EXPLORING DISABILITIES

PROFESSIONAL DEVELOPMENT

DECEMBER 13, 2016

PATTI SHANE, DISABILITIES MANAGER

Head Start

WHAT IS A DEVELOPMENTAL DELAY?

"Developmental Delay" is the term that IDEIA uses for children aged three through nine years who have delays in physical, cognitive, communicative, social emotional, and/or adaptive development, and who, because of these delays, require special education. Source: http://www.cdc.gov

WHAT ARE DEVELOPMENTAL DISABILITIES?

A group of conditions characterized by impairments in physical, learning, language, or behavior areas. These conditions usually begin in infancy and last throughout the life span. In the US, it is estimated that one in six, or about 15%, of children aged 3 through 17 years, have one or more developmental disabilities.

IN VERMONT, EI ELIGIBILITY UNDER THE AGE OF 3 REQUIRES THE PRESENCE OF

AN:Observable and measurable developmental delay(s), in one or more of these areas:

• Cognitive development • Physical development, including vision and hearing; • Communication development• Social or emotional development • Adaptive developmentSource: Vermont Special Education Rules – rev. 2013

OR,

A diagnosed physical or mental condition that will likely result in a developmental delay. Conditions include:

• Chromosomal, genetic, or congenital disorders• Sensory impairments• Disorders affecting the nervous system• Congenital infections• Severe attachment disorders• Disorders secondary to exposure to toxic substances,

including fetal alcohol syndrome Source: Vermont Special Education Rules – rev. 2013

ELIGIBILITY OVER 3 IS CALCULATED DIFFERENTLY, BUT VIEWED THROUGH A

SIMILAR LENSE. Developmental Domains

• Speech and language development

• Adaptive development• Social or emotional

development • Physical development  • Cognitive Medical Conditions, such

as

• Autism Spectrum Disorder• Cerebral palsy• Down syndrome• Attention deficit disorder

Source: Vermont Special Education Rules – rev. 2013

Cause: drinking alcohol during pregnancy

Estimated prevalence (US/W.Europe): 2-5 :

100Source:

http://www.cdc.gov/ncbddd/fasd/facts.html

Affected developmental

domains include: cognitive, physical,

adaptive, social/emotional, speech/language

Alcohol-Related Birth Defects: problems with heart, kidneys, or bones

or hearing.

Physical characteristics include: small head; smooth ridge

between nose and lip (philtrum); low body

weight; shorter height; central nervous system

issues

Fetal Alcohol Syndrome: Difficulty learning; high activity

levels; language delays; impulsivity; possible

death of fetus.

Fetal Alcohol Spectrum Disorders

Alcohol-Related ND Disorder: Behavioral and

learning difficulties; problems with math,

memory, and attention; impulsivity.

Source: http://www.cdc.gov

Fetal Alcohol Syndrome

Source: https://www.aap.org

AUTISM SPECTRUM DISORDER (ASD)

• Cause: Unknown • Estimated prevalence: 1:68 • Affected developmental

domains include: Physical, social/emotional, cognitive, language/speech

• Symptoms include: reacting to smells, tastes, appearances, feelings, or sounds; skill regression; difficulty adjusting to changes and transitions; appearing to be unaware and disconnected from environment

• Physical characteristics include: self-injury; pica; seizures; motor coordination challenges; sleep issues; GI issues

Sources: http://www.cdc.gov/ncbddd/autism/facts.html;

https://www.healthychildren.org

Rett Syndrome Syndrome

Estimated prevalence: 20 -

30,000 in US, mostly girls; often

misdiagnosed

Cause: Postnatal onset at 6 -18 mos;

neurological & genetic; mutation on X

chromosome

Affected developmental

domains include: speech/language;

cognitive; physical; adaptive;

social/emotional

Symptoms include: repetitive hand motions; gait disturbances; slower

head growthSources: http://www.cdc.govhttp://www.rettsyndrome.org

Physical characteristics include: dental abnormalities;

distinctive facial features; cardiac and kidney involvement

•Cause: genetic component resulting in changes to genetic material of each cell

•Estimated prevalence: 1 in 5000 males; 1 in 8000 females

•Affected developmental domains include: Cognitive, adaptive, physical, language, speech, social/emotional

•Physical characteristics include: Prominent ears; longer face; flatter feet; high palate; hyper-flexible joints

•Symptoms include: Delayed walking, talking, or toilet training, learning disabilities, ASD, high activity level, impulsivity, anxiety

•FragileX_FamilySources: https://www.healthychildren.org; http://www.cdc.gov/ncbddd/fxs/facts.html

