GENERAL GUIDELINES FOR WORKING
      WITH GIRLS WITH DISABILITIES
 go to Speech/Language            go to Intellectual             go to emotional
   
      1.       Your attitude toward the girl with a disability will help shape the person's attitude toward herself and others.
    
      2.       Have a confident attitude and expect good results.  She will usually live up to expectations if you are realistic in setting goals.
      
      3.       Arrange equipment so that she will be able to use it independently - i.e. putting spoon on right hand side of bowl (or left side if she is left-handed).
      
      4.      Never be bored, you must have interest in the task.  Like and enjoy the challenge.
      
      5.      Try to establish a definite routine to which she will become adjusted.
      
      6.       Never give her the idea that she may not have to do it.  Be careful of your phrasing.  Instead of saying, "Shall we sit down now?" Say "Sit down now," in a matter-of-fact way, but definitely and firmly.
      
      7.       Be consistent in enthusiasm and encouragement or she will become confused and lose interest.
     
      8.       Use praise wisely: (a) praise a lot in the beginning; (b) praise in proportion to the effort expended by her; (c) when she becomes more adept, diminish praise; (d) be consistent.
      
      9.       Teach her by example.  Take advantage of the tendency of children to imitate their elders.  Show her the correct way to do things.  You are her "model".
      
      10.    Do not tire her.  Watch carefully for fatigue and then help her.  BUT, first explain why you are helping her.
      
      11.    Be interested in the progress of a habit and not merely in the end product.
      
      12.    Encourage independence in her; don't help her too much.
    
      13.    Help the person to see the best in others.  Good social adjustments depend in large measure on the individual's favorable relationship with other people.
      
      REMEMBER: Practice, a sense of humor and ingenuity are invaluable in working with all people.

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GUIDELINES FOR WORKING WITH GIRLS WITH SPEECH AND LANGUAGE DISABILITIES
      
      1.     Give whole, unhurried attention to the girl who has difficulty speaking.  Don't talk for her, but give help when needed.  Keep your manner encouraging rather than correcting.   When necessary, ask questions that require short answers or a nod or shake of the head.
      
      2.     Encourage her to speak more.  Practically any speech  improvement, of whatever sort she is going to achieve, she will have to achieve while she is speaking and through the act of speaking.
      
      3.     Encourage the girl to talk about her stuttering and her feelings, if she perceives it as a problem.
      
      4.     See to it that each girl has as much feeling of success as possible in speaking.  Find out as much as possible about the kinds of speaking the girl does with little or no stuttering.  Speaking or reading in unison is an activity that most people who stutter can participate in with success.
      
      5.     Help the girl to develop a more realistic attitude toward her stuttering.  Stutterers tend to exaggerate the amount of stuttering they do, and the seriousness of the consequences.
      
      6.     Help the girl develop a realistically good opinion of herself.  It is beneficial to a person who stutters to give due attention and thought to her achievements and attractive characteristics.
      
      7.     Encourage the girl to enjoy learning and to cultivate worthwhile interests.  One of the major problems of many adults who stutter is that of adjusting to the world of serious work and the responsibilities of earning a living.
      
      8.     Do not react emotionally to the girl's stuttering. Do not interrupt or hurry her.  Look at her, as you would at any individual, when she speaks.

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GUIDELINES FOR WORKING WITH GIRLS WITH INTELLECTUAL DISABILITIES
     
      1.     Make sure you have the girl's attention before beginning the activity.
      
      2.     Progress slowly, offering familiar activities first.  Use repetition, because these girls need reinforcement of learning.
      
      3.     Introduce new activities during the early part of the period before she gets tired.
      
      4.     Be kind, firm, and patient, using a positive approach.  Be clear in directions without talking down to the girls.  Use concrete examples.
      
      5.     Assist the learning process by breaking tasks down into simple steps.
     
      6.     Attempt to keep each person involved.
      
      7.     Demonstrate and take part in the activities.
      
      8.     Offer activities which could be useful at home and later in life.
      
      9.     Remember to consider each girl's abilities and attention span.
      
      10.      Let each girl compete with herself.  Some simple tests and measurement devices provide an incentive (especially in badge work).
     
      11.      Give each girl individual goals with which she can have some measure of success, and use praise as often as possible.
     
      12.      Allow her to have some choice of activities, and allow her to suggest activities.
      
      13.      Use simple language in teaching her.  Speak of objects by their own names.  Use this as an opportunity of increasing her vocabulary.
      
      14.      Explain in a few words to her what she is going to do; how she is going to do it; and why.
      
      15.      Be consistent in methods.  Decide what it is you want her to do and follow this procedure, or she will become confused.
     
      16.      Do not try to teach her too much at one time.  Realize her capabilities.
    
      17.      Based on experience, know how long it generally takes to complete an activity, and act accordingly.
      
      18.      Help her concentrate on what she is doing.  Don't have distractions present.

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GENERAL GUIDELINES FOR WORKING WITH
GIRLS WITH EMOTIONAL DISABILITIES

1. Be pleasant; try smiling. Smiling show acceptance, not weakness.
To the girl who needs acceptance, you may provide the motivation she needs to
meet approval.

2. Be warm and consistent, firm and clear about what you consider to be unacceptable behavior. Let the girl know that you disapprove of what she does, without making her feel that you disapprove of what she is.

3. Try to understand the "whys" behind the girl's behavior.

4. Sift out your feelings; is the behavior really a "problem" or does it just not meet your own personal standard?

5. Use a positive approach, rewarding the desired, appropriate behavior or a close approximation. "Catch her being good."

6. Use praise such as: "You are working (doing, etc.) nicely" - NOT "I knew you could do it," or "It pleases me to see you working so well." She's not there to please the adult. It is quite possible that pleasing adults is a part of her problem. Appropriate behavior should please the girl, so pay off - reward her with praise coupled with a touch (unless she is touch sensitive).

7. Ignore inappropriate behavior. Remember that some girls will annoy you because they want your attention and they want you to like them.

8. Talk things over in a one-to-one situation and suggest better alternatives for behavior in preference to punishment.

9. Use proximity; moving close to a disruptive girl will often stop disturbing behavior.

10. Use signals; often a word or facial expression from the leader modifies the behavior.

11. Help girls see that no one is perfect, and that everybody makes mistakes.

12. Set them up for success - people are usually unhappy and resist or act-out, etc., when they are confronted or feel pressure to perform that which they do not do well.

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