Transcript Document

Chapter 18: Inclusion of Children with Special Needs
Children with special needs can be taught and helped when
child care professionals adapt the classroom and curriculum
to be more appropriate for their needs.
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Chapter 18: Inclusion of Children with Special Needs
• special needs
• accommodations
• learning
disability
• aphasia
• dyslexia
• dyscalculia
• learning
specialists
• attention deficit
hyperactivity
disorder
• autism
spectrum
disorder
• prohibits
• encounter
• inclusion
• Individualized
Family Service
Plan
• Individualized
Education
Program
• accessible
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Chapter 18: Inclusion of Children with Special Needs
Development and Care
• Sensitive early care
and education
professionals respond
with extra attention to
children who have
special needs.
• Activities should be
planned so all children
can participate to the
best of their abilities.
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Chapter 18: Inclusion of Children with Special Needs
Defining Special Needs
Children with special needs may require
assistance because of medical, mental, or
psychological disabilities.
special needs
Circumstances that cause a child’s physical,
cognitive, or behavioral development to vary
significantly from the norm.
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Chapter 18: Inclusion of Children with Special Needs
Defining Special Needs
Special needs may include
• vision and hearing
problems.
• limited mobility.
• mental retardation.
• learning difficulties.
• rapid development and
learning abilities
(gifted).
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Chapter 18: Inclusion of Children with Special Needs
Defining Special Needs
• Children with special needs are children first and
people with disabilities second.
• All children have the same desire to be loved,
accepted, and respected.
• All children need and deserve a secure, nurturing,
and stimulating environment.
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Chapter 18: Inclusion of Children with Special Needs
Laws Impacting Special Needs
Laws exist to ensure free and appropriate education and
to protect against discrimination.
• Individuals with Disabilities Education Act (IDEA)
• Americans with Disabilities Act (ADA)
• Rehabilitation Act, Section 504
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Chapter 18: Inclusion of Children with Special Needs
Laws Impacting Special Needs
The ADA prohibits discrimination against
people with disabilities.
prohibits
Forbids.
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Chapter 18: Inclusion of Children with Special Needs
Specific Disabilities
In order for children with special needs to
participate more fully, it is often necessary to
make accommodations in the classroom.
accommodations
Changes or modifications made to aid those with special
needs or disabilities.
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Chapter 18: Inclusion of Children with Special Needs
Hearing Impairments
• Difficulty in hearing ranges from mild impairment to
total deafness.
• Ways to communicate with children who have
hearing impairments include
• hearing aids and cochlear implants.
• sign language.
• lipreading.
• visual helps.
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Chapter 18: Inclusion of Children with Special Needs
Vision Impairments
• Vision impairments range from mild loss to total
blindness.
• Children with severe vision impairments need
consistent physical arrangements in the classroom.
• Children with visual impairments should be
encouraged to use their other senses.
• Large-print books, Braille labels, and hands-on
activities should be available in the classroom.
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Chapter 18: Inclusion of Children with Special Needs
Physical and Motor Impairments
• Children with physical impairments may use
crutches, a wheelchair, or a walker.
• Buildings, toilets, sinks, towel dispensers, and
drinking fountains must be accessible and easy to
operate.
• Child care professionals need to use their creativity
skills when offering appropriate alternatives for
children with physical impairments.
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Chapter 18: Inclusion of Children with Special Needs
Cognitive Impairments
Children who are cognitively challenged
• develop intellectual abilities more slowly than others.
• may have shorter-than-average attention spans.
• may have underdeveloped motor skills and eye-hand
coordination.
• may show less emotional control and have fewer social
skills than other children.
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Chapter 18: Inclusion of Children with Special Needs
Cognitive Impairments
Many children who have a learning disability
have above-average intelligence.
learning disability
A disorder that affects the way the
brain processes information.
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Chapter 18: Inclusion of Children with Special Needs
Cognitive Impairments
Learning Disabilities
• Learning disabilities can be caused by
• errors in fetal brain development.
• alcohol and drug use during pregnancy.
• problems during birth.
• toxins in the environment.
• Types of learning disabilities:
• speech and written-language disorders
• reading and math disorders
• reasoning and memory disorders
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Chapter 18: Inclusion of Children with Special Needs
Cognitive Impairments
Children with aphasia have difficulty
understanding spoken and written language
or have difficulty speaking.
aphasia
A language impairment that affects a child’s
use of speech and understanding of language.
