Intro. of Preschool Sp. Ed. (31.12.04) Social Welfare Department Clinical Psychological Service...

Intro. of Preschool Sp. Ed. (31.12.04)

Social Welfare DepartmentClinical Psychological Service

Branch

Central Psychological Support Service

Staff Training for ICCC

Topic: Introduction of Preschool Special Education

Content of Series

1. Basic concepts of Preschool Special Education

2. Training Strategies for Disabled Children

3. Behavioral Management – Positive Behavior Support

4. Training of Children with Autistic Features

5. Parent Work

After completing the series, you can1. distinguish children with need for

special education from other children

2. know how to facilitate learning and development of disabled children with mild developmental problems

3. Know how to apply positive strategies in behavior management

4. Know know to train and handle children with autistic features

5. Know how to work with parents with different background and needs


Content Outline

Concepts of Children with Special Needs (CSN)

Concepts of Early Intervention and Preschool Special Education

Policies and Practices of Service in HK

Future Development

Concepts of Children with

Special Needs (CSN)


Concepts of CSN

distinct subset of children from birth to 8

have special needs because their well being, development and learning are compromised if special and expertly designed attention is not given to their early education


Concepts of CSN

IDEA defined children with disabilities as those with:Mental retardation (MR)Hearing impairmentSpeech or language impairmentVisual impairmentSerious emotional disturbanceOrthopedic impairmentsAutismTraumatic brain injury or other health impairmentSpecific learning disabilities (SLD)Multiple disabilities


Concepts of CSN

CSN includes children1. at risk for school and learning failure

Environmental risk – potentially harmful environment such as poverty, parents with serious psychological and mental problems, other high-risk families.

Biological risk – physical problem at birth that can be remediated, such as low birth weight.

Established risk – identifiable disability such as neurological problems and those who are mentally retarded

2. having disabilities that are recognized under special education law


Concepts of CSN

Classification

U.S.A.

CategoricalClear definition of each category

Hong Kong

Non-categorical except for visual and hearing impairmentsAssess by professionals (MO, CP and EP)

Concepts of Early Intervention &

Preschool Special Education

Why? What? Who? How?



Why?


Importance

The earlier disability is identified, the greater the likelihood that the child will benefit from intervention

Families need and benefit from support

Schools and communities benefit from decrease in cost because more children come to school ready to learn



What?


Concepts of Early Intervention & Preschool Special Education

Early Intervention“ To provide services for infants and toddlers (0-3

years) and their families to address the special needs of very young children who have disabilities, have developmental children, or are at risk of developmental delays.”

Preschool Special Education“ To provide services for preschoolers (3 to 5 years)

with disabilities, and in some states, developmental delays.”

Comparison of infants-toddlers and preschoolers

Domain Infants-toddlers PreschoolersGoals for

intervention

Beh. & motor, response to environ., cause & effect, pre-language, attachment

Cog., self-help, social, motor, communication, beh., play skills

Schedule regularity

Low – almost entirely determined by infant

Moderate – some adult determination, requires flexibility depending on child’s interest & needs

Endurance Short – interaction less than 2-3 minutes

Moderate – interaction may last 5 – 15 minutes

Motivation Come from inherent attraction of material & activity

Begin to follow adult expectation, preferably interested toys & act.

Comparison of infants-toddlers and preschoolers

Domain Infants-toddlers PreschoolersContext of teaching

Parent-child interaction, feeding, dressing routines, object play

Object play, peer & adult-child interaction, routine

Sites for services

Home, crèche, day care centre, hospital ward

Kintergarten, day care center, home, hospital setting

Team functioning

Professionals from diff. agencies, role overlap, req. good coordination

Moderate blending of roles, work in isolation is possible

Family role Essential & family-focused, provision of family service, case mgt.

Very important, IEP provisions pertain, parent training



Who?


