Means-end behavior occurs when the child can carry out a sequence of steps, including the removal of a physical obstacle, to achieve a goal. The development of means-end knowledge occurs in three stages: transitional, intentional, and comprehensive. Comprehensive means-end is achieved when the child can generate solutions without demonstration of…

Many teachers of children with disabilities incorporate photographs of people during the school day as part of daily schedules, choice-making, attendance, and turn-taking opportunities. They often hold the expectation that the child with disabilities will be able to discriminate the photographs of others from a self-photograph. It is important to…

This article tells the story of how Colby, a young boy who is congenitally deafblind, developed language and literacy. Narrative is coupled with video to illustrate how the following four instructional approaches and interventions supported his development: (1) daily schedule, (2) home-school journal, (3) experiential based literacy, and (4)…

Morning Circle, also known as Morning Meeting, is often a daily lesson in both general education and special education classrooms. The primary purpose of the Circle is to support each child to establish membership in the class while developing a classroom community and culture. The Responsive Classroom Approach recommends four Circle components:…

Daily communication journals are a powerful tool to promote communication development in children with severe disabilities. Each page of the daily journal features three parts: a print or braille label, a recording device, and a tangible symbol. Children should participate in both the preparation of the daily journal and its review, thus gaining…