Children with Special NeedsChapter 16

Early Childhood Today 11th Edition

Unit 11 Advanced Child Development

Children with Special Needs• Children with disabilities

• Children who are gifted and talented

• Children who are abused and neglected

• Accommodating diverse learners

Children with Special Needs• As an early childhood professional you

will have students who have a variety of special needs.

• They may come from low-income families or have exceptional abilities or disabilities.

• Twice Exceptional are students who have more than one exceptionality.• Ex: they may be gifted in one area and

have a learning disability in another.

Children with Special Needs• The needs of every child will be different

and it will be a challenge for you to provide for ALL of your students needs.

• Remember that it is your job to ensure that every child in your classroom has the opportunity to learn to the best of their ability.

• This may require you to be diverse in how you deal with and teach individual students.

Children with Disabilities• Children with special needs often times

need special services in education in order to reach their full potential.

• Laws have been developed to help ensure that schools have a special education program that is designed to provide services to these children.

• The field of special education has unique vocabulary and terminology.

• The laws that guide special education in the U.S have changed greatly through the years.

Children with Disabilities- IDEA• Individuals with Disabilities Education

Act (IDEA)- the latest revised special education law.

• It ensures that all children with disabilities have available to them a free appropriate public education that meets their unique needs.

• About 10-12% of children in the U.S. have some type of disability.

Children with Disabilities- IDEA•IDEA defines students with disabilities as children with physical, mental, or emotional impairments or specific learning disabilities who need special education or related services. •There are 13 categories of disabilities as defined by IDEA:

•Autism, deaf-blindness, developmental delay, emotional disturbance, hearing impairment, mental retardation, multiple disabilities, orthopedic impairment, other health impairment, specific learning disability, speech or language impairment, traumatic brain injury, visual impairment.

Children with Disabilities- IDEA•IDEA has established 7 basic principles to follow when providing education and services to these children with special needs:

•1. ZERO REJECT: All children are included in education, no one is rejected or denied education. •2. NONDISCRIMINATORY EVALUATION: there must be a fair evaluation to determine if a child has a disability. •3. MULTIDISCIPLINARY ASSESSMENT: A child’s evaluation will consist of more than one test and will be administered by more than one person.•4. APPROPRIATE EDUCATION: Free and appropriate education is the law for all students ages 3-21.

•Free and Appropriate Education (FAPE)

Children with Disabilities- IDEA•IDEA has established 7 basic principles to follow when providing education and services to these children with special needs:

•5. LEAST RESTRICTIVE PLACEMENT: Students with disabilities should be educated alongside students who do not have disabilities as often as possible.

•Least Restrictive Environment (LRE)

•6. PROCEDURAL DUE PROCESS: Provides parents and schools with ways to resolve their differences over how their child should be educated.•7. PARENTS & STUDENT PARTICIPATION: The process of making decisions is shared by educators, parents, and students.

Children with Disabilities-Referral, Assessment, and Placement

• Referral of the student to special education can be made by anyone.• EX: parent, teacher, doctor, or other

professional.

• The referral is usually followed by an assessment to determine if the child possess a disability and is eligible for services.

• Parents/Guardians MUST give consent in order for their child to be assessed.

Children with Disabilities-Referral, Assessment, and Placement

• If the child is eligible for services, a team will be formed to develop that child’s Individualized Education Plan (IEP).

• This team includes: • a parent or parent representative

• The student when appropriate• A special education teacher• A regular education teacher• A representative of the school district such a a principal

or coordinator

• The IEP is a contract that specifies how the child will be educated and what services will be provided.

Children with Disabilities-Referral, Assessment, and Placement

• Every child’s IEP will be reviewed by their team annually to be revised.

• It is the job of the team to determine how the child’s IEP should be revised and it is their responsibility to dismiss the child from special education when appropriate.

• The IEP specifies:• What will be done for the child• How and when it will be done• By whom it will be done

Children with Disabilities-Referral, Assessment, and Placement

• This is a contract, that is supported by law.

• It is the responsibility of the school and teachers to ensure that while the student is in the learning environment their special needs are being met.

• Today 80% of children with disabilities are educated in a regular classroom this means that the IEP is extremely important to both special education teachers and regular teachers.

Children with Disabilities- Inclusion• IDEA requires that students with

disabilities receive special services with in the general education classroom as much as possible.

• This may call for Adaptive Education- modifications to classroom, programs, environment, or curriculum.

• These modifications are made in order to help students be successful.