Professionals work with CSN and their families

Medical officer, Psychiatrist Clinical/Educational Psychologist (CP, EP)NurseSocial workerSpeech therapist (ST) Occupational therapist (OT)Physio-therapist (PT)Special child care worker (SCCW)


Professionals work with CSN and their families

Which professional would be involved in service and training of:

1. Children with autistics features

2. Children with language delay

3. Children with global delay

4. Children with Down Syndrome

Different kinds of team approaches

1. Multi-disciplinary TeamMade up of members work independently in providing assessment & direct services to a childLittle direct co-ordination effort Example of training setting: ICCC

2. Inter-disciplinary TeamConduct assessments and plan goals togetherProvide direct services on an independent basisExample of training setting: SCCC

3. Trans-disciplinary TeamMembers share roles and help one another to acquire skills of different expertiseExample of training setting: EETC



How?


Implementation of Early Intervention

Early Intervention is designed to

prevent deficits and further loss of functioningimprove functioningbuild strength

by providing

therapies (ST, OT, PT)

assistive devices (wheelchairs, braces etc.)

teaching and learning experiences


Service provided by Clinic & Child Assessment Centre (CAC)

Assessment (for referral to service)Medical servicesAssistive technology devices & serviceParent counsellingParent talk Short-term speech therapy, occupational therapy, physio-therapyPsychological service


Service provided by Early Education & Training Centre (EETC)

Assessment (screening, program planning)Individual and group training for CSNparent training and counselling Home visitSpeech therapy, occupational therapy, physio-therapyPsychological serviceCase management service


Service provided by Special Child Care Centre (SCCC)

Assessment (screening, program planning)Day care service for CSNIndividual and group training for CSNparent training and counselling Home visitSpeech therapy, occupational therapy, physio-therapyPsychological serviceCase management service


Implementation of Early InterventionFamily-centered Intervention

parents usually do not prepare for challenges they face in parenting CSNFamily have ultimate responsibility for caregiving and enhancing quality of life of childStrategies Recognize ongoing stress of parents Identify & recruit support network Change focus from child development to parent-fa

mily adaptation


Implementation of Early Intervention

Service and Resource Networking

Mutual referrals

Collaborative intervention

Exchange of information and resources

Follow-through support/ services


Implementation of Preschool Special EducationMainstreaming ( 主流 )

Placing students with disabilities in general education settings only when they meet traditional academic expectations with minimal assistance

Integration ( 融合 )Philosophy that CSN should be integrated into classrooms whether or not they can meet traditional curricular standards. Process of bringing CSN with exceptionalities into the regular classroom

Inclusion ( 全納 )Philosophy that the physical and social environment should be adapted to meet the needs of CSN.


Service provided by Integrated Child Care Centre (ICCC)

Assessment (program planning)Day care service for CSNIndividual and group training for CSNparent training and counselling Home visitVisiting service from CP, ST, OT and PT


Teacher Beliefs & Practice1. Teachers’ Beliefs about Inclusion

“All are equal parts of the whole”

Variation of Beliefs Enacted Similar Activities: similar schedule, equal

opportunity Participation Supported: teacher

support/peer helper Group Instruction: “take what you can”

approach, choral response from students Instruction Adapted: e.g. array of scissors,

different cutting assignment


Teacher Beliefs & Practice2. Teachers’ Beliefs about Identity

“Pluralism vs. Melting Pot” Variation of Beliefs Enacted Pluralism: Encourage independence, individuality, self-d

etermination & ownership within group, “Look and see the flowers, now paint your own flowers”, “You‘ve covered the whole page with paint. Are you finished?”

