chapter 18: inclusion of children with special needs child care today, chapter 18: inclusion of...

Chapter 18: Inclusion of Children with Special Needs

Child Care Today, Chapter 18: Inclusion of Children with Special Needs

Children with special needs can be taught and helped when child care professionals adapt the classroom and curriculum to be more appropriate for their needs.

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• prohibits

• encounter

• special needs

• accommodations

• learning disability

• aphasia

• dyslexia

• dyscalculia

• learning specialists

• attention deficit hyperactivity disorder

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• autism spectrum disorder

• inclusion

• Individualized Family Service Plan

• Individualized Education Program

• accessible


Development and Care


• Sensitive early care and education professionals respond with extra attention to children who have special needs.

• Activities should be planned so all children can participate to the best of their abilities.

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special needs

Circumstances that cause a child’s physical, cognitive, or behavioral development to vary significantly from the norm.

Children with special needs may require assistance because of medical, mental, or psychological disabilities.

Defining Special Needs

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Special needs may include

• vision and hearing problems.

• limited mobility.

• mental retardation.

• learning difficulties.

• rapid development and learning abilities (gifted).

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• Children with special needs are children first and people with disabilities second.

• All children have the same desire to be loved, accepted, and respected.

• All children need and deserve a secure, nurturing, and stimulating environment.

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Laws Impacting Special Needs


Laws exist to ensure free and appropriate education and to protect against discrimination.

• Individuals with Disabilities Education Act (IDEA)

• Americans with Disabilities Act (ADA)

• Rehabilitation Act, Section 504

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prohibits

Forbids.

The ADA prohibits discrimination against people with disabilities.

Laws Impacting Special Needs

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Specific Disabilities


accommodations

Changes or modifications made to aid those with special needs or disabilities.

In order for children with special needs to participate more fully, it is often necessary to make accommodations in the classroom.

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Hearing Impairments


• Difficulty in hearing ranges from mild impairment to total deafness.

• Ways to communicate with children who have hearing impairments include

• hearing aids and cochlear implants.

• sign language.

• lipreading.

• visual helps.

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Vision Impairments


• Vision impairments range from mild loss to total blindness.

• Children with severe vision impairments need consistent physical arrangements in the classroom.

• Children with visual impairments should be encouraged to use their other senses.

• Large-print books, Braille labels, and hands-on activities should be available in the classroom.

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Physical and Motor Impairments


• Children with physical impairments may use crutches, a wheelchair, or a walker.

• Buildings, toilets, sinks, towel dispensers, and drinking fountains must be accessible and easy to operate.

• Child care professionals need to use their creativity skills when offering appropriate alternatives for children with physical impairments.

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Cognitive Impairments


Children who are cognitively challenged

• develop intellectual abilities more slowly than others.

• may have shorter-than-average attention spans.

• may have underdeveloped motor skills and eye-hand coordination.

• may show less emotional control and have fewer social skills than other children.

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learning disability

A disorder that affects the way the brain processes information.

Many children who have a learning disability have above-average intelligence.


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• Learning disabilities can be caused by

• errors in fetal brain development.

• alcohol and drug use during pregnancy.

• problems during birth.

• toxins in the environment.

• Types of learning disabilities:

• speech and written-language disorders

• reading and math disorders

• reasoning and memory disorders

Learning Disabilities

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aphasia

A language impairment that affects a child’s use of speech and understanding of language.

Children with aphasia have difficulty understanding spoken and written language or have difficulty speaking.


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dyslexia

A reading disorder in which a person has trouble learning to recognize letters of the alphabet and difficulty reading.

To a child with dyslexia, the letters of the alphabet may appear backwards or jumbled, or they may appear to move around on the page.


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dyscalculia

A disorder related to math skills.

A child with dyscalculia may be unable to count objects or to recognize basic shapes.


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learning specialists

Professionals trained to identify learning disorders and to help children overcome them.

Learning specialists can help children learn to use various ways of gathering, organizing, and interpreting information.


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• Mental retardation is characterized by less-than-average intelligence and limited adaptive skills.

• Mental retardation is a permanent condition.

• Children with mental retardation have varying levels of skills.

• Child care professionals work closely with parents, counselors, and learning specialists.

Mental Retardation

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Behavioral and Emotional Disorders


• When a child’s behavior interferes with learning, he or she may be diagnosed with a behavioral or emotional disorder.

• A child with a behavioral or emotional disorder may be withdrawn, depressed, anxious, unusually fearful, or violent.

• These disorders require professional help.

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attention deficit hyperactivity disorder (ADHD)

A disorder of the central nervous system caused by a lack of certain brain chemicals.

Children who have attention deficit hyperactivity disorder find it difficult to remain focused and to follow directions.


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• ADHD symptoms include

• difficulty paying attention and following instructions.

• aggressive, impulsive, and overly active behavior.

• a combination of these symptoms.

• ADHD is not a learning disability, but some children with learning disabilities may have ADHD.

