Introduction to Early Childhood Education Special Needs

GPS Focus Standards: IECE-7:   IECE-7: Students will discuss ways to adapt the curriculum and classroom for children with special needs. a. Explain laws regarding children with disabilities. b. Define mainstreaming and inclusion. c. Demonstrate strategies for integrating children with disabilities into programs. d. Discuss the relationships of children with special needs with their peers, teachers, and others. e. Explain interventions to use when working with special needs children, such as adapting the environment (e.g. child with impaired vision, gross motor impairment, or hearing impaired). GPS Academic Standards: SSCG6 SSPVB1: Concepts related to measurement and nature of intelligence SSPVB2: Identify abnormal behavior and treatment ELA9-12RL5, ELA9-12RC1, ELA9-12LSV1, ELA9-12LSV2 National / Local Standards / Industry / ISTE: NFACS4.5

UNDERSTANDINGS & GOALS~IECE-7 Enduring Understandings: Enduring understandings are statements summarizing important ideas and have lasting value beyond the classroom. They synthesize what Students should understand – not just know. The early childhood curriculum helps children develop sensitivity toward those with special needs. Social skills are especially important for children with disabilities and the inclusive early childhood program can help them, as well as the other children in the class, develop the skills to get along with all their peers.   Essential Questions: Essential questions probe for deeper meaning and understanding while fostering the development of critical thinking and problem-solving skills. Example: Why is life long learning important in the modern workplace? What do all children have in common? How can you help to encourage children’s relationships with peers of differing abilities? How can you help children develop sensitivity and understanding toward those who are of a different ability? How can you support the social development in children of different ages and abilities? How can you include children with disabilities in an early childhood program? What are children who have different disabilities like?

OPENING Miguel, a lively four-year-old, has a hearing impairment. He can speak and understand only a few simple words. Rosie, an active five-year-old, is color deficient. She cannot identify the primary colors. Stephen has cerebral palsy. He needs special help to develop fine-motor skills. Toby is a two-year-old who has taught herself to read. These are children who have special needs.

Individuals with Disabilities Education Act (IDEA) SPECIAL NEEDS TERMINOLOGY IECE-7: Students will discuss ways to adapt the curriculum and classroom for children with special needs. Individuals with Disabilities Education Act (IDEA) Inclusion Individualized Education Plan (IEP) Individualized Family Service Plan (IFSP) Referral Hearing impairment Articulation problems Visual impairment Chronic health needs Asthma Hemophilia Learning disability Behavior disorder Autism Giftedness Acceleration Enrichment

ECE-Special Needs VOCABULARY Individuals with Disabilities Education Act (IDEA)-requires that states provide education for children who are developmentally delayed. Inclusion-placing children with special needs in regular classrooms. Individualized Education Plan (IEP)-written for each child with a diagnosed disability. Individualized Family Service Plan (IFSP)-outlines family needs, goals for child, services, how child is learning, and a plan for transitioning. Referral-suggesting a professional parents can take their child to see. Hearing impairment-problem in one or more parts of the ear. Articulation problems-omissions, distortions, or substitutions of vowels or consonants or both

ECE-Special Needs VOCABULARY Visual impairment-any eye or nerve problem that prevents people from seeing normally. Chronic health needs-an illness that persists over a period of time. Asthma-chronic inflammatory disorder of the airways. Hemophilia-genetic blood disease in which the blood cannot clot normally. Learning disability-having a problem with one or more basic skills of learning. Behavior disorder-a condition that affects an individual’s social and emotional functions. Autism-inability to interact with others socially. Giftedness-creative or productive thinking, general intellectual, leadership, psychomotor ability, specific academic aptitude, visual or performing arts Acceleration-process in which a gifted child is assigned to a class with older children. Enrichment- range and depth of experiences is broadened to provide the child with a special curriculum.

WHAT IS A SPECIAL NEED? Autistic Developmentally Delayed (DD) Dual Sensory Impaired Emotionally