Guiding Children with Special Needs

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Guiding Children with Special Needs

• Chapter 30 WWYC

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Terms to Know

• Individuals with Disabilities Education Act
  (IDEA)
• Inclusion
• Individualized Education Plan (IEP)
• Individualized Family Service Plan (IFSP)
• Referral
• Articulation problems
• Chronic health issues
• Giftedness
• Acceleration
• Enrichment
• Learning disability

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• Children with disabilities must be provided with
  free, appropriate public education when reach age
  of 3
• IDEA- requires all states provide ed for
  children who are developmentally delayed federal
  law
• All children 3-5 must have IEP
• Infants toddlers and preschoolers who might have
  physical, sensory, cognitive, or emotional
  disability guaranteed to right of assessment

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• Inclusion- placing special needs children in
  regular classrooms
• Children learn in least restrictive environment
• Role models and gain skills from others
• Communication needs most common
• Assistants helpful
• All staff needs to know how to help child
• Need to modify curriculum to IEP
• Do not do too much for them
• Need Patients!!

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Individualized Education Plan (IEP)

• IEP- federal law required- written for each
  child with diagnosed disability
• Helps each child get the education they need
• Jointly developed
• Usually for 12 month period
• Correctable disability children will not have one

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• IEP requires six components
• Description containing assessment of child
  current level of performance and skill
  development
• Annual goals for child
• Short-term ed objectives
• Statement outlining involvement of child in
  regular ed program
• Specific services that will be provided with a
  time line noting the dates services will begin
  and end
• Evaluation criteria that will be used to decide
  if educational objectives

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• Individualized Family Service Plan (IFSP)
• Familys needs in regard to enhancing childs
  development
• goals for the child
• Services to be provided to the child and/or
  family, by whom and when
• Plan for transitioning the child to other
  services and regular education

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Teachers Role

• Take part in iding children with special needs
• Work with speech clinicians, school
  psychologists. Health professionals, and others
  to design individual programs
• Teach children who have special needs and
  nondisabled children in the same classroom
• Share info with parents and make suggestions for
  referrals
• Base program decisions on ipyt from several
  resources including parents, other professionals,
  and personal observations
• Encourage parents to participate in their childs
  education keep them informed

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• Identification
• Early id is key to promoting childs successful
  development
• To id need to understand development
• Observations used keep detailed notes
• Alert director
• Administer other tests
• Set up conference to intro suspected prob share
  your proof
• If parents seem unconcerned keep up observations
  and conferences

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• Referrals
• When parents agree with your assessment refer
  them to the proper people for further evaluation
• Obtain diagnosis
• Public schools responsible for planning and
  paying costs unless parents choose otherwise
• referral- suggest a professional parents can
  take their child to see

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Hearing Disorders

• Usually ided by lack of vocab and overall delays
  in language development
• Mild to profound
• Mild vocab not as large as peers difficulty
  during large group activities appear inattentive
  and distracted
• Moderate same as above along with trouble in
  large groups limited vocabulary face-to-face to
  understand child
• Severe or profound- little understandable speech
  rely largely on their vision
• Can wear ear hearing aid or Y-shaped aid over
  chest
• Need to understand hearing aid used
• Work in 10 ft radius do not seat near distracting
  noise

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• Teaching Suggestions
• Get childs attention before speaking
• Follow these suggestions
• Speak in normal volume and speed
• Use same sentence structure as you would for
  other children
• Pause and wait for response after you speak
• If child does not understand you, repeat,
  rephrase, or demonstrate
• Encourage other children to imitate you when they
  communicate with child
• Whenever needed, use gestures and facial
  expressions to reinforce spoken word
• In group situation- let child sit in front of you

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• Need to adapt curriculum
• Consult language and speech clinician
• Visual skills important
• Use concrete materials to demonstrate abstract
  concepts
• Provide variety of classification games and
  puzzles
• Label classroom furniture and materials
• Select books with simple pictures
• Teach safety by using traffic signals
• Teach daily routines and transitions using light
  switch
• Use picture poster to point to upcoming activity

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Speech and Language Disorders

