Voices:  Fading Strategies in an Inclusive Classroom

Verbal Cues: 
Provide simple verbal statements that allow a child to complete a task.  You may need to simplify teacher directions. You may need to provide additional support once a task has been initiated. You may need to repeat directions to assure directions are being processed by the students.  You may need to assist at student's request.

Distancing: 
"Let me know when you are finished." or "I'm going to help....and I'll be back in a few minutes."  (stay visible)

Use a Peer to Assist or Model: 
"Can you show Sally___?" or have Sally be the assistant or helper to another child, "Sally, can you help Susie___?" or "Sally, go help_____ put the book away.

Model for Other Adults: 
How to interact/set expectations; then share roles (paraprofessional works with class allowing the general education teacher to focus on the child with special needs)

Provide an Excuse: 
General education teacher may ask the paraprofessional to perform a task; May need to leave to use the rest room, etc. allowing the student to be without an adult by their side.  (time frames will vary depending on the child and activity).

Destinations: 
Once familiar with his/her surroundings have student transition with the class, a peer, or alone.  Paraprofessional monitors from a distance.

Work From the Familiar: 
It may be a favorite book to read or familiar routine activity; Build off interest, prior experiences.

Home: 
Inquire about what the child is able to do independently at home; when possible carryover some of the home routines.

“Have to’s” and Choices:
Make sure that “have to’s” and choices are available when necessary (on an off day more choices may need to be available; have a menu should the activity in class be too difficult or if the child is struggling or their behavior is interfering with a class lesson).  “Have to’s” may simply need to be done in a different setting.  Hold to as many attainable tasks as possible.

Levels of Intervention:
Visual aids to copy or provide a model (may need to be step by step presentation); verbal cues to shape independent efforts (may explain a process or sequence; may hold a child’s verbal thought as they attempt to put it into print).