SPECIAL NEEDS

Introduction to Early Childhood Education

GPS Focus Standards:

 

IECE-7: Students will discuss ways to adapt the curriculum and classroom

for children with special needs. a. Explain laws regarding children with disabilities. b. Define mainstreaming and inclusion. c. Demonstrate strategies for integrating children with

disabilities into programs. d. Discuss the relationships of children with special needs

with their peers, teachers, and others. e. Explain interventions to use when working with special

needs children, such as adapting the environment (e.g. child with impaired vision, gross motor impairment, or hearing

impaired).GPS Academic Standards: SSCG6 SSPVB1: Concepts related to measurement and nature of

intelligence SSPVB2: Identify abnormal behavior and treatment ELA9-12RL5, ELA9-12RC1, ELA9-12LSV1, ELA9-12LSV2

National / Local Standards / Industry / ISTE: NFACS4.5

UNDERSTANDINGS & GOALS~IECE-7

Enduring Understandings: Enduring understandings are statements summarizing

important ideas and have lasting value beyond the classroom. They synthesize what

Students should understand – not just know. The early childhood curriculum helps children develop sensitivity toward

those with special needs. Social skills are especially important for children with disabilities and the

inclusive early childhood program can help them, as well as the other children in the class, develop the skills to get along with all their peers.

 Essential Questions: Essential questions probe for deeper meaning andunderstanding while fostering the development of critical thinking and

problem-solvingskills. Example: Why is life long learning important in the modern workplace? What do all children have in common? How can you help to encourage children’s relationships with peers of

differing abilities? How can you help children develop sensitivity and understanding toward

those who are of a different ability? How can you support the social development in children of different ages

and abilities? How can you include children with disabilities in an early childhood

program? What are children who have different disabilities like?

OPENING

Miguel, a lively four-year-old, has a hearing impairment. He can speak and understand only a few simple words. Rosie, an active five-year-old, is color deficient. She cannot identify the primary colors. Stephen has cerebral palsy. He needs special help to develop fine-motor skills. Toby is a two-year-old who has taught herself to read. These are children who have special needs.

SPECIAL NEEDS TERMINOLOGYIECE-7: Students will discuss ways to adapt the

curriculum and classroom for children with special needs.

Individuals with Disabilities Education Act (IDEA)

InclusionIndividualized

Education Plan (IEP)Individualized Family

Service Plan (IFSP)ReferralHearing impairmentArticulation

problems

Visual impairmentChronic health

needsAsthmaHemophiliaLearning disabilityBehavior disorderAutismGiftednessAccelerationEnrichment

ECE-Special Needs VOCABULARY

Individuals with Disabilities Education Act (IDEA)-requires that states provide education for children who are developmentally delayed.

Inclusion-placing children with special needs in regular classrooms.

Individualized Education Plan (IEP)-written for each child with a diagnosed disability.

Individualized Family Service Plan (IFSP)-outlines family needs, goals for child, services, how child is learning, and a plan for transitioning.

Referral-suggesting a professional parents can take their child to see.

Hearing impairment-problem in one or more parts of the ear.

Articulation problems-omissions, distortions, or substitutions of vowels or consonants or both

ECE-Special Needs VOCABULARY

Visual impairment-any eye or nerve problem that prevents people from seeing normally.

Chronic health needs-an illness that persists over a period of time. Asthma-chronic inflammatory disorder of the airways. Hemophilia-genetic blood disease in which the blood cannot clot normally. Learning disability-having a problem with one or more basic skills of

learning. Behavior disorder-a condition that affects an individual’s social and

emotional functions. Autism-inability to interact with others socially. Giftedness-creative or productive thinking, general intellectual, leadership,

psychomotor ability, specific academic aptitude, visual or performing arts Acceleration-process in which a gifted child is assigned to a class with

older children. Enrichment- range and depth of experiences is broadened to provide the

child with a special curriculum.

WHAT IS A SPECIAL NEED?

AutisticDevelopmentally Delayed (DD)Dual Sensory ImpairedEmotionally Handicapped (EH)Hearing ImpairedPhysically ImpairedVisionally ImpairedGifted/ProdigyProfoundly Mentally Handicapped (PMH)Specific Learning Disabled (SLD)Behavior DisorderSpeech and Language ImpairedAttention Deficit Disorder (ADD)Attention Deficit Hyperactivity Disorder (ADHD)

Playing the diversity (special needs) card game.

Individualized Education Plans

Federal law requires that an IEP be written for eachchild with a diagnosed disability. Each IEP requires

six components: Description containing an assessment of child’s current level of

performance. Annual goals for the child Short-term educational objectives Statement outlining the involvement of the child in the regular

educational program Specific services provided with a time line noting beginning and

ending dates Evaluation criteria that will be used to decide if educational

objectives are met

Teacher’s Role

Take part in identifying children with special needs.Work with resource persons to design individual

programs.Teach children who have special needs and non-

disabled children in the same classroom.Share information with parents and make

suggestions for referrals.Base program decisions on input from several

resources.Encourage parents to participate in their child’s

education.

Teacher’s Role

IdentificationNeed a strong child development backgroundRecognize when a child is lagging in reaching a

milestoneInformal observation may be used for assessing a

child’s needsReferralsHelp parents see a need for their child’s

treatment.School staff are obligated to consider the results.

Hearing DisordersTeaching Suggestions

Get down to the child’s eye level Get the child’s attention before

speaking Speak in normal volume and

speed Speak clearly and distinctly Use the same sentence

structure Pause and wait for a response Repeat, rephrase, or

demonstrate Encourage other children to

imitate you Use gestures and facial

expressions Let the child sit in front of you

Use concrete materials to demonstrate abstract concepts.

