U.S. Department of Education Office of Special Education Programs

The University of Toledo

These materials made possible by grant # H325N110014 which is funded by the U.S. Department of Education, Office of Special Education Programs. The contents are solely the responsibility of the authors and do not represent the official views or policies of the funding agency, nor does publication in any way constitute an endorsement by the funding agency.

Addressing Inclusion Content and Practices in “Intro to ECE” Course in ECE Curriculum

Webinar 5 - June 5, 2013

Guide: Bill McInerney, Ph.D.Co-Director - The Partner Project

Selected content for slides to accompany this webinar have been secured and edited from

open source sites accessible via the www

Including Content Related to Inclusion in ECE in an “Introduction to ECE”

Course

Sample Course Description:

“Introduction to ECE”

“This comprehensive survey course of

ECE identifies the core knowledge and

competencies necessary for individuals

working with all young children. This

course is designed to……. 

• Introduce students to the field of ECE

• Provide students an understanding of the complexity of the field and the issues around it

• Develop an awareness of the diversity of the field

• Understand the diversity of the children and populations with whom early childhood professionals work

• Provide the opportunity to apply that knowledge with young children and their families within a variety of early childhood settings

Another Sample Course Description:

“Introduction to ECE”“Introduction to child development and philosophy of

early childhood education, including developmentally

appropriate practices in a variety of child care settings.

Identification of effective multicultural and inclusive

early childhood learning environments. Recognition of

the importance of integrated curriculum as teaching

strategy for young children. Introduction to role of the

early childhood teacher as facilitator, and the

development of effective family/center relationships.

Observations in early childhood education settings.

Course descriptions suggest that

basic information relating to inclusion

should be addressed:

• Legal mandates for early

intervention and early education

• Background information describing

public agencies charged with

identifying and serving young

children with special needs

Course descriptions suggests that

this basic information relating to

inclusion should be addressed:

• Awareness of the scope of early

intervention and early childhood

special education service delivery

options

Course descriptions suggest that basic information relating to inclusion, should be addressed:

• Range of ability and disability conditions of children who are eligible for enrollment in early education programs • Implications for professional practices

Course description suggests that this basic information relating to inclusion, should be addressed:

• Range of programs in which young children with disabilities may be expected to be enrolled, including child care, public and private preschools, before and after school care programs, and Head Start

 

2010 NAEYC Standards Relevant to “Introduction to ECE Course”

NAEYC Standards for Initial & Advanced Early Childhood

Professional Preparation Programs

 

WHAT IS DIFFERENT IN THE 2010 NAEYC INITIAL AND ADVANCED STANDARDS ?

Revisions to NAEYC’s Initial Standards

(2001), Advanced Standards (2002) and

Associate Standards (2003) included a

strengthened emphasis on academic

content, diversity, inclusion, technology

and early childhood focus

Standard 1 b

Knowing and understanding the multiple influences on early development and learning 

Standard 1 c

Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments for young children  

Standard 6 d

Integrating knowledgeable, reflective, and critical perspectives on early education based upon mastery of relevant theory and research  

Standard 6 e

  

Engaging in informed advocacy for children and the profession,skillfully articulating and advocating for sound professional practices and public policies

The challenge to ECE faculty in expanding and enhancing the ECE teacher education curriculum is to: • Recognize and accept the changing landscape of ECE, and to……..• Organize key curriculum components (i.e. courses, course-related field requirements, and practica) to systematically and developmentally address information, skills, attitudes and values related to inclusion in ECE

There are several critical aspects to

this task that involve collaborating

with other ECE faculty in the ECE

teacher education program in order

to determine the scope and

sequence of information and skills

related to inclusion that will be

introduced in the ECE curriculum

Before addressing the task of curriculum enhancement, it is important to consider a number of relevant facts. These realities must be recognized and respected in any redesign or enhancement of the ECE teacher education curriculum………..

ECE Student Perceptions of Content Related to Inclusion in ECE Teacher Education Programs

• Most ECE students have had limited experience with young children with special needs

• ECE students who have relevant experiences (in child care, preschool programs, Head Start, etc.) probably had “unguided” experiences that did not include meaningful communication with early intervention/early childhood special education professionals or related services professionals (i.e. occupational therapists, physical therapists, speech and language pathologists, etc.)

• Some ECE students do not have a keen interest in working with young children with special needs. They are seeking to enter the profession to work with young children who are typically developing. Some of these students may be resistant, at least initially, to exposure to information and skills related to inclusion. They also may not welcome additional elements in course and field assignments that require students to address the characteristics, competencies and needs of young children with special needs

• The focus of the ECE teacher education curriculum is effective and supportive interaction and engagement with young children who are typically developing however….. this is not at the exclusion of balanced content in the ECE curriculum

Approximately 10-20% of young children may be expected to be eligible for early intervention or preschool special education services. Encountering children with special needs in child care and early childhood education settings is likely and ECE program graduates should become awareness of this via focused experiences within the ECE curriculum

• Despite the possibilities of ECE students’ lack of interest in inclusion, their intent to work only with young children who are developing typically, and/or their emerging or firm belief that inclusion “doesn’t work for all children”, it is incumbent upon ECE faculty and program administrators to address the issue of curriculum enhancement…….

ECE faculty involved in the enhancement

process must understand that the

expectations for content and skill

acquisition in CC programs are tempered

by an understanding that content and

skills to be addressed are entry level.

Outcome expectations are not the same

as those for a student completing a 4

year program resulting in licensure by

the Ohio Dept. of Education.

