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Title: Welcoming Children Who Have Special Educational Requirementns
1
Welcoming Children Who Have Special Educational
Requirementns
- Chapter 5
2
Two Important Congressional Act
- IDEA Individuals With Disabilities Education
Act - ADA Americans with Disabilities Act
- These laws mandate that such children are
entitled to a free, appropriate public education,
and they are to be educated in the most
facilitative, least restrictive educational
environments
3
The Teachers Role
- Help for children with disabilities is more
readily available than it was in the past - Because of the laws, many more children who have
disabilities are attending regular schools, and
each of them will come with individualized
education program (IEP) - The teachers are expected to join the treatment
teams engaged in working with such children - Know about typical child development
4
Identifying Children Who have special Needs and
Finding Help for Them The Teacher as a Screening
Agent
- Identify potential disabilities early
- Referring children for special help calling the
difficulty to the familys attention - It takes time to bring about a referral
- The teacher should have the reasons why the
child needs special help clearly in mind before
raising the issue with the family provide
evidence such as, anecdotal observati0ns,
photographs, videos. - It is not the teachers place to diagnose
5
Finding the Appropriate Referral Source
- Before referring families, know the variety of
referral sources available in their community - Know agency in your state administers IDEA
Typical names are - the State Health department,
- Department of Human services,
- Office of children, youth, and families
- Other recourses include directories of community
services public health nurses, pediatricians,
local childrens hospitals, school counselors,
county medical societies, and mental health
clinics - Most common is Child Care Resource Center (CCRC)
www.ccrcca.org 818-717-1000 and Regional
Center www.regionalcenter.org
6
- Observing Professional Ethics
- Do not diagnose childs disability
- The teacher must obtain a parent consent before
talking to the specialist - Gossiping is a violation of the familys privacy
(NAEYC, 1998b)
7
Including Children Who Have Disabilities
- What the Lows says Every child with disability
is entitled to a free public education, and shall
be provided with IEP(Individualized education
program, ages 3 and up) or IFSP (individualized
family service plan ages 0-3 years) - When planning the IEP, it is essential to have a
careful assessment of the childs accomplishments
and abilities available
8
Learning to Work as a Member of the Team
- Transdisciplinary approach incorporating
services into the setting, along with the child
and to encourage the teacher and the other
specialist to combine their skills (ex. Instead
of removing the child from the classroom for
speech therapy, integrate their work into the
ongoing school program - The specialist and teacher must work together
(build relationships, respect each other
expertise)
9
Getting Started with a Child Who Has a Disability
- Welcome the child and family Reggio Emilia,
Italy consider children with special needs as
children with special rights. - It is important to make it clear to the family
that the staff has great goodwill but also has
certain limitations staff should have a training
in working with children who have exceptional
needs
10
- The staff will have to come to terms with how
much extra effort the child will require them to
expend every day (change their clothes, attention
for emotional disturbance) - It will be necessary for the staff to examine
their feelings about children with disabilities
11
- Families and teachers can solve problems during
the trial period come up with ways such as,
build a ramp over the stairs, family member may
attend the program in the beginning to help the
child adjust) - Begin with short day then gradually expand
- Have a conversation with the childs physician or
other team members
12
- Many disabilities will pass unnoticed by other
children in the group, but some will require
explanation
13
General Recommendations for Working with Children
Who have Disabilities
- See through the exceptional to the typical in
every child feeling sorry for children weakens
their character and ultimately does them
disservice - Try to steer a middle course, neither
overprotecting not overexpecting encourage the
child to participate in every activity with
modification provided - Be realistic help the parents and the child
accept the fact
14
- Keep regular records of the childs development
- Remain in constant contact with the family
collaborate with families on planning and
practices
15
Identifying and Helping Children Who Have
Physical Disabilities and Illnesses
- Speech and hearing problems speech is likely to
be noticed, but hearing loss my be overlooked as
a possible cause of misbehavior. Refer the child
to specialist for examination (may be a result of
infection)
16
- Difficulties of vision symptoms are crossed
eyes, rapid movement of the eyeball, holding
objects close to the eyes, awkward eye-hand
coordination, complaints about vision - Attention deficit disorder (ADD)/Attention
deficit hyperactivity disorder (ADHD) symptoms
are impulsivity, inattention, over activity
17
- Children with asthma teachers should talk with
the families and physicians to be well informed
about the particular childs condition and
triggers and be trained on using the inhaler
18
- Seizure disorders individual loose
consciousness. It is important to remain calm
and remember that a seizure is not painful to the
child. Clear the area and do not interfere. It
is not advisable to force anything between the
childs teeth. Allow the child rest after the
attack
19
- Sickle-Cell Anemia It is a disorder, not
infectious, and can be treated. The child may
lack energy and may get tired easily. The red
blood cells stiffen because of lack of oxygen
and can be painful. Vigorous activities must be
prohibited - Admitting children who are HIV positive to the
school - Autism Spectrum Disorder inability to socialize,
speech/language delay, repetitive behaviors
20
Identifying and Helping Children Who Have
Emotional Difficulties
- Signs of emotional disturbance that indicate a
referral is needed emotional outburst, temper
tantrum, aggressive acting out, inability to give
or receive affection. This signals that the
child is going through stress
21
- Short-term techniques
- Offer tension-relieving activities and
aggression-relieving activities - Meet with the family to identify possible causes
- Help child to work through these feelings using
different techniques
22
- Long-term techniques with children who are more
severely disturbed - Provide one-on-one services
- Treat children who are chronically disturbed as
much like the other children as possible, and use
their strength to bring them int0 the life of the
group - Anticipate that progress will be uneven
- Provide support for those who are working with
the children (group meetings)
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