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Chapter 18: Inclusion of Children with Special Needs
Cognitive Impairments
To a child with dyslexia, the letters of the
alphabet may appear backwards or jumbled,
or they may appear to move around on the
page.
dyslexia
A reading disorder in which a person has
trouble learning to recognize letters of the
alphabet and difficulty reading.
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Chapter 18: Inclusion of Children with Special Needs
Cognitive Impairments
A child with dyscalculia may be unable to
count objects or to recognize basic shapes.
dyscalculia
A disorder related to math skills.
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Chapter 18: Inclusion of Children with Special Needs
Cognitive Impairments
Learning specialists can help children learn
to use various ways of gathering, organizing,
and interpreting information.
learning specialists
Professionals trained to identify learning
disorders and to help children overcome them.
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Chapter 18: Inclusion of Children with Special Needs
Cognitive Impairments
Mental Retardation
• Mental retardation is characterized by less-than-average
intelligence and limited adaptive skills.
• Mental retardation is a permanent condition.
• Children with mental retardation have varying levels of
skills.
• Child care professionals work closely with parents,
counselors, and learning specialists.
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Chapter 18: Inclusion of Children with Special Needs
Behavioral and Emotional Disorders
• When a child’s behavior interferes with learning, he
or she may be diagnosed with a behavioral or
emotional disorder.
• A child with a behavioral or emotional disorder may
be withdrawn, depressed, anxious, unusually
fearful, or violent.
• These disorders require professional help.
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Chapter 18: Inclusion of Children with Special Needs
Behavioral and Emotional Disorders
Children who have attention deficit
hyperactivity disorder find it difficult to
remain focused and to follow directions.
attention deficit hyperactivity disorder (ADHD)
A disorder of the central nervous system caused
by a lack of certain brain chemicals.
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Chapter 18: Inclusion of Children with Special Needs
Behavioral and Emotional Disorders
Attention Deficit Hyperactivity Disorder
• ADHD symptoms include
• difficulty paying attention and following instructions.
• aggressive, impulsive, and overly active behavior.
• a combination of these symptoms.
• ADHD is not a learning disability, but some children with
learning disabilities may have ADHD.
• Children with ADHD can learn appropriate behavior and
may be treated with medication.
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Chapter 18: Inclusion of Children with Special Needs
Behavioral and Emotional Disorders
Children with autism spectrum disorder may
repeat actions, such as rocking or playing
with a favorite toy, and may become upset
when routines change.
autism spectrum disorder
A brain disorder that affects communication
and social interaction and impacts normal
development.
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Chapter 18: Inclusion of Children with Special Needs
Behavioral and Emotional Disorders
Autism Spectrum Disorder
• Children with autism can vary in language skills and
intelligence.
• Some people with autism display exceptional skills in one
particular area.
• Early intervention and special education can help autistic
children learn, communicate, and have productive social
relationships.
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Chapter 18: Inclusion of Children with Special Needs
Health Conditions
Accommodating Health Conditions
• Some health conditions may affect how children
participate in activities.
• Some require medication.
• Accommodation may require a teacher to be
prepared for an unpredictable health emergency.
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Chapter 18: Inclusion of Children with Special Needs
Gifted and Talented Children
• Gifted children have
extraordinary talent in one
or more areas:
• Intellectual
• Artistic
• Athletic
• Gifted children need
programs that challenge
them at their advanced
developmental levels.
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Chapter 18: Inclusion of Children with Special Needs
Inclusive Programs
To help with inclusion in the classroom,
childhood educators can contact the Easter
Seals organization for information,
assistance, and referral.
inclusion
Integrating children with special needs into regular education
classrooms.
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Chapter 18: Inclusion of Children with Special Needs
Inclusive Programs
• Children with disabilities must
be educated with children who
are not disabled whenever
possible.
• Children with disabilities
cannot legally be excluded
from public child care
programs.
• Providers can explore
organizations and community
resources for help in serving
children who have disabilities.
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Chapter 18: Inclusion of Children with Special Needs
Supportive Early Childhood Professionals
• To ensure successful inclusion, staff attitudes need:
• to be positive.
• to create a comfortable atmosphere for everyone.
• Child care professionals who accept and respect children
with special needs serve as models for others.
• Avoid labeling—children should not be defined by their
disabilities.