Children with Disabilities- Full Inclusion vs. Partial Inclusion

• Inclusion supports the rights of all students to participate in natural environments.

• Full Inclusion means that students with disabilities receive the services and support they require entirely in the general education classroom.

• Partial Inclusion means that students receive some of their instruction in the general education classroom and some in pull-out or resource classrooms.

Children with Disabilities- Full Inclusion vs. Partial Inclusion

• Full inclusion is a controversial subject:• Court decisions have mandated,

supported, and encouraged full inclusion.• Some teachers feel they lack the training

or support to provide for the disabilities of children in full-inclusion classrooms.

• Some parents are dissatisfied with special education services and want their child to have the academic and social benefits of a regular classroom.

Children with Disabilities- Full Inclusion vs. Partial Inclusion

• Full inclusion is a controversial subject:• Some people believe the cost of full

inclusion outweighs the benefits.• It costs $4,745 to educate a regular classroom

student.• It costs $8,310 to educate a special education

student.

• As with all issues, there are pros and cons associated with full inclusion classrooms.

Children with Disabilities- The Pros of an Inclusion Classroom

• Provides for a full range of educational services in a natural setting.

• May allow children with disabilities to receive more services and more appropriate education.

• Fosters an increased self-esteem in children with disabilities.

• Allows all children to learn new social skills.• Provides ongoing opportunities for socialization.• Provides opportunities for all children to form

meaningful friendships. • Enables children to learn about and value diversity.• Provides opportunities to educate everyone about

children with disabilities.

Children with Disabilities- The Cons of an Inclusion Classroom

• The regular classroom may need to be redesigned to accommodate children with special needs.

• The inclusive classroom may provide more distractions.• Classroom resources and size may be inadequate.• Parents of children with disabilities may have less input.• Children may have difficulty adapting.• An inclusive classroom may be more stressful.• Children may receive less one-on-one attention.• Increases responsibilities, planning time, and workload

for teachers.• Regular education teachers may be resistant to ideas

and practices.• Teachers may need specialized training to teach children

with disabilities.

Children with Disabilities- How to Teach in an Inclusive Classroom

• Understand students and their needs.• Learn the characteristics of special needs

students and become comfortable with them.• Learn about how to use different technologies

to help them in the classroom.

• Develop skill in instruction techniques.• Modify instruction for students with special

needs.• Be open to using a variety of instructional

styles- this will help all of your students!

Children with Disabilities- How to Teach in an Inclusive Classroom

• Manage the classroom environment.• You may have to make physical changes to your

classroom.• Create an environment of acceptance.• Guide and manage the behavior of all students and

motivate them.• Set the example of acceptable behavior.

• Collaborate with other professionals and parents.• Work closely with special education teachers.• Work with and involve parents.• Participate in planning and implementing IEP’s.

Continuum of Services for Students with Disabilities

General education classroom no specialized assistance.

General education classroom, with specialist to provide assistance to classroom teacher.

General education classroom for majority of time, some time spent in special education classroom.

Special education class for majority of day, some time spent in regular classroom.

Full-time in special education class in public school.

Separate school for special needs.Homebound or

hospital instruction.

Most Restrictive

Least Restrictive

Least # of Students

Most # of Students

Children with Disabilities- Consultation and Collaboration

• As an early childhood educator you will have to participate in consultation- seeking advice and information from colleagues.

• You will also engage in collaboration- working cooperatively with other professionals, parents, and administrators.

• Consulting and collaborating with others will help you explore your options more clearly, and gain knowledge and information.

Children with Disabilities- Attention Deficit Hyperactivity Disorder (ADHD)

• Students with ADHD generally display learning delays and have difficulties in 3 specific areas:• Attention• Impulse control• Hyperactivity

• ADHD is diagnosed more often in boys than girls.

• It occurs in about 20% of all students.• 50% of children are diagnosed before

age 4.

Children with Disabilities- Academic Instruction: Introducing Lessons

• Provide a daily organizer.• Prepare students for the day by

summarizing the activities planned.

• Review previous information.• Review information learned yesterday that

applies to today’s topic.

• Set learning expectations.• Display what students are expected to learn

today.

Children with Disabilities- Academic Instruction: Introducing Lessons

• Set behavioral expectations.• Describe how students are expected to

behave during the lesson.• Ex: you may talk quietly, or raise your hand if you

know the answer.

• State needed materials.• Identify all of the materials needed so that

students do not have to figure it out on their own.

• Explain additional resources• What should they do if they need help?