ECE Program Faculty Perceptions of Content Related to Inclusion in ECE Teacher Education Programs

• ECE faculty may evidence a range of comfort/discomfort in being asked to include information and content related to young children with special needs within course content, course assignments and field assignments. This may be related to lack of academic preparation or professional experiences relating to young children with special needs.

• Some ECE faculty may be uncomfortable with the task of enhancing the ECE curriculum re: inclusion as a result of their perception or experiences with inclusion of young children with special needs in child care, preschool, Head Start or related programs. In other words, some ECE faculty may have a belief system that does not support inclusion in ECE as a positive development

Position Statement Related to Addressing Inclusion Content and Practices in the ECE Teacher Education Curriculum

As the models and mandates for early education, child care, and early intervention change as the result of contemporary political, social and legal forces, public entities charged with preparation of professionals (i.e. community colleges and 4 year universities) must ensure that future graduates are prepared to meet the needs of all children, including children with special needs, children living in poverty, children whose primary language is not English, and children from a wide spectrum of family-living models…….

As members of the ECE profession, we have no choice but to inform ECE teachers of the future that awaits them, even if we cannot fully understand that future or are uncomfortable with emerging and projected paradigms of early care and education. This is the challenge that must be met in the process of curriculum enhancement in ECE teacher education

Curriculum Enhancement in ECE

While the process is comprehensive, it is not

complex....... ECE faculty need to decide:

• Scope of content and skills related to

inclusion. These decisions are driven by NAEYC

and CEC-DEC guidelines for program standards

in ECE teacher education

The Process of Curriculum Enhancement in ECE

• Appropriate sequence for introduction and

refinement of content and skills within the ECE

program course and field experience sequence.

In other words, where, when and how will:

• Basic content and skills be introduced?

• Advanced content and skills be refined and

practiced?

The Process of Curriculum Enhancement in ECE

These guiding questions will shape

decisions about which courses will include

relevant content related to inclusion,

including relevant instructional resources

and assignments, as well as opportunities

for skill practice in field and practicum

placements.

The Process of Curriculum Enhancement in ECE

ECE faculty will need to decide……

• Which courses in ECE program sequence (e.g. 1000 level vs. 2000 level) will focus on basic information/content and…. which course will focus on acquisition of skills and practice ?

• Should inclusion content be included in courses outside the control of ECE faculty (e.g. courses managed by other depts. such as PSY, etc.)?

The Process of Curriculum Enhancement in ECE

ECE faculty will need to decide:

• Which courses will require complementary or separate instructional resources (i.e. articles, text, www links, etc.) that address content and skills related to successful inclusion in ECE settings

• Which courses will include introductory OR advanced assignments that address the needs of young children with developmental differences

The Process of Curriculum Enhancement in ECE

ECE faculty will need to decide:

• Which course-related field hour experiences will address content and skills related to successful inclusion in ECE settings

• Which practicum or student teaching experience (s) will address advanced skills related to successful inclusion in ECE settings

The Process of Curriculum Enhancement in ECE

ECE faculty will need to decide:

• What information or skills need repeated exposure and refinement and….. which do not

• Whether certain information or skills needs to be addressed in a developmental sequence that reflects the academic and professional maturation of ECE students (in 1000 level or 2000 level course and/or the student teaching experience)

• LEGAL MANDATES FOR EARLY

INTERVENTION AND EARLY EDUCATION

• BACKGROUND INFORMATION DESCRIBING

PUBLIC AGENCIES CHARGED WITH

IDENTIFYING AND SERVING YOUNG

CHILDREN WITH SPECIAL NEEDS

Examples of Inclusion Content that can be be Appropriately Embedded in the “Intro to ECE” Course in the ECE Curriculum

FEDERAL MANDATES AND STATE OF OHIO COMPLIANCE:

EARLY INTERVENTION (PART C) AND PRESCHOOL SPECIAL EDUCATION SERVICES (PART B 619)

Content Related to Policies and Program Options in Early

Childhood Special Education

The Promise of IDEA (2004)

All children with disabilities are entitled to:

A “Free, Appropriate, Public Education”(FAPE)

In the “Least Restrictive Environment”(LRE)

Pursuant to Individualized Education Plan (IEP) or Individualized Family Service Plan (IFSP)

Part C of IDEA

Infants and Toddlers with DisabilitiesFor children under the age of 3, with some exceptions, …“urgent and substantial need … to recognize the significant brain development that occurs during a child’s first 3 years of life …”“urgent and substantial need to maximize the potential for individuals with disabilities to live independently in society …”

Early Intervention

Developmental services are:

Provided under public supervision;Provided at no cost, except where Federal

or State law provides for a system of payments by families, including a schedule of sliding fees;

Designed to meet the developmental needs of an infant or toddler (ages birth to 3 years) with a disability, as identified by the individualized family service plan (IFSP) team in 1 or more developmental domains

Requirements for States Under Early Intervention Program (Part C IDEA, 2004)

Early intervention services based on scientific research

Timely, comprehensive, multidisciplinary evaluation of child and family

Individualized Family Service Plan (IFSP)Comprehensive Child Find systemPublic awareness program focusing on early

identificationCentral directory that includes information on

early intervention services, resources, and experts

Comprehensive system of personnel development

More requirements …

An EI lead agency in each stateA policy re: contracting with service providersA procedure for securing timely

reimbursements A system for compiling data on program

outcomesA state Interagency Coordinating Council

(ICC)Policies and procedures to ensure that:

To the maximum extent possible, services are provided in natural environments or most appropriate setting, as determined by the parents and IFSP team

Child Find

Child Find requires school districts to identify, locate, and evaluate ALL children with disabilities, including children who are homeless, home schooled, wards of the state, and children who attend private schools.