• Identification
• Informal observations
• See chart 30-5
• See chart 30-6 for ages children can say sounds
• Record sounds have problems with
• Articulation Problems
• articulation problems- most often omissions,
  distortions, or substitutions of vowels or
  constantans or both
• Omissions- drop sound oat for boat
• Distortion- trouble iding and producing intended
  sound
• Substitutions- one sound for another f for th
• Lisp- substituting th sound for the letter s

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• Therapy needed
• Model good listening and speaking skills, give
  total attention- look directly at them have them
  talk demand all students speak
• Voice (Phonations) Disorders
• Pitch- lowness and highness of voice
• Loudness- amount of energy or volume used when
  speaking
• Voice flexibility- changes in pitch and loudness
• Voice-quality disorders- harshness, hoarseness,
  breathiness, and nasality
• To help prevent or correct
• Correct voice volume
• Discourage too much screaming or yelling outdoors
• Model good voice characteristics

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• Stuttering
• Characterized by repetition hesitation, and
  prolongation
• Good speaking conditions
• Plan activates so all children will experience
  success. Praise children
• Provide with enough time to say what they have to
  say
• Listen closely to what saying avoid rushing
  children through a task

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Vision Disorders

• Early Identification
• Symptoms that may suggest problems
• Excessive rubbing of the eyes
• Clumsiness and trouble moving around room
• Adjusting head in an awkward position
• Moving materials so they are close to the eyes
• Squinting
• Crossed eyes
• Crust on eye
• Swollen, red eyelids
• Types of Visual Disabilities
• Amblyopia-muscle imbalance cause by disuse of eye
• Glaucoma-failure of eye fluid to circulate
  properly
• Nearsightedness- unable to see things far away

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• Farsightedness- difficult time seeing close
  objects
• Color deficiency- inability to see a color
• Uncorrectable conditions- optic nerve damage
• Teaching Suggestions
• Create need to see
• Study vision
• Keep glare down
• Hang at eye level
• Safety
• Auditory cues
• Large print books
• Provide tactile, olfactory, auditory clues
• Auditory reminders for transition
• Have describe using senses

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Physical Disabilities

• Types of Physical Disabilities
• Cerebral palsy- damage to brain
• Lack of control of voluntary movements
• Spina bifida- bones of spine fail to grow
  together
• paralysis
• Amputation- severed limb
• Teaching suggestions
• Modify chairs
• Provide space for equipment
• Raise tables so wheelchairs fit under
• Knobs on puzzle pieces
• Secure all flooring
• Two-handled mugs deep dished bowls
• Finger foods for snack

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Health Disorders

• Chronic health need- illness that persists over a
  period of time
• Allergies
• 50 have mild or severe allergies
• Four categories of allergenic substances
• Inhalants- airborne substances
• Ingestants- foods drugs etc. ingested
• Contactants- touched
• Injectables- chemicals or drugs injected
• Arthritis-inflammation that produces swelling of
  joints and surrounding tissues
• Rheumatoid arthritis- most common form of
  juvenile
• General fatigue, fever, aching joints, stiffness
  of joints
• Need to move around often

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• Asthma- chronic inflammatory disorder of the
  airways
• Symptoms coughing wheezing rapid or labored
  breathing, shortness of breath chest tightness
• Cystic Fibrosis-hereditary disease that involves
  persistent and serious lung infections failure to
  gain weight and loose foul-smelling stools
• Diabetes-insulin not produced by pancreas
• Epilepsy- convulsive disorder caused by damage to
  brain
• Hemophilia-genetic blood disease in which blood
  cannot clot normally
• Leukemia- form of cancer that affects
  blood-forming organs and the blood

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Learning Disabilities

• learning disability- having problem with one or
  more basic skills of learning
• Attention Deficit Disorder
• Trouble focusing staying on task overactive,
  restless impulsive

Integrating Children with Special Needs

• Several factors to consider when placing in reg
  ed
• Teachers training and education
• Adult to children ratio
• Specific needs of children

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Gifted Children

• Giftedness- exceptional skill in one or more of
  six areas
• Creative or productive thinking
• General intellectual ability
• Leadership ability
• Psychomotor ability
• Specific academic aptitude
• Visual or performing arts
• Identification
• Difficulty to id
• Teaching Suggestions
• Acceleration- process in which gifted child is
  assigned to class with older children
• Enrichment- range and depth of experiences is
  broadened to provide child with special curriculum