Cognitive & Developmental Lessons
What, Who, How
What
This mainly involves adapting your teaching style to suit the needs of the Student.
Who
Anyone who learns, thinks, behaves, and communicates in a way that is different from what is considered normal for their age. This may be congenital, developmental or through an accident. Use the Cognitive Assessment model (COM-BEH-MOT-TRI).
How
Progressions are the same as you teach in a regular lesson unless the student also has a physical disability. If you have any concerns with regard to your student being able to realistically communicate their needs then always involve their family and/or carers in the discussion. You want to know what risks there are, the most effective approach to take to teach the student, how to most effectively communicate with the student, and any behavioural tips that will help in the lesson.
Find out what the student’s most successful communication style is. Abstract and complex concepts can be difficult. Some people respond to visual cues such as pictures on a notebook or drawings in the snow. ALWAYS check for understanding in a variety of ways in addition to verbal. Establish vital communication methods for such things as toileting, cold, discomfort.
Distorted perceptions of risk (both high and low) and ability may be present. This includes environmental risks such as terrain and temperature and personal risks such as speed and control. A student may not feel cold or pain or may not want to upset you or their experience by expressing that need. A student may not understand the need to ride in control or may present an excessive fear of speed. Always check the ability level of a student before moving to terrain where there are required skills.
For more specific information on disabilities, refer to Section C.
Terrain, Equipment & Safety
Terrain
Terrain choices should be specific to the activity and individual student.
Equipment
Any equipment may be utilised, depending on the student’s requirements. By example, if your student learns best with simple information, such as someone with a TBI, a bi-ski may be more suitable as the movements can be simplified when describing.
Safety
- Distractions may happen due to a short attention span or fascination with other people or objects. Be aware of signs that a student is not focused on the lesson.
- Do not accept inappropriate behaviour and treat it in the same way as you would for anyone of the same age.