If the child has a disability and is eligible for special education services, the school does not have to give the child a “label” before providing services.

Infant or Toddler with a DisabilityAny child under 3 years of age who needs

early intervention services because the individual is experiencing developmental delays or has a diagnosed physical or mental condition that has a high probability of resulting in developmental delay.

Developmental DelayExtent of delay defined by each state

however, generally, a delay in 1 or more of these areas/domains of development:

Cognitive development Physical development Communication development Social/Emotional development Adaptive development, or…… A diagnosed mental or physical condition

that has a high probability of resulting in developmental delay (“risk factor”).

“At Risk” Infant or Toddler

Any child under 3 years of age who would be at risk of experiencing a substantial developmental delay if early intervention services were not provided

Indicators of Risk and Qualification for EI Services

Generally accepted definitions of “Risk” statusBirth weight under 1,500 grams (3.3 lbs)Neonatal intensive care unit treatmentBorn to chemically dependent mother

And referred by doctor and parentSeriously abused and/or neglected

As substantiated and referred by Children & Youth protection agency

Individualized Family Service Plan (IFSP)

Legal requirements similar to IEPs (ages 3-22), but including a “family-directed assessment” of the family’s resources, priorities, and concerns.

New requirement that the IFSP must include “measurable results or outcomes expected to be achieved … including pre-literacy and language skills”

Usually used for infants and toddlers, but may be used w preschoolers/older children

The IFSP

IFSP: Individualized Family Service PlanServices must be free of cost and be based on

evaluation and assessment data/reportsCreated by a team of individuals:

Parent of infant/toddler A Service Coordinator A Person directly involved in the evaluation Persons who will provide EI services to

infant/toddler

The IFSP (cont.)

What is included in the IFSP?Current levels in the 5

developmental areas (& results of family assessment, if consented to)

List of Major outcomes child should achieve & how to measure child’s progress

Name of service coordinator

The IFSP (cont.)

IFSP: Individualized Family Service PlanServices child/family will receive

How often Where: In“natural environment” (including

home, community settings); if not…. IFSP must explain why not in natural setting

Whether service is directly provided to the child or will be provided via consultation with another adult who will work with the child

Early Intervention

• Requires that intervention agencies use “proven methods of teaching and learning” based on “replicable research.”Provided in “natural environments, including

the home, and community settings” to the maximum extent possible.

Part C Services in Ohio:“Help Me Grow” Agencies

http://www.ohiohelpmegrow.or/

Who Refers Children to EI/ECSE Programs?

The greatest number of referrals are from:

• Parents• Child care provider recommendations (via parents)

• Preschool teachers (via parents)• Physicians• Head Start/EHS (via parents)• Child Advocacy agencies

How are children served?

Home visits

Parent training

Parent-Toddler classes

Consultation

Specialized preschools

Inclusive preschools

Community preschools

Service Coordination

Related Services

EI/ECSE Programs

Early Intervention Services

Family training and counseling

Home visits

Special instruction

Speech-language pathology and audiology services, occupational therapy, physical therapy, psychological, etc.

Early Intervention ServicesService

coordination services

Medical services only for diagnostic or evaluation purposes

Early Intervention Services

Early identification, screening, and assessment services

Health services necessary to enable the infant or toddler to benefit from the other early intervention services

Early Intervention Services

Social work services

Vision services

Early Intervention Services

Assistive technology devices and assistive technology services

Transportation and related costs that are necessary to enable an infant or toddler and their family to receive another service.

Early Intervention Services

Types of services (to child/family) also include:Service Coordination Facilitate assessments, development and

review of IFSPs, and transition to pre-school services Coordinate/monitor delivery of EI services &

more (even if services are not the responsibility of EI).

Early Interventionists and Related Services ProfessionalsSpecial educatorsSpeech/language

pathologistsAudiologistsOccupational

therapistsPhysical therapistsPsychologistsSocial workersNursesRegistered

dieticiansFamily therapists

Vision specialists, including optometrists and ophthalmologists

Orientation and mobility specialists

Pediatricians and other physicians

Is EI Effective?

EI improves developmental and educational gains for the child

EI improves the functioning of the familyChildren in EI need fewer special education

services later, and level of services (and costs…) may be reduced

Following EI, childrenare retained in early grades less often

Part B Section 619 of IDEA

Part B Section 619 governs special education and related services for children with disabilities between the ages of 3 and 5 (preschool special education)

The Special Education Process

Child must be “referred” to be evaluated for possible special education services

Initial evaluation is usually conducted by a school psychologist

Parent may wish to submit information from treating physician to supplement evaluation

“IEP Team” -- parent & relevant school personnel – make decisions about eligibility and child’s individualized education program

What is an Individual Education Plan (IEP)?

IEP (like an IFSP) is a guide for a child’s special education Includes annual goals Specifies what kind of special

education the student will receive and the frequency/intensity of services

Specifies the setting in which the services will be delivered

Specifies accommodations child will need to participate in LRE

Who is Responsible for Providing Special Education Services to 3-5 Year Olds in Ohio?

• The local school district in which the child lives is responsible for the screening, assessment and identification of preschool ages children (3-5) who have special needs. There are approximately 614 local school districts in the 88 counties in Ohio

• Some school districts choose to contract for preschool special education services with regional Education Service Centers (ESCs) or County Boards of Developmental Disability versus providing the service through the local school district

What Special Education Services are LEAs Responsible for Providing 3-5 Year Olds in Ohio?

• The local school districts are responsible for providing educational, developmental and related services to a 3-5 year old child with special needs as stipulated in the child’s IEP. The IEP specifies the nature and intensity of specialized services to be provided. The IEP team determines the content of the IEP.