Where can they find more information?• Ex: textbook pg. 20

Children with Disabilities- Academic Instruction: Conducting Lessons

• Support the student’s participation in the classroom.• Ask them questions that you know they can

answer.• Find ways to help them stay on task.

• Use a variety of materials.• Use different materials such as videos or

charts to reemphasize the information.

• Check student performance.• Monitor students as they are working to

ensure that they understand the material.

Children with Disabilities- Academic Instruction: Conducting Lessons

• Help students correct mistakes.• Help students indentify and correct their mistakes,

help them find ways to avoid errors.

• Help students focus.• Help them stay on task.

• Use follow-up directions.• Continue to state the directions (orally or written) to

remind students of what they should be doing.

• Use cooperative learning strategies.• Students work in small groups where each person

has specified responsibilities.

Children with Disabilities- Academic Instruction: Conducting Lessons

• Use different instructional practices for different students.• Some students may need a reading partner

or a word bank to help them complete their assignment.

• Help students be organized.• Use assignment notebooks or color code

items.

• Help students with time management.• Have clock and calendars visible to all.• Sequence activities and have a daily

schedule.

Children with Disabilities- Behavioral Interventions

• Define appropriate behavior by giving praise.• Praise should be specific and should state what

they did right.• Ex: Charlie you did a great job quietly completing

your math assignment!

• Give praise immediately.• The soon the praise is given the more likely the

student is to repeat that behavior.

• Vary the statements of praise.• Avoid using the same statements and words they

will loose their value.

• Be consistent and sincere.

Children with Disabilities- Classroom Accommodations

• Seat the child near the teacher.• Allows you to monitor them easier and

reinforce their on-task behavior.• Removes them from excessive distractions.

• Place role model students around them.• This will help them to learn socially

acceptable behavior.

• Limit distractions.• Create a quiet, distraction free area for

students to work.

Children Who Are Gifted and Talented

• Children who are identified as gifted and talented are not covered under IDEA.

• Gifted and talented children are defined as those who give evidence of high performance capabilities in academic areas.

• These students excel in one or more areas such as drama, music, athletics, math, etc.

• Some students with disabilities may possess a gift or talent in another area.

Children Who Are Gifted and Talented

• Classroom teachers can provide enrichment and acceleration for gifted children.

• Enrichment allows children to pursue classroom topics in different ways going into greater depth.

• Acceleration permits gifted children to progress academically at a quicker pace.

• Some schools offer a gifted program where students are pulled out of the classroom to participate in extra learning and enrichment..

Children Who Are Abused and Neglected

• Unfortunately, not all parents love their children and enjoy caring for them.

• Not all family settings are full of joy, happiness, and harmony.

• In 2007, in Missouri a child was abused or neglected every 2 hours.

• Many reports of abuse and neglect go undetected.

• Children are physically and mentally abused.

Children Who Are Abused and Neglected

• All educators are required by law to report child abuse. • Other mandatory reporters include:

doctors, nurses, social workers, physiatrists, and counselors.

• Each state and school district will have a policy for how to identify and report child abuse.

Children Who Are Abused and Neglected

• If you suspect a child is being abused or neglected you should…• Remain calm- if you show strong emotion the child

may get scared.• Believe the child.• Listen without judgment- most abusers are

someone the child knows and is connected to.• Tell the child that you are glad that they told

someone.• Assure the child that the abuse is not their fault

and assure them that you will do what you can to keep them safe.

• Follow your policy to report the abuse- NEVER investigate it yourself.

Children Who Are Abused and Neglected

• To report of child abuse you will more than likely need the following information:• Name, age, sex, and address of the child

who is subject to the abuse.• Names of the child’s parent/ guardian and

siblings.• The nature and extent of the abuse- as far

as you know.• Your name, occupation, and contact

information.

Children Who Are Abused and Neglected

• Child abuse is a major area for advocacy.

• We must continue to educate, treat and help those who are abused and those who abuse.

• Share information on how to identify and report cases of neglect and abuse.

Children Who Homeless• Approximately 1.35 million children are

homeless at any given time in the U.S.

• They may be homeless with their family or on their own.

• Homelessness has significant effects on children physically, mentally, emotionally, and socially.

• For many of these children attendance at school is a main concern.

Accommodating Diverse Learners• All children learn differently no matter if

they have a disability or if they are gifted.

• As educators it is our job to do the best to educate and prepare all of our students for the future.

• This means making accommodations to your ideas, teaching methods, and ways of managing your classroom.

• Every year will be different and each group of students will bring with them a new set of challenges and rewards.