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Chapter 18: Inclusion of Children with Special Needs
Supportive Early Childhood Professionals
When children encounter something new or
unusual, such as a person in a wheelchair,
they are often curious and may even be
fearful.
encounter
To see or meet for the first time.
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Chapter 18: Inclusion of Children with Special Needs
Supportive Early Childhood Professionals
Acceptance and Understanding
• Early childhood staff can minimize the natural reactions of
curious or fearful children.
• Teachers can promote understanding by
• providing dolls who have special needs.
• displaying images that show interaction among children of
varying abilities.
• inviting guest speakers who have special needs.
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Chapter 18: Inclusion of Children with Special Needs
Benefits of Inclusion
Inclusion helps children
• to be compassionate, respectful, and appreciative.
• learn that people are more alike than they are different.
• reject stereotypes about what people with disabilities are
like.
• have experiences they might otherwise miss.
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Chapter 18: Inclusion of Children with Special Needs
Managing Inclusive Programs
• In the past, children with
special needs were
automatically assigned to
special education classes
or special schools, and
for some, this is still the
best option.
• Today, people are
recognizing the value of
including children with
special needs in regular
classrooms.
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Chapter 18: Inclusion of Children with Special Needs
Goals of Inclusive Programs
• To provide all children with enriching experiences
• To promote compassion, respect, appreciation, and the
value of diversity
• To help children recognize and cope with their strengths
and limitations
• To encourage children to be comfortable with disabilities
• To allow children with special needs to participate in an
everyday setting
• To provide ways for parents of children with special needs
to interact with other parents
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Chapter 18: Inclusion of Children with Special Needs
Staffing and Group Size
The number of children in a classroom may be fewer if
some children
• require individual instruction and assistance.
• need extra help during basic care routines.
• require assistance moving throughout the classroom or
the building.
• need to be taught by someone with specialized education
and training.
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Chapter 18: Inclusion of Children with Special Needs
Working with Parents
• Parents have a right to take part in decisions about
their child’s care and education.
• Parents provide information about their child’s
disability, needs, medications, and habits.
• Teachers must keep parents informed.
• Encourage parents to regularly observe the program.
• Child care professionals may need to refer parents to
sources of help and information.
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Chapter 18: Inclusion of Children with Special Needs
Serving Children with Special Needs
An Individualized Family Service Plan is
focused on the family and how providing
support for the family allows for greater
support of the child.
Individualized Family Service Plan
A plan created to make sure goals are set to meet a
child’s overall needs.
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Chapter 18: Inclusion of Children with Special Needs
Serving Children with Special Needs
An Individualized Family Service Plan (IFSP) for children
under age three includes
•an assessment of a child’s development.
•goals for development.
•specific ways to promote and support a family’s
involvement.
•plans for creating environments and routines in the home
and in community settings.
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Chapter 18: Inclusion of Children with Special Needs
Serving Children with Special Needs
For children with special needs who are age
three or older, public school administrators,
parents, teachers, and specialists work
together to create an Individualized
Education Program for each child.
Individualized Education Program
A written document that outlines how to encourage
development in a child who has special needs.
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Chapter 18: Inclusion of Children with Special Needs
Serving Children with Special Needs
An Individualized Education Program (IEP) for children three
and older is required by law and must include information
about
•the current level of the child’s abilities.
•annual goals for the child’s development.
•short-term educational goals.
•educational services to be provided.
•the procedure for assessing the degree of success.
•the degree of regular classroom inclusion.
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Chapter 18: Inclusion of Children with Special Needs
Adapting the Environment
It is essential that sinks, toilets, and other
items necessary for basic personal care be
accessible to all children in the classroom.
accessible
Easily used by those with disabilities.
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Chapter 18: Inclusion of Children with Special Needs
Adapting the Environment
• The most enriching program will not benefit a child
who cannot attend because of physical barriers.
• Teachers, children, parents, and others should work
together to identify and remove barriers and hazards
so children with special needs can explore the
environment safely.
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Chapter 18: Inclusion of Children with Special Needs
Adapting the Curriculum
• Creating separate activities emphasizes differences,
rather than similarities.
• Activities should be planned so all children can
participate.
• Modify activities, equipment, or teaching methods as
needed.
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Chapter 18: Inclusion of Children with Special Needs
Adapting Schedules and Routines
• Schedules should include
extra time to allow for
routines that may be more
time-consuming for children
with special needs.
• Encourage independence and
self-help skills in all children.
• Some children require special
health care in their daily
routines.
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