• Representatives of school districts or LEAs who provide special education services must be licensed or validated by the Ohio Department of Education. Preschool special education teachers usually hold the Early Childhood Interventions Specialist (ECIS) license or the Preschool Special Needs validation

How are Special Education Services Provided for 3-5 Year Olds in Ohio?

• Children with IEPs are served via 3 primary service delivery options:

• Preschool classroom under the direction of a licensed/validated preschool special needs teacher employed by the LEA. Related services also may be provided if included in the IEP.

• Preschool classrooms in Head Start, private for profit (i.e. Montessori) or not-for-profit preschool programs. Services are provided by an “Itinerant” teacher who visits children with IEPs in these programs and provides services to the child as well as consultation services to the lead teacher and other adults in the classroom. The Itinerant teacher is required to hold an appropriate license or validation. Related services also may be provided if included in the IEP. Itinerant services are specified in the IEP.

• Visits to the child in his home by an Itinerant teacher and/or related services professional (e.g. speech pathologist, occupational therapist, physical therapist, etc.) as specified in the IEP.

EARLY CHILDHOOD SETTINGS IN WHICH INCLUSION IS SUPPORTED

What is the “Least Restrictive Environment” or LRE ?

The LRE is the setting in which children with disabilities can be educated with typical children to the maximum extent possible. LRE options in preschool services might include local preschool centers, inclusive preK classrooms operated by local school districts, County Bd of DD preK classrooms, Head Start, and other options

Head Start

Open door policy – ALL children who met the economic requirement, regardless of developmental status, were included in Head Start.

Head Start 1972 – 10% of enrollment reserved for

children with developmental disabilities, even children with “severely handicapped children.”

Since Head Start began in 1965, more than 23 million children have attended.

Today, more than 12.5% of children who attend have an identified disability.

Head Start Act Requires…

...no less than 10 % of the total number of enrollment opportunities in Head Start programs in each state shall be available for children with disabilities and that services shall be provided to meet their special needs.

Such policies and procedures shall require Head Start agencies to coordinate programmatic efforts with efforts to implement Part C and Section 619 of the Individuals with Disabilities Education Act

Head Start Disability Resources

Head Start Center for Inclusion - University of Washingtondepts.washington.edu/hscenter/

Children with Disabilities in Early Head Start: Research to Practice ...www.acf.hhs.gov › Office of Planning, Research & Evaluation

Technical Assistance Contacts

National Early Childhood Technical Assistance Center (NECTAC) www.nectac.org

National Child Care Information Center (NCCIC) http://nccic.org/itcc

Regional Resource Centers for Special Educationhttp://www.dssc.org/frc/rrfc.htm

National Head Start Training and Technical Assistance Resource Center www.hsnrc.org Head Start Regional

Disabilities Services TA Providers

Integrated Activities and Instruction in Inclusive

Settings

Definition of Inclusive Environments

Early childhood inclusion embodies the values, policies, and practices that support the right of every infant and young child, and his or her family, regardless of ability, to participate in a broad range of activities and contexts as full members of families, communities, and society.

Curriculum Content is:EMBEDDED

INTERVENTIONWeaving Teaching and Intervention into Routine Activities

Embedded Interventions

Embedded

Interventions are specially

designed practices that are used to

promote children’s engagement, learning,

and independence in everyday activities,

routines, and transitions in the classroom,

home, and community. Source: CONNECT Module 1: Embedded Interventions

A “Routines-Based” or “Activity-Based” Model for Intervention: Embedded Instruction

- Focuses on a child’s daily routines or activities like snack, playtime, circle time, dramatic play as a context for learning and OPPORTUNITY for EMBEDDING

- Teachers give children opportunities to practice targeted IEP or IFSP goals or activities during these daily routines or activities instead of creating special instructional time.

Environmental Modifications

Adaptations Help All Children

Adaptations allow teachers to do the same things that they would do with all children—facilitate their participation in activities and routines. Adaptations can be used to:

Make situations better for a particular child.

Improve situations for the entire group.

Peer Supports

DIVERSITY OF YOUNG CHILDREN:DEVELOPMENTAL DISABILITIES IN EARLY CHILDHOOD

Incidence of Developmental Disability in Childhood

An estimated 12-16% of children have a developmental and/or behavior disorder

Approximately 30% are identified before school entrance

Those detected after school entrance have missed out on early intervention services proven to have long term benefits

Pediatricians, child care providers and preschool teachers are the primary professionals with whom families have contact during a child’s first five years of life

Early identification by primary care providers of developmental delays leads to early referral for evaluation and treatment

Under IDEA, can public schools choose not to provide education for some students with disabilities ?

Federal legislation specifies that to receive federal funds, every school system must provide a free, appropriate education for every student regardless of any disabling condition or the extent/degree of impairment

Exceptional Children

Under IDEA, the student with a disability must be placed in the least restrictive environment (LRE). Is the LRE always the regular or general education classroom?

The law does require the student with a disability to be placed in the LRE however, the LRE is not always the regular classroom. What the LRE does mean is that the student shall be separated as little as possible from home, family, community, and the regular class setting while appropriate education is provided. In many, but not all instances, this will mean placement in the regular classroom.

Exceptional Children

Is Disproportionate Representation of ethnic minorities in special education still a problem under IDEA (2004) ?

Some ethnic minorities are still underrepresented or overrepresented in certain special education categories. For example, African American students, especially males, are overrepresented in programs for students with emotional or behavioral disorders and underrepresented in programs for gifted and talented students.