Melting Pot: Narrow band of acceptable behavior, conformity to group norms set by teachers, “now it’s time to draw”, “you already have a pink egg, pick another colour”


Teacher Beliefs & Practice3. Teachers’ Beliefs about Differences

“The world is not made up of 30 typical children”

Variation of Beliefs Enacted Minimizing: set the standard for accepting unusual

behavior, “he is what he is” Explaining: “Matthew talks with his hands””it is hard

for him to hear and that makes it hard for him to talk”

Explicit Teaching: teacher talk to children about the characteristics of Down Syndrome, students learnt that the indexed child could not express what he needs, some even talk for him when visitor comes


Teacher Beliefs & Practice4. Teachers’ Beliefs about Prosocial Attitude

“Be kind and don’t treat them badly.” Variation of Beliefs Enacted Emphasizing compassion: “Peter, please don’t grab Eri

c’s legs, you can hurt him. You need to be extra careful, otherwise, he could go to the hospital and his parents would be very sad, do you want his parents… ”

Explaining: “Perhaps Matthew (an autistic child) don’t want to play with you. He just wants to walk around. Maybe he wants to be alone. You have already made very good effort to play with him. ”


Teacher Beliefs & Practice5. Teachers’ Beliefs about Mutual Support

“The kids have so much to offer each other.”

Variation of Beliefs Enacted 2 children were working at a computer. Teacher asked

the disabled child, “Did Peter help you play the game?” Mary, the disabled child, work with the play dough and

say “ball”, Diana took the ball and smooth it out and hand it back to Mary. The teacher praised Diana.

Diana played card games with Mary, held 2 cards & said, “Which one do you want?” Teacher prompt Diana, “What do you say?” Diana rephrase,“Pick one Mary.”


Teacher Beliefs & Practice6. Teachers’ Beliefs about Benefits of Inclusion

“She learns a lot by watching other kids.”

Variation of Beliefs Enacted Proximity: create situation in which disabled children

came into proximity with peers Pairing: disabled child pair with socially competent

peer Scaffolding: teacher actively involved in facilitating

interaction, “he wants to play with you”, “he is asking for your help.”, “Let’s play a game together”

Explicit Teaching: teaching social skills through instruction and pointing out role models


Teacher Beliefs & PracticeConclusion Consistency in general beliefs, diversity in

meaning and enactment Teacher beliefs reflect their initial training

background & the setting they have worked before

Differences in instructional practices arise from lack of consensus in curriculum model used

Current approach of teaching and learning may not be sufficient to guide teachers to modify their curriculum and instructional strategies to address the needs of individual child with disabilities

Early Intervention and


in Hong Kong


Objectives of Service For Disabled Preschoolers in HK

Policy Objectives (Reh. Program Plan)“ To provide a comprehensive range of pre-school s

ervices for children with disabilities or children at risk of being disabled, that is, from birth to age of six, which enhances their physical, psychological and social development. Early intervention will reduce their developmental delay, increase their opportunities for participating in ordinary schools and daily life activities, and help their families to meet their special needs.”


Content of Service For Disabled Preschoolers in HK

Care : provide services to ensure emotional well-being and benefit from training and education

Training & Education : facilitate and sustain development to the fullest extent

Support to Families : strengthen parents’ capabilities in coping with the special needs and challenges in bringing up their disabled pre-schoolers.


Type of Services For Disabled Preschoolers in HK

care, education and training (EETC, ICCC, IKG, SCCC, preparatory classes at special school, special education services centres, hospital school)allied health services (OT, PT, ST, CP)support services to families (OCC, PRC)identification, assessment and treatment Maternal Child Health Clinic (MCHC), Child Assessment Centre (CAC), clinic, hospital


Future Development

Care

Increase diversity of practice to suit children and parents from different culture or sub-culture

Strengthen professional collaboration to minimize undesirable effect of fragmented service to families

Overcome barriers to integration at both community and centre levels


Future Development

Education & Training

Develop practice guidelines which are empirically-based

Promote professionalism in preschool education through in-service training and licensing

Evaluate current training program and provide consultation for improvement


Future Development

Support to Families

Advocate family-centred practices

Engage parents in the policy making and administration of service

Expand the function of PRC to play the role in enhancing collaboration among service providers and receivers

Intro. of Preschool Sp. Ed. (31.12.04) Social Welfare Department Clinical Psychological Service...

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