Provide classification games and puzzles

Label classroom Select simple, large and

uncluttered illustrations Teaching safety by using

traffic signals Teach daily routines and

transitions using a light switch

Use a picture poster to point to the upcoming activity

Speech and Language Disorders

IdentificationSpeech impairments-

interference with specific sounds or sound blends

Child’s speech is generally impaired when it calls attention to itself

Articulation Problems The terms lazy tongue and

baby talk are frequently used to describe articulation problems

Use language that is proper for the child’s developmental level

Voice (Phonation) Disorders Voice characteristics

include pitch (lowness or highness), loudness (amount of volume), flexibility (changes in pitch) and quality (harshness, hoarseness, etc)

Stuttering Characterized by

repetition, hesitation, and prolongation

Often under certain conditions that some children stutter.

Vision Disorders

Early Identification Excessive rubbing of the eyes Clumsiness and trouble moving

around the class Adjusting the head in an

awkward position Moving materials close Squinting Crossed eyes Crust on eye Iris on one or both eyes cloudy Crossed eyes or an eye turned

inward Red, encrusted, or swollen

eyelids Excessive blinking

Types of Visual Disabilities

Amblyopia-lazy eye Glaucoma-failure of eye fluid

to circulate in proper way Nearsightedness-unable to see

things far away Farsightedness- difficult time

seeing objects that are close Color Deficiency-color

blindness Uncorrectable Conditions-

cannot be corrected by glasses, surgery, or other means

Teaching Suggestions

Always create a need to see. Include a study unit on sight to help all the children

understand vision. Purchase chalkboards with a dull finish Hang children’s work at their eye level. To ensure a safe environment, items should be picked up

right after play Auditory clues are important Have a number of large print books in the reading area Provide many tactile (touch), olfactory (smell), and auditory

(sound) clues to structure the environment Use auditory reminders for transition times Always encourage children to describe what they remember

using their senses.

TypesTypes Teaching SuggestionsTeaching Suggestions

Cerebral Palsy-neurological disorder that results from damage to the brain

Spina Bifida- a condition in which the bones of the spine fail to grow together

Muscular Dystrophy-genetic condition characterized by weakness in the muscles

Amputation-missing a limb and fitted with a prosthesis

Modify chairs Provide space for special

equipment Provide ramps Raise tables Glue knobs on puzzle

pieces Secure carpeting or rugs Provide two-handled mugs Serve finger foods

Physical Disabilities

Health Disorders

Allergies- reaction of the body to a substance in the environment (inhalants, Ingestants, Contactants, Injectables)

Arthritis- condition brought on by inflammation that produces painful swelling of the joints

Asthma-chronic inflammatory disorder

Cystic Fibrosis-persistent and serious lung infections

Diabetes-insulin is not produced by the pancreas to burn or store foods as energy

Epilepsy-convulsive disorder caused by damage to the brain

Hemophilia-genetic blood disease in which the blood cannot clot normally

Leukemia- a form of cancer that affects the blood-forming organs and the blood

Other Disabilities

Cognitive Disabilities Down Syndrome- chromosome disorder that is the

most identifiable from of mental retardation

Learning Disabilities Attention Deficit Disorder (ADD)-trouble focusing and

staying on task Attention Deficit Hyperactivity Disorder (ADHD)-

overactive, restless, and impulsive

Social or Emotional Impairment Autism-unable to interact with others socially

Gifted AreasGifted Areas Teaching SuggestionTeaching Suggestion

Creative or productive thinking

General intellectual activity

Leadership abilityPsychomotor abilitySpecific academic

aptitudeVisual or performing

arts

Include acceleration and enrichment in the program

Move through activities at faster pace

Use audiovisual materials, games, and field trips

Provide open-ended learning activities

Design instruction to match their skills

Understand the problems these children face

Help child improve social skills

Gifted Children

Identification of a Gifted Child

Constant curiosity Social/emotional behavior exceeds their peers More independent and motivated Early speech Advanced vocabulary for age Keen observation skills Unusually long attention span Inquisitive nature Flexibility Persistence Strong sense of responsibility for age Self-criticism Tendency to strive toward perfection Good memory Awareness of others’ feelings

IEP Process PowerPoint

GUEST SPEAKER

Barriers Activity

Write and perform a brief story or puppet show script that could be used to help preschoolers learn about a specific disability.

Observation Topic Special Needs

http://www.youtube.com/watch?v=qh1meBo_m1w&feature=related

Special Needs AssignmentObservation Journal

Heading- Observation Journal, Early Childhood Education, Name, Date, Class~Woodson/Smith

What did you do? (Provide details) What are you thoughts about what you did? (Your feelings about the

experience)

Special Needs Powerpoint Presentation Name of your special need (Name, Class Title, Special Need) How is a child with this need identified? What “causes” the special need? What are the ranges of abilities for a child with this special need? What are six major teaching strategies used with a child with this special need? How can a child with this special need be included in a regular classroom? Questions Answered Bibliography

Sourcebook NotesIECE-7: Students will discuss ways to adapt the curriculum and

classroom for children with special needs.

Define the following terms: Individuals with Disabilities

Education Act (IDEA) Inclusion Individualized Education Plan

(IEP) Individualized Family Service

Plan (IFSP) Referral Hearing impairment Articulation problems Visual impairment Chronic health needs Asthma Hemophilia Learning disability Behavior disorder Autism Giftedness Acceleration Enrichment

Name the six components of an Individualized Education Plan (IEP).

What is the teacher’s role in working with special needs students?

Why is early detection of a special need important to a child’s successful development?

Identify the types of disorders in the disabilities listed below. Hearing Disorders Speech and Language

Disorder Vision Disorders Physical Disabilities Health Disorders Gifted Areas