Multicultural & Bilingual Aspects

Is disability ever related to ethnicity?

Some disabilities are genetically linked and therefore more prevalent in some ethnic groups. For example, sickle cell disease (a severe, chronic, hereditary blood disease) occurs disproportionately in children with ancestry from Africa, Mediterranean and Caribbean regions, Saudi Arabia, and India.

Special Education Eligibility Categories

Speech/Language/Communication Impairment

Autism Spectrum Disorder (ASD)

Emotionally ImpairedCognitive ImpairmentDevelopmentally

Delayed (preK use)

Physically ImpairedOther Health Impaired

(includes ADHD)Hearing impairedMulti-handicappedVisually Impaired

** Learning Disability is a school-age category (ages 6-22)

Communication Disorders

Do children with language disorders always have speech difficulties as well?

It is possible for a child to have good quality speech; however, most children with language disorders have speech disorders, as well.

Communications Disorders

Do individuals with communication disorders always have emotional or behavioral disorders or mental retardation?

Some children with communication disorders experience typical cognitive, social, and emotional development.

Communications Disorders

Are disorders of phonology (or articulation) ever very serious, or are these problems always easy to correct?

Disorders of phonology can make speech unintelligible; it is sometimes very difficult to correct phonological or articulation problems, especially if the individual has cerebral palsy, mental retardation, or emotional or behavioral disorders.

Communications Disorders

Is there much overlap between language disorders and learning disabilities?

Problems with verbal skills-- listening, reading, writing, speaking-- are often central features of learning disabilities. The definitions of language disorders and several other disabilities overlap.

Communications Disorders

Can children who learn few language skills before entering kindergarten easily pick up all the skills they need, if they have good peer models in typical classrooms?

Early language learning is critical for later language development; a child whose language is delayed in kindergarten is unlikely to learn to use language effectively solely by observing peer models. More explicit intervention is typically required.

Communications Disorders

Autism Spectrum Disorder (ASD)

Autism Spectrum Disorders

Autism Spectrum Disorders (ASD) Neurodevelopmental

disorders characterized by impairments in three domains:

• Socialization • Communication • Behavior

Includes: Autistic disorder Asperger disorder Rhett’s disorder Childhood

Disintegrating disorder

Pervasive developmental disorder, not otherwise specified (PDD-NOS)

ASD

Autism Spectrum Disorders Occurs in ~1 in 80 to 1 in 150 childrenIncreasing incidence since 1970s—due to

increased awareness/changes in definitionCD/MR /seizures commonly associated w ASDCauses not completely understoodOverwhelming evidence does not support

association of ASD with childhood immunizations

Autism Spectrum Disorder (ASD)

For the preschool child, “Autism” signifies a developmental disability affecting the processing, integrating, and organizing of information that significantly impacts communication, social interaction, and developmental progress.

“Autism is a spectrum disorder. The symptoms and characteristics of autism present themselves in a wide variety of combinations, from mild to severe.

Diagnosis of ASD

Delays or abnormal functioning in at least one of the following areas, with onset before 3 years old: (1) social interaction, (2) language as used in social communication, or (3) symbolic or imaginative play.

The disturbance is not better accounted for by Rett's Disorder or childhood disintegrative disorder.

Characteristics of Children with ASD

Qualitative impairments in communication as manifested by at least one of the following:

Delay in, or total lack of, the development of spoken language (not accompanied by an attempt to compensate through alternative modes of communication such as gesture or mime)

In individuals with adequate speech, marked impairment in the ability to initiate or sustain a conversation with others

Characteristics of Children with ASD (cont.)

Qualitative impairments in communication as manifested by at least one of the following:

Stereotyped and repetitive use of language or idiosyncratic language

Lack of varied, spontaneous make-believe play or social imitative play appropriate to developmental level

Characteristics of Children with ASD (cont.)

Restricted repetitive and stereotyped patterns of behavior, interests, and activities, as manifested by at least one of the following:

Encompassing preoccupation with one or more stereotyped and restricted patterns of interest that is abnormal either in intensity or focus

Apparently inflexible adherence to specific, nonfunctional routines or rituals

Characteristics of Children with ASD (cont.)

Restricted repetitive and stereotyped patterns of behavior, interests, and activities, as manifested by at least one of the following:

Stereotyped and repetitive motor mannerisms (eg, hand or finger flapping or twisting, or complex whole-body movements)

Persistent preoccupation with parts of objects

ASD

Early Indicators of ASD and/or Communication and Interaction Disorders

• Often suspect the child may be deaf. Doesn’t have typical startle response. Doesn’t turn when you come into the room. Seems unaware of sounds in the room, etc.

• Extremely “good” babies – seldom cry, are not demanding, seem very content to be alone or very fussy, colicky babies-cry a lot, sleep problems, not easily comforted.

• Engage in an excessive amount of rocking• May “hand gaze”, look at lights through fingers or have other

self-stimulatory behavior.• Often very fussy eaters. Become upset with the change from

pureed baby foods to junior baby foods. Prefer only salty foods or only sweet foods, etc.

ASD

Lack of molding – the baby “just doesn’t feel right” when you pick him up. Often feels stiff, arches his back, etc.

Does not have anticipatory response. Doesn’t put up his arms to be picked up. Doesn’t seem to want to be held.

Seems to actively avoid looking at people. Lack of eye contact.Seems to “tune out” a lot. Isn’t aware of what is happening

around himProlonged tantrums –up to two hours in duration or more.

Often it is difficult to figure out what set the child off.Wants things to “stay the same”. May have difficulty adapting

to winter coat or boots. Wants to wear the same clothes. Doesn’t want furniture or toys to be “out of place”.