•Source: http://www.cdc.gov/ncbddd/fxs/facts.html

•

FRAGILE X SYNDROME

Down Syndrome Estimated

prevalence: 1 in 700

Cause: genetic; 3 types, Trisomy 21

most common; mother’s age is one risk

factor

Affected developmental

domains include: cognitive; physical; speech/language;

physical

Symptoms include: heart disease; hearing loss;

apnea; ear infections; eye disorders

Source: http://www.cdc.gov

Physical characteristics

include: palmar crease; poor muscle tone; loose

joints;  flattening at bridge of nose; a shorter

neck; smaller ears

Cerebral Palsy Estimated prevalence: 1 in 323; early signs found

here

Causes: abnormal brain development or damage to brain that happens before, during, or up to one month

after birth. 85-90% is congenital, happening before or during birth

Affected developmental domains include:

variable: adaptive, cognitive, physical, speech/language

Symptoms include: variable, with spastic (80%; muscles stiff,

movements awkward), *dyskinetic, ataxic

(balance /coordination), and mixed CP

Physical characteristics include: seizures, scoliosis, vision, hearing, and speech problems, contracture of the

spineSource: http://www.cdc.gov

Visual Impairment Estimated prevalence: data unavailable

Causes: damage to the eye, eye shaped incorrectly,

or neurological problem. Babies can be born blind;

can occur with certain syndromes

Affected developmental domains include:

adaptive

Symptoms include: child might complain of not

seeing clearly; difficulty with certain skills

requiring distance or close-up visual skills;

discrimination difficultiesSource: http://www.cdc.gov

Physical characteristics include: Child might close or cover one eye; squint; hold objects close to eyes; blink more than usual. Eyes can look crossed, water, crusty,

or red-rimmed.

Post Traumatic Stress Syndrome

Estimated prevalence27.3% of all victims of maltreatment reported to authorities in 2013 were

between the ages of 0-3 (USDHHS, 2015Infants & children, 0–5, are hospitalized, or die, because of accidents more often

than children in any other age group.

Causes: accidents, physical trauma,

abuse, neglect, and exposure to domestic

and community violence

Affected developmental

domains include: social/emotional;

adaptive

Symptoms include: A complete list of symptoms can be

found here.Sources: http://www.nctsn.org

Physical characteristics:A complete list of

characteristics can be found here.

Cause: 50% genetic causes, including

heredity; 1:3 syndromes, such as Downs, heredity; 1:4, maternal infection, head trauma, postnatal;

1:4, cause unknown

Child SymptomsTurns up volume; speech delayed; doesn’t follow directions; speech unclear; often says, “What?”

Affected developmental

domains include: speech/language;

adaptive

Baby SymptomsDoes not: turn toward sound; say one word by 6 mos; startle. Seems to hear some sounds but not others; turns to look on visual cue, but not auditory Source: http://www.cdc.gov

Estimated prevalence: 1 in 6000; onset 6 m.

Hearing Impairment

Affected developmental

domains include: speech/language;

adaptive

SOCIAL/EMOTIONAL STRATEGIES• Offer children reminders about transitions.

• Notice and comment on positive choices.

• Offer telephones, firefighter helmets, etc., to encourage dramatic play.

• Model positive social behavior.

• Utilize CSEFL resources, found here.

Source: www.naeyc.org

SPEECH/LANGUAGE STRATEGIES

• Supplement spoken words with eye contact and gestures.

• Encourage (but do not force) children to “use their words.”

• Model appropriate language.

• Gently hold back and encourage children to ask for what they need.

• Initiate conversations with children on topics that interest them.

ww.naeyc.org

COGNITIVE STRATEGIES• Provide toys and materials that may fall outside the typical

age.

• Allow for scheduling flexibility to accommodate varied attention levels.

• Give children prompts before transitions occur.

• Describe the steps to follow for activities and routines. Physical and Adaptive Strategies

• Ensure outdoor play areas are accessible.

• Offer wheeled toys for motor skill development.

• Ensure stability of furniture and climbing structures.

• Hand railings and step stools are placed where needed.Source: ww.naeyc.org

~UDL~Sensory Strategies

• Offer activities in a variety of sensory modalities• Let children make play choices• Create a soothing, quiet area• Offer predictable mix ofquiet & active activities• Encourage children to make their own food choices.Source: ww.naeyc.org

AN IMPORTANT THING TO REMEMBER IS TO REFLECT ON WHAT IS AND WHAT ISN’T WORKING AND WHY, BECAUSE . . .

THERE IS MORE THAN ONEWAY TO GET THERE FROM HERE.

There is more than one way.There is more than one way.

There is more than one way.There is more than one way.Hay más de una manera.

有一个以上的方式 *Citations to follow.