CHAPTER 15: Including Infants and Toddlers with Disabilities in Child Development and Education Programs Infant and Toddler Development and Responsive Program Planning: A Relationship-Based Approach Third Edition Donna S. Wittmer Sandy Petersen © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved

Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved 15-2 What disabilities do we see in infants and toddlers? Terms such as disability or special needs are so general they are almost meaningless. Yet, for each individual, these words can be fraught with meaning. The diagnosis of a disability can never fully describe a particular child. The disability is only one aspect of the child.

Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved 15-3 Person first language Thus, because no child can be described fully by the name of his disability, we use person-first language: We say “ a person with a disability ” or “ a child with a disability ” or “ a child with Down syndrome, ” not “ a disabled child ” or a “ Down ’ s child. ”

Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved 15-4 The child is a person first with all of the differing individual characteristics, strengths, needs, interests, and desires that all children have.

Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved 15-5 Chromosomal abnormalities and genetic syndromes Genetic syndromes occur when the genes are damaged in cell division or when sets of genes from the mother and/or father carry defective information.

Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved 15-6 Chromosomal abnormalities and genetic syndromes Chromosomal abnormalities occur when there are too many or too few chromosomes, or when a chromosome has missing pieces, extra pieces, or pieces attached to another chromosome (HGP, 2003).

Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved 15-7 Chromosomal abnormalities and genetic syndromes Down syndrome Fragile X syndrome Cystic fibrosis Sickle cell anemia Rett syndrome

Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved 15-8 Epigenetics The science studying how parts of the DNA determine whether or not genes are activated (turn on and perform the tasks they were meant to perform). Experiences can trigger hormone release that affects whether a gene will activate.

Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved 15-9 Sensory impairments Sensory impairments describe the categories of problems that can occur with receiving or processing information through the senses. Sensory impairments can occur prenatally or as a result of illness or injury, ranging in severity from mild to total

Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved Sensory impairments  Hearing  Vision  Sensory Integration

Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved Metabolic disorders Metabolic disorders result from inherited deficiencies of particular enzymes. The enzymes are not available to break down materials such as amino acids, which then build up and cause damage to the brain. Some metabolic disorders can be diagnosed and treated, such as phenylketonuria (PKU). Others, such as Tay-Sachs, cannot be treated and are fatal.

Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved Central nervous system disorders Cerebral palsy Spina bifida Attentional disorders Shaken baby syndrome

Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved Congenital infections Congenital infections are diseases that affect the baby prenatally The most commonly seen infections, grouped under the acronym STORCH or TORCH-S, are syphilis, toxoplasmosis, other infections (such as HIV or hepatitis B), rubella, cytomegela virus, and herpes

Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved Disorders secondary to exposure to toxic substances Toxins that the mother actively inhales or ingests, such as tobacco illegal drugs alcohol are all able to cross the placenta and harm the developing nervous system of the fetus.

Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved Disorders secondary to exposure to toxic substances Toxins to which the mother is passively exposed, such as: cleaning solvents lead pesticides Are all able to cross the placenta and harm the developing nervous system of the fetus.

Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved Chronic illness  Asthma: A chronic respiratory disorder causing wheezing, coughing, and difficulty breathing.  Allergies: Sensitivity to normally harmless substances. Allergic reactions may include rashes,  irritability, vomiting, swelling, difficulty in breathing, or even shock.

Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved Chronic illness Hemophilia: An X-linked disorder caused by a lack of proteins needed for blood clotting. Children may spontaneously bleed or be unable to stop bleeding from minor cuts.

Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved Pervasive developmental disorders Autism Rett ’ s Disorder Childhood Disintegrative Disorder Asperger ’ s Disorder Difficulty with social situations, language delay, extreme reactions to change

Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved Early intervention: Part C of IDEA Enhance the development of infants and toddlers with disabilities Reduce the educational costs by minimizing the need for special education through early intervention Minimize the likelihood of institutionalization Enhance the capacity of families to meet needs

Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved Part C of IDEA: Eligibility Each state determines own criteria States are required to provide services for infants and toddlers with “ a diagnosed physical or mental condition which has a high probability of resulting in developmental delay ”.

Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved Part C of IDEA: Individualized Family Service Plan (IFSP) Professionals create a plan with the family after the following: When a child is determined to be eligible for Part C services (home visits, inclusive child care, speech/language, etc.) by an assessment team located within a school district or community- based program.

Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved Part C of IDEA: Individualized Family Service Plan (IFSP) Includes: A description of current developmental levels Goals for child ’ s development Funding of services Services and supports for the family Service coordination

Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved Part C of IDEA: Early intervention services Services needed to support child ’ s maximum potential Physical therapy Occupational therapy Speech language therapy Special education Psychology Integrated services in inclusive settings

Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved Part C of IDEA: Referrals Ongoing assessment of development by program Parental concern Contact with EI agency Multidisciplinary assessment within 45 days of referral

Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved Part C of IDEA: Environments Infant/ toddler child care as a natural environment Teacher satisfaction Positive peer opportunities

Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved Child care and the Americans with Disabilities Act (ADA)  private and public child care centers  interactions with children, parents, guardians, and potential customers  direct threat to the health or safety of others or require a fundamental alteration of the program

Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved Child care and the Americans with Disabilities Act (ADA)  reasonable modifications  appropriate auxiliary aids and services needed for effective communication  Existing facilities are subject to the readily achievable; newly constructed facilities and any altered portions of existing facilities must be fully accessible

Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved Teacher attitudes and strategies Maintain positive attitude Ask for information sharing Document children ’ s competence Adapt materials and activities Arrange the environment Use group affection activities Meet therapeutic goals