ASD

Doesn’t play typically with toys is more likely to spin wheels on truck rather than move truck across the floor. Will line things up rather than play.

Does not begin to talk or use words in a communicative way at the appropriate age. Fails to develop language or uses echolalic speech (echoing) without really understanding the meaning of the words.

Often seems to be a perfectionistic. Wants everything to be “just right”. If he tries to make something work and it doesn’t, he gets upset and will quit or get angry and won’t try the activity again.

ASD

• Often has “splinter skill” in areas like music or can do puzzles extremely well or has excellent gross motor skills or is very interested in numbers and letters.

• Seems to have an excellent memory. Knows exactly where cookie jar is in a home he hasn’t visited for several months, etc.

• Likes to watch things go around such as record players, tops, etc.

• May bang his head or engage in other self-injurious behaviors• May have very high tolerance for pain. He may get hurt but

not come to an adult for comfort.• Changes in routine are very upsetting.

ASD

Does not spontaneously imitate the play of other children.May have difficulty generalizing information from one setting to

anotherMay not experience separation anxiety at the typical age of 8 –

12 months.May experience extreme auditory sensitivity.May use an adult’s hand like a tool for accomplishing a task.

Attention Deficit- Hyperactivity Disorder

(ADHD)

ADHD/ADD

Early Indicators:

The following list should serve as a guideline to determine if

further medical examination is warranted. Not all children with ADD

will exhibit these behaviors and not all children with these behaviors

will have ADD/ADHD. A good developmental screening is important

when considering any further evaluation.

If a child has had inconsistency in parenting, has experienced

traumatic events, or has delays in language development they may

exhibit many of the symptoms listed in the following slides.

ADHD/ADD

Infancy/Late Infancy ◦ Problems sleeping through the night◦ Short, sporadic naps during the day◦ Excessive crying/colic◦ Ear infections/allergies/asthma◦ Not interested in being held◦ Content when put down◦ Difficulty bonding◦ Cries when held◦ Rapid or delayed milestones◦ Irritable in high stimulus settings◦ Irritable when routines change

ADHD/ADD

Toddler– Does not respond to normal behavioral controls– Difficulty in sharing/taking turns– Inability to sit still or sustain attention– High incident of falling or accidents– Clumsiness– Can be destructive with toys– Trouble with playing with other children, higher incident of biting,

kicking, or pushing playmates– Does not like to be read to– Fidgets when restrained or help for more than a few minutes– Can act as if driven by a motor

ADHD/ADD

Preschool– Always in motion– Inability to sit sill or sustain– Clumsiness– Coordination problems or delays– Difficulty following directions– Seem as if they are not paying attention– Impulsive: grabs toys, acts before thinking– Difficulty sharing and taking turns– Trouble waiting turn or standing in line– Inappropriate touching, poking of other children or intruding on

other’s personal space

ADHD/ADD

Preschool Interrupts often Can be aggressive: hitting, kicking or biting playmates Forgetful

http://add.about.com/cs/adhdinpreschool/a/earlyindicators.htm

Summary ADHD/ADD

ADD/ADHD is a medical diagnosis, not an education diagnosis (similar to ASD as a medical diagnosis)

Many children with ADD/ADHD do not require special education and may not meet requirements for eligibility for special education services

Cognitive Impairment/ Developmental Delay

Developmental Disability/Delay (DD)

Developmental Disability/Delay (DD) is present when

functional aspects of a child’s development in one or

more domains (gross/fine motor, speech/language,

cognition, social/personal, and activities of daily living) are

significantly delayed compared to the expected level for

age (≥25% from the expected rate or a discrepancy of 1.5

to 2 standard deviations from the norm)

Global or General Developmental Delay (GDD)

Global or General Developmental Delay (GDD) is a subset of DD defined as significant delay in 2 or more developmental domains (reserved for children less than 5 years old)

Cognitive Delay or Intellectual Impairment

Mental Retardation (MR)-a state of functioning beginning in childhood

characterized by limitations in intelligence and adaptive skills. Prevalence of

CD/MR in general population is 1-3%

DSM-IV Criteria for MR (current DSM V just released….2013): Significant sub-average intellectual functioning Adaptive functioning deficit or impairment Onset before 18 years of age

Cognitive impairment requires IQ testing (accurate ages ≥5 yrs.)

Mild—50 to 70 IQ ( 70 is 2 SD from normal—100) Moderate—40 to 50 Severe—20 to 40 Profound—<20

Other Elements of Cognitive Delay

Impairment in adaptive skills- skills of daily living needed to live, work, and play in the community Communication, social skills, self-care, home living,

reading, writing, mathematics, work, leisure, health and safety

Considered impaired when there is a deficit in two or more areas

American Association on Mental Retardation (AAMR) also has similar definitions of MR, but also describes supports needed (intermittent, limited, extensive, or pervasive)

Physical and Other Health Impairments

Examples of Physical Disabilities and Health Impairing Conditions• Cerebral Palsy• Neural Tube Defects (Spina Bifida)• Epilepsy• Asthma• Cystic Fibrosis• Diabetes• Sickle-cell anemia• Muscular Dystrophy

Physical Disabilities

Is cerebral palsy a disease ?

Cerebral palsy is not a disease. It is a non-progressive neurological injury (damage to brain). It is a disorder of muscle control and coordination caused by injury to the brain during pregnancy, during birth, or in early childhood.

Is it true that physical disabilities of all kinds are decreasing because of medical advances?

As a result of advances in medical technology, a number of children with severe disabilities are surviving. The number of survivors of serious medical conditions (i.e. very low and low birth weights) who develop normally or have mild impairments, such as hyperactivity and learning disabilities, also is increasing.

