objects in pictures to their real-life counterparts.If you show the child a picture of a vase, place a similar-looking vase on the table to show them how it looks in real life.You can expand the activity by asking them to pick out the vase after placing a selection of different objects on the table.It will be easier for them to recognize vases of different kinds if they have a vivid image of a real vase in their mind.
Step 8: To help the child learn a new concept, use their special interest.
A child with an intellectual disability may have trouble shifting away from a topic that they enjoy.This doesn't mean that you should stop teaching.You can use special interests to your advantage.If a child is fixated on a picture of a train, they should only be taught mathematics based on that picture.You could ask them to calculate the time it would take for a picture of a train to reach the station or to count the number of compartments on the train.
Step 9: Begin teaching basic math concepts with the help of color association.
With the help of colors, you can teach a child to sort through items and organize them in one place.Learning into a game is very effective in teaching children with special needs.If you want the child to group all the same colors together, place each set of colors in a separate corner of the room.Being well-organized is a positive thing, as it helps the child in everyday life and teaches a lot of math skills.
Step 10: Use visual representation of the child's thoughts to communicate.
A child with an intellectual disability doesn't always understand how to express their feelings.They can express their restless state by becoming agitated or displaying violent behaviors.A child can be taught to communicate their need for a break through the use of visual systems.The child can use symbols to convey that they are done with the task.This could be a symbol like a thumb up or a tick mark.The child can express what they did with symbols.It can be difficult for some children on the spectrum to talk about past events.Some templates can be used.The templates can carry pictures of things like reading a book, playing outside, eating, soccer, and swimming.
Step 11: The child should be taught to ask for help.
A picture can be used to teach a child how to ask for help.A child can hold a card that says a child needs help and raise the teacher to see when they need help.They can be taught to raise their hand instead of doing this practice.
Step 12: The child should have a schedule.
Pictures and colors can be used to create a visual calendar to help the child understand what days of the week they have school and when they don't.The calendar should be developed in a way that uses symbolic representation.On days when the child has school, a picture of the school can be put on the calendar, while on days with no school a photo of a house could be used.The color-coding could also be used.When there is no school, the days on the calendar can be colored blue or yellow.Other colors can be used to represent other activities.
Step 13: Good behaviors can be taught with visual cues.
Pictures and colors can be used to control challenging behaviors and correct negative behaviors.There is a picture of a red circle with a line through it.The symbol can be used to let the child know that something is not allowed.This symbol could be put on the door to prevent a child from leaving the classroom.If certain behaviors are to be prevented, a chart or poster showing all the behaviors which are unacceptable with a universal "no" symbol beside each of them can be used.It can help them understand that hitting others is not allowed.
Step 14: A child can be helped to interact with family members in a home environment.
A child with an intellectual disability could be trained to work with their family members.The child could use visual aids at home to help them communicate with their family more easily.Simple tasks could be taught to the child.The child can learn how to set the table by putting a picture of the item over the shelf.The places could be further highlighted by giving a specific color to the items.The child is encouraged to pick things up.
Step 15: The child needs visual cues to organize their things.
There are children with special needs who struggle with organization.They might not be able to follow you if you tell them that they need to arrange their books in a certain way.They can be confused by too many oral instructions.Designated bins/racks/shelves/drawers could be provided to overcome this.To make them more distinct, a picture of the item along with the name could be projected.A card with a picture of an item in a specific color can be hung or pasted.It is simpler for the child to understand that all toys need to be placed in a bin, clothes in particular rack, and books on a shelf.
Step 16: Help the child to learn how to communicate their health issues.
It can be difficult to determine if a child is suffering from a health condition or if there is something bothering them.The child can be encouraged to express themselves through pictures.If a picture of a child with a health problem is used with words attached to it, the child will pick up the vocabulary and language needed to communicate effectively.