CHAPTER 5: Welcoming Children Who Have Special Educational Requirements The Whole Child: Developmental Education for the Early Years Tenth Edition Patricia Weissman Joanne Hendrick.
Download ReportTranscript CHAPTER 5: Welcoming Children Who Have Special Educational Requirements The Whole Child: Developmental Education for the Early Years Tenth Edition Patricia Weissman Joanne Hendrick.
CHAPTER 5: Welcoming Children Who Have Special Educational Requirements
The Whole Child: Developmental Education for the Early Years
Tenth Edition Patricia Weissman Joanne Hendrick
Who Are the Children with Special Educational Requirements?
• Deviation from Typical Development • Children and Youth Receiving Special Educational Assistance Weissman/Hendrick. The Whole Child, 10e.
© 2014, 2010, 2006, 2001, 1996 by Pearson Education, Inc. All Rights Reserved 5-2
Two Importance Congressional Acts: IDEA and ADA
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Individuals with Disabilities Education Act (IDEA)
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Americans with Disabilities Act (ADA)
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The Teacher's Role
o Know About Typical Child Development Weissman/Hendrick. The Whole Child, 10e.
© 2014, 2010, 2006, 2001, 1996 by Pearson Education, Inc. All Rights Reserved 5-3
Identifying Children Who Have Special Needs and Finding Help for Them
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Identifying Potential Disabilities Early
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Referring Children for Special Help: Calling the Difficulty to the Family's Attention
o If Teachers Listen Carefully They May Find Families Tentatively Raising the Problem Themselves o Referrals Take Time o Be Clear About Why Child Needs Special Help Before Raising Issue o It is Not Teacher's Place to Diagnose 5-4 Weissman/Hendrick. The Whole Child, 10e.
© 2014, 2010, 2006, 2001, 1996 by Pearson Education, Inc. All Rights Reserved
Identifying Children Who Have Special Needs and Finding Help for Them
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Finding Appropriate Referral Source
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Observing Professional Ethics
Weissman/Hendrick. The Whole Child, 10e.
© 2014, 2010, 2006, 2001, 1996 by Pearson Education, Inc. All Rights Reserved 5-5
Including Children Who Have Disabilities
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What the Law Says
o IDEA: Every Child with a Disability is Entitled to a Free Public Education o ADA: It is Illegal to Discriminate Against People with Disabilities •
When Planning the IEP, Have Careful Assessment of Child's Accomplishments and Abilities Available
Weissman/Hendrick. The Whole Child, 10e.
© 2014, 2010, 2006, 2001, 1996 by Pearson Education, Inc. All Rights Reserved 5-6
Learning to Work as a Member of the Team
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Transdisciplinary Approach
o Special Services Incorporated into the School Setting o Integration of Special Services into Program •
The Specialist and Teacher Must Work Together
o Specialist and Teacher Must Appreciate Other’s Point of View and Strengths o Need Regular Meetings Weissman/Hendrick. The Whole Child, 10e.
© 2014, 2010, 2006, 2001, 1996 by Pearson Education, Inc. All Rights Reserved 5-7
Getting Started with a Child Who Has a Disability
• Welcome the Child and Family • Make Clear That Staff Has Goodwill but Also Limitations • Staff Will Have to Accept How Much Extra Effort Child Requires • Staff Must Examine Their Feelings About Children with Disabilities • Many Seemingly-Insurmountable Problems Can Be Solved During the Trial Period • Ways to Ease Entry Pangs • Many Disabilities Will Pass Unnoticed by Other Children in the Group, but Some Will Require Explanation 5-8 Weissman/Hendrick. The Whole Child, 10e.
© 2014, 2010, 2006, 2001, 1996 by Pearson Education, Inc. All Rights Reserved
General Recommendations for Working with Children with Disabilities
• See Through the Exceptional to the Typical in Every Child • Avoid Overprotecting and Overexpecting • Be Realistic • Keep Regular Records of the Child’s Development • Remain in Constant Contact with the Family Weissman/Hendrick. The Whole Child, 10e.
© 2014, 2010, 2006, 2001, 1996 by Pearson Education, Inc. All Rights Reserved 5-9
Identifying and Helping Children Who Have Physical Disabilities and Illnesses
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Physical Conditions and Symptoms Teacher Should Know
o Speech and Hearing Problems o Difficulties of Vision o Attention Deficit Disorder o Childhood Asthma o Seizure Disorders o Sickle-Cell Anemia o Admitting Children Who Are HIV Positive to the School o Other Physical Problems 5-10 Weissman/Hendrick. The Whole Child, 10e.
© 2014, 2010, 2006, 2001, 1996 by Pearson Education, Inc. All Rights Reserved
Identifying and Helping Children Who Have Physical Disabilities and Illnesses
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Guidelines for Working with Children with Physical Challenges
o A Child with Physical Challenges Should be Treated as Typically as Possible o o o Teachers Should Communicate with Child’s Physician, Physical Therapist, or Other Specialists Approach Each Situation Pragmatically Maintain Open Communication with Family Weissman/Hendrick. The Whole Child, 10e.
© 2014, 2010, 2006, 2001, 1996 by Pearson Education, Inc. All Rights Reserved 5-11
Identifying and Helping Children Who Have Emotional Difficulties
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Signs of Emotional Disturbance That Indicate a Referral Is Needed
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Guidelines for Working with Children Who Have Emotional Disturbance
o Short-Term Techniques o Long-Term Techniques with Children Who Are More Severely Disturbed o Autism Spectrum Disorder Weissman/Hendrick. The Whole Child, 10e.
© 2014, 2010, 2006, 2001, 1996 by Pearson Education, Inc. All Rights Reserved 5-12
Identifying Children Who Have Delayed or Advanced Mental Ability
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Children Who Have Developmental Lags
o Guidelines for Working with Children Who Are Intellectually Delayed •
Children Who Are Intellectually Gifted
o Teaching Preschool Children Who Are Mentally Gifted Weissman/Hendrick. The Whole Child, 10e.
© 2014, 2010, 2006, 2001, 1996 by Pearson Education, Inc. All Rights Reserved 5-13