Physical Disabilities

Is it true that the more severe a child’s physical disability, the lower their intelligence?

Not necessarily. A person may be severely physically disabled by a condition such as cerebral palsy but have a at least normal intelligence.

Hearing Impairment

Is it true that deafness is not as severe a disability as blindness?

Although it is impossible to predict the specific implications of a disability on a child’s functioning, deafness may contribute to greater difficulties in adjustment than blindness. This may be due to the effects hearing loss can have on the ability to understand and use oral language (speech).

Hearing Impairment

Is speech reading or lip reading relatively easy to learn and used by most people with hearing impairment?

Speech reading is extremely difficult to learn, and very few people who are hearing impaired actually become proficient speech readers.

Hearing Impairment

Is American Sign Language (ASL) really a loosely structured group of hand gestures that is easy to learn and use?

ASL is a true language with its a set of grammatical rules. Some children with perceptual, motor and/or significant cognitive impairment may not become effective users of ASL, or may use a modified or adapted version of ASL with limited signs

Hearing Impairment

Visual Impairment

Blindness is primarily an adult disability. Most estimates indicate that blindness is approximately 1/10th as prevalent in school-age children as in adults. Only about 1/200 children are classified as “visually impaired.” This makes visual impairment one of the least prevalent disabilities in children.

Prevalence of Vision Impairment

Do children who are legally blind have any sight?

Only a small percentage of children who are legally blind have absolutely no vision. Many have some degree of functional vision.

Visual Impairment

Do people who are blind automatically develop better acuity in their other senses?

Through concentration and attention, individuals who are blind can learn to make very fine discriminations in the sensations they obtain. This is not automatic but rather represents a better use of received sensations.

Visual Impairment

Is Braille useful for most people who are blind?

Very few people who are blind have learned Braille, primarily due to fear that using it is a sign of failure and historical professional bias against use of Braille. Authorities in vision impairment acknowledge the utility of Braille for people who are blind. Braille decoding requires good cognitive skills.

Should mobility instruction of young children with vision impairments be delayed until elementary school or secondary school?

Many authorities now recognize that even preschoolers can take advantage of mobility instruction, including the use of a cane.

Visual Impairment

Giftedness

Definition of Giftedness

Federal Legislation encourages states to develop programs for gifted students and support research in this area. Gifted and talented students are defined in federal law as children and youths who (1) give evidence of high performance capability in such areas as intellectual, creative, artistic, or leadership capacity or in specific academic fields and (2) require services or activities not ordinarily provided by the school in order to develop such capabilities fully.

Giftedness

What percent of of the population is gifted?

The percentage of the population that is gifted depends on the definition of giftedness used. Some definitions include only 1 or 2 % of the population; others, over 20 %.

Is it true that children who are gifted are physically weak, socially inept, narrow in interests, and prone to emotional instability?

There are wide individual variations, and most gifted individuals are healthy, well adjusted socially attractive, and morally responsible persons.

Giftedness

Is it true that gifted children are usually bored with school and antagonistic toward those who are responsible for their education?

Most gifted children like school and adjust well to their peers and teachers, although some do not like school and have social or emotional problems.

Giftedness

Do children who are gifted do everything well?

Some people characterized as gifted have superior abilities of many kinds; others have clearly superior talents in only one area.

Gifted

Is a child gifted if they score above a certain level on intelligence tests?

IQ is only one indication of one kind of giftedness. Creativity and high motivation are as important indications as general intelligence. Gifts or talents in some areas, such as the visual and performing arts, are not assessed by IQ tests.

Gifted

Won’t children who are gifted excel without special attention? Won’t they excel if provided with the same incentives and instruction that are appropriate for all children?

Some gifted children will perform at a remarkably high level without special opportunities of any kind. Some will make outstanding contributions even in the face of great obstacles to their achievement. But most will not achieve at a level commensurate with their potential unless their talents are deliberately fostered by interactions that support their advanced abilities.

Gifted

EXAMPLES OF MODIFICATION OF ASSIGNMENTS……

Modification of Course/Field Assignments to Address Content

Related to Inclusion in ECE

Suggestion…….

• ADD a component related to children with disabilities and/or their families to selected assignments/projects across courses/practica experiences in “Intro to ECE” course. This can result in creating a different or additional assignment or….adding a component in which students must present evidence of their knowledge of the implications of disability on child development, interaction with peers or engagement in the typical preschool curriculum, or awareness of the range of services available to young children with special needs

Suggestion (cont.)

Example 1: An element could be added to an assignment in “Intro to ECE” that requires a student to:• Locate a www site that provides information on eligibility requirements for preschool special education services (ages 3-5), and to then describe the basic requirements for eligibility• Locate a www site that describes the Part B 619 services provided for young children with special needs (ages 3-5) in Ohio. This information could include which agencies provide this service, the basic requirements of the IEP, and the role of the ECE teacher or childcare provider in providing services as a member of the IEP team.• This assignment also could include an option for students to examine the requirements, etc. for Part C (birth to age 3) services in Ohio

Suggestion (cont.)

Example 2: An element in “Intro to ECE” that requires a student to:• Locate a www site that provides information on developmental characteristics of young children with a high incidence disability condition (i.e. Autism, Communication Disorder, Cognitive Impairment, ADHD, etc.)• Describe how 3 of these expected characteristics might have an impact on the child’s participation in the classroom• Describe which community agencies might be involved with this child and what resources/ consultative services might be expected to be provided to the child’s preschool teacher (e.g. occupational therapy, speech services, Head Start Disability Coordinator, etc.)