• Children with ADHD can learn appropriate behavior and may be treated with medication.

Attention Deficit Hyperactivity Disorder

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autism spectrum disorder

A brain disorder that affects communication and social interaction and impacts normal development.

Children with autism spectrum disorder may repeat actions, such as rocking or playing with a favorite toy, and may become upset when routines change.


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• Children with autism can vary in language skills and intelligence.

• Some people with autism display exceptional skills in one particular area.

• Early intervention and special education can help autistic children learn, communicate, and have productive social relationships.

Autism Spectrum Disorder

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Health Conditions


• Some health conditions may affect how children participate in activities.

• Some require medication.

• Accommodation may require a teacher to be prepared for an unpredictable health emergency.

Accommodating Health Conditions

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Gifted and Talented Children


• Gifted children have extraordinary talent in one or more areas:

• Intellectual

• Artistic

• Athletic

• Gifted children need programs that challenge them at their advanced developmental levels.

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Inclusive Programs


inclusion

Integrating children with special needs into regular education classrooms.

To help with inclusion in the classroom, childhood educators can contact the Easter Seals organization for information, assistance, and referral.

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Inclusive Programs


• Children with disabilities must be educated with children who are not disabled whenever possible.

• Children with disabilities cannot legally be excluded from public child care programs.

• Providers can explore organizations and community resources for help in serving children who have disabilities.

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Supportive Early Childhood Professionals


• To ensure successful inclusion, staff attitudes need:

• to be positive.

• to create a comfortable atmosphere for everyone.

• Child care professionals who accept and respect children with special needs serve as models for others.

• Avoid labeling—children should not be defined by their disabilities.

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encounter

To see or meet for the first time.

When children encounter something new or unusual, such as a person in a wheelchair, they are often curious and may even be fearful.


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• Early childhood staff can minimize the natural reactions of curious or fearful children.

• Teachers can promote understanding by

• providing dolls who have special needs.

• displaying images that show interaction among children of varying abilities.

• inviting guest speakers who have special needs.

Acceptance and Understanding

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Benefits of Inclusion


Inclusion helps children

• to be compassionate, respectful, and appreciative.

• learn that people are more alike than they are different.

• reject stereotypes about what people with disabilities are like.

• have experiences they might otherwise miss.

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Managing Inclusive Programs


• In the past, children with special needs were automatically assigned to special education classes or special schools, and for some, this is still the best option.

• Today, people are recognizing the value of including children with special needs in regular classrooms.

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Goals of Inclusive Programs


• To provide all children with enriching experiences

• To promote compassion, respect, appreciation, and the value of diversity

• To help children recognize and cope with their strengths and limitations

• To encourage children to be comfortable with disabilities

• To allow children with special needs to participate in an everyday setting

• To provide ways for parents of children with special needs to interact with other parents

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Staffing and Group Size


The number of children in a classroom may be fewer if some children

• require individual instruction and assistance.

• need extra help during basic care routines.

• require assistance moving throughout the classroom or the building.

• need to be taught by someone with specialized education and training.

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Working with Parents


• Parents have a right to take part in decisions about their child’s care and education.

• Parents provide information about their child’s disability, needs, medications, and habits.

• Teachers must keep parents informed.

• Encourage parents to regularly observe the program.

• Child care professionals may need to refer parents to sources of help and information.

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Serving Children with Special Needs


Individualized Family Service Plan

A plan created to make sure goals are set to meet a child’s overall needs.

An Individualized Family Service Plan is focused on the family and how providing support for the family allows for greater support of the child.

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An Individualized Family Service Plan (IFSP) for children under age three includes

• an assessment of a child’s development.

• goals for development.

• specific ways to promote and support a family’s involvement.

• plans for creating environments and routines in the home and in community settings.

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Individualized Education Program

A written document that outlines how to encourage development in a child who has special needs.

For children with special needs who are age three or older, public school administrators, parents, teachers, and specialists work together to create an Individualized Education Program for each child.

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An Individualized Education Program (IEP) for children three and older is required by law and must include information about

• the current level of the child’s abilities.

• annual goals for the child’s development.

• short-term educational goals.

• educational services to be provided.

• the procedure for assessing the degree of success.

• the degree of regular classroom inclusion.

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accessible

Easily used by those with disabilities.

It is essential that sinks, toilets, and other items necessary for basic personal care be accessible to all children in the classroom.

Adapting the Environment

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Adapting the Environment


• The most enriching program will not benefit a child who cannot attend because of physical barriers.

• Teachers, children, parents, and others should work together to identify and remove barriers and hazards so children with special needs can explore the environment safely.

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Adapting the Curriculum


• Creating separate activities emphasizes differences, rather than similarities.

• Activities should be planned so all children can participate.

• Modify activities, equipment, or teaching methods as needed.

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Adapting Schedules and Routines


• Schedules should include extra time to allow for routines that may be more time-consuming for children with special needs.

• Encourage independence and self-help skills in all children.

• Some children require special health care in their daily routines.

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