© 2007 by Thomson Delmar Learning Chapter 15: Children with Disabilities or Other Special Needs.

© 2007 by Thomson Delmar Learning

Chapter 15: Children with Disabilities or Other Special

Needs


Policies for Children with Disabilities or Other Special Needs

• Inclusion of children with special needs

• The team approach

• Supporting the child with disabilities or other special needs

• Supporting families who have a child with disabilities or other special needs

• Implications for teachers


Inclusion of Children with Disabilities or Other Special Needs into Early Childhood

Education Environments

• Americans with Disabilities Act (ADA, 1990)– Federal legislation to protect people with

physical or mental disabilities– Disability defined a physical or mental

impairment that substantially limits a major life activity

– Applies to all early childhood education except nanny and ecumenical care



Education Environments (continued)

• Carefully study Figure 15-1

• Review the ADA Goal in Figure 15-2


• Individuals with Disabilities Education Act (IDEA)

• Special educational intervention – Intervention is usually accomplished by local

education agencies like a school district– Interdistrict transfer if school cannot provide what

is needed– The concept of IDEA is to include children in a

program that is designed to help them to be educated, from kindergarten on, at the greatest level possible in a public school




• Benefits of inclusion– encourages acceptance– lessens discrimination– for child with special needs, offers

opportunity to play and grow• better developmental progress in

mainstreamed child care• better interaction skills• more advanced play• become more self-reliant




• For the other children, being around children with disabilities can help them– learn empathy– see that diversity is not so scary

• Allows all to see that they are more alike than different

• Caregivers benefit by learning to be– more patient– more self-confident




The Team Approach

• Individualized Family Service Plan (IFSP)– Provides for an organized goal and delivery of

services – One person designated coordinator– Contact person designated to coordinate the

service plan– Team effort should continue at site– All people in plan should share information– Needed training should be provided


Reality Check—Attention Deficit/ Hyperactivity Disorder (AD/HD)

• Two basic symptoms– inattention– combination of hyperactivity and impulsive

behaviors

• Begins between ages of 2 and 6 years

• More likely to be a boy


Reality Check—Attention Deficit/ Hyperactivity Disorder (AD/HD) (continued)

• Symptoms include difficulty in focusing attention, transitioning, and easily distractible (see Chapter 15 for list of symptoms)

• Cause is unknown but there are links• Several areas checked during diagnosis

– physical exam– family medical history– parent/teacher interview– observation


Reality Check—Attention Deficit/ Hyperactivity Disorder (AD/HD) (continued)

• Teachers can control and monitor environment to help child be more successful

• See list in Reality Check


Supporting the Child with Disabilities or Other Special Needs (continued)

• Environment – Adjusting the physical environment– Adjusting the environment for emotional

needs– Toys should be safe and durable– Toys should provide opportunity for

learning– Toys should be adapted, if necessary



• Intervention– Teacher intervention may be necessary if

child is:• exhibiting lack of success• exhibiting frustration

– Intervention may be necessary for• outdoor play• assistive technology



• Teacher intervention may include– helping child learn how to use or play with

toys– encouraging other children to assist child– teaching specific skills such as eye contact

or appropriate language– modeling acceptance and understanding– using music to include all children



• Teacher intervention should be activity based and include– functional skills– generalizable skills


Reality Check—Autism

• Disorder that has – wide range of symptoms – wide range of characteristics– a spectrum from mild to severe


• Typically thought of as a disorder that presents difficulties in verbal and nonverbal communication as well as the inability to carry out normal social interactions and play activities

• Many researchers believe the deficit is theory of mind related

• Other problems include sensory disturbances, gastrointestinal problems, depression, food allergies, Attention Deficit/Hyperactivity Disorder (AD/HD) and obsessive compulsiveness

Reality Check—Autism (continued)



• Appear to be on the increase• As many as 1 in 150 children may have

this disorder– rising at an annual rate of 10% to 17%

• Autism appears to have no specific single cause – May be genetic link– Some feel thimerosal in vaccinations is

cause



• Early diagnosis is critical for intervention

• Autism has a number of successful approaches for intervention


Supporting Families Who Have a Child with Disabilities or Other Special Needs

• Have an extra set of issues when entering the early childhood education environment– denial– guilt– shame– cultural– poverty


Supporting Families Who Have a Child with Disabilities or Other Special Needs

(continued)

• Range of knowledge about disabilities or other special needs may go from very little to expert

• Will need greater degree of support from teacher and environment

• Address cultural issues

• Optimize communication


Reality Check—Fetal Alcohol Syndrome

• Fetal Alcohol Syndrome (FAS) is a spectrum disorder that is characterized by growth retardation, facial anomalies, and problems with the central nervous system

• Caused by mother drinking alcohol while pregnant– Amount and timing to cause it is unknown


Reality Check—Fetal Alcohol Syndrome (continued)

• Growth deficiencies and central nervous system damage and dysfunction are conditions that are lifelong

• Alcohol-related neurodevelopmental disorder (ANRD)– Children with ANRD may demonstrate

behavioral problems and learning disabilities similarly to FAS


• Teacher will be challenged with erratic behaviors and learning difficulties

• These children need a medical home

• Plan strategies for these children that will help– Transitioning time especially difficult

Reality Check—Fetal Alcohol Syndrome (continued)


Implications for Teachers

• Education

• For Families– support– team

• Cultural Competence

• Supervision

© 2007 by Thomson Delmar Learning Chapter 15: Children with Disabilities or Other Special Needs.

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Transcript of © 2007 by Thomson Delmar Learning Chapter 15: Children with Disabilities or Other Special Needs.