EARLY INDICATORS OF POTENTIAL FOR DEVELOPMENTAL DELAY AND RATIONALE FOR REFERRAL FOR DETERMINATION OF ELIGIBILITY FOR EARLY INTERVENTION OR EARLY CHILDHOOD SPECIAL EDUCATION

Resources for ECE Students

Developmental Red Flags1 to 3 months Doesn’t seem to respond to loud noises Doesn’t follow moving objects with eyes by 2 to 3 months Doesn’t smile at the sound of your voice by 2 months Doesn’t grasp and hold objects by 3 months Doesn’t smile at people by 3 months Cannot support head well at 3 months Doesn’t reach for and grasp toys by 3 to 4 months Doesn’t bring objects to mouth by 4 months Doesn’t push down with legs when feet are placed on a firm surface by 4

months Has trouble moving one or both eyes in all directions Crosses eyes most of the time (occasional crossing of the eyes is normal in

these first months)

Developmental Red Flags4 to 7 months

– Seems very stiff, tight muscles– Seems very floppy, like a rag doll– Head still flops back when body is pulled to sitting position (by 5months

still exhibits head lag)– Shows no affection for the person who cares for them– Doesn’t seem to enjoy being around people– One or both eyes consistently turn in or out– Persistent tearing, eye drainage, or sensitivity to light– Does not respond to sounds around them– Has difficulty getting objects to mouth– Does not turn head to locate sounds by 4 months– Doesn’t roll over (stomach to back) by 6 months– Cannot sit with help by 6 months (not by themselves)– Does not laugh or make squealing sounds by 5 months– Does not actively reach for objects by 6 months– Does not follow objects with both eyes– Does not bear some weight on legs by 5 months

Developmental Red Flags

8 to 12 months Does not crawl Drags one side of body while crawling (for over one month) Cannot stand when supported Does not search for objects that are hidden (10-12 mos.) Says no single words (“mama” or “dada”) Does not learn to use gestures such as waving or shaking head Does not sit steadily by 10 months Does not show interest in “peek-a-boo" or "patty cake” by 8 mos. Does not babble by 8 mos. (“dada,” “baba,” “mama”)

Developmental Red Flags

12 to 24 months Cannot walk by 18 months Fails to develop a mature heel-toe walking pattern after several months of

walking, or walks exclusively on toes Does not speak at least 15 words by 18 months Does not use two-word sentences by age 2 By 15 months does not seem to know the function of common household

objects (brush, telephone, bell, fork, spoon) Does not imitate actions or words by 24 mos. Does not follow simple one-step instructions by 24 mos.

Developmental Red Flags

24 to 36 months Frequent falling and difficulty with stairs Persistent drooling or very unclear speech Inability to build a tower of more than 4 blocks Difficulty manipulating small objects Inability to copy a circle by 3 years old Inability to communicate in short phrases No involvement in pretend play Failure to understand simple instructions Little interest in other children Extreme difficulty separating from primary caregiver

Developmental Red Flags3 to 4 years Cannot jump in place Cannot ride a trike Cannot grasp a crayon between thumb and fingers Has difficulty scribbling Cannot copy a circle Cannot stack 4 blocks Still clings or cries when parents leave him Shows no interest in interactive games Ignores other children Doesn't respond to people outside the family Doesn't engage in fantasy play Resists dressing, sleeping, using the toilet Lashes out without any self-control when angry or upset Doesn't use sentences of more than three words Doesn't use "me" or "you" appropriately

Developmental Red Flags4 to 5 years Exhibits extremely aggressive, fearful or timid behavior Is unable to separate from parents Is easily distracted and unable to concentrate on any single activity for more than 5

minutes Shows little interest in playing with other children Refuses to respond to people in general Rarely uses fantasy or imitation in play Seems unhappy or sad much of the time Avoids or seems aloof with other children and adults Doesn't express a wide range of emotions Has trouble eating, sleeping or using the toilet Can't differentiate between fantasy and reality Seems unusually passive Can't understand two-part commands and prepositions ("put the cup on the table";

"get the ball under the couch")

Developmental Red Flags

4 to 5 years continues Can't give his first and last name Doesn't use plurals or past tense Cannot build a tower of 6 to 8 blocks Seems uncomfortable holding a crayon Has trouble taking off clothing Can't brush teeth or wash and dry hands

Developmental Red Flags conclusionCommunication DisorderFor a phonological or articulation disorder:

The student’s phonology or articulation is rated significantly discrepant as measured by a standardized test; and

The disorder is substantiated by a language sample or other evaluation(s).

For a syntax, morphology, pragmatic, or semantic disorder: The student’s language in the area of syntax, morphology, pragmatics, or

semantics is significantly discrepant as measured by standardized test(s); and

The disorder is substantiated by a language sample or other evaluation(s); and

The disorder is not the result of another disability.

Resources to Support Content Related to Inclusion in ECE Courses/Practica

NICHCY

nichcy.org/

NICHCY (National Information Center for Handicapped Children and Youth) is a national information center that provides information on disabilities and disability related issues, focusing on children and youth, birth to age 22. There are links to images, files and media that describe, in some detail, the entire spectrum of disability conditions

Early Childhood Learning and Knowledge Center

National Center on Quality Teaching and Learning

Fred Rogers Center Early Learning Environment

Curriculum Toolkit

Crosswalks http://fpg.unc.edu/~crosswalks

See For Yourself

Find It Online

National Center to Improve Practice Early Childhood Guided Tour

Read About It

See For Yourself

From CONNECT Module 5

Find It Online

Tots-n-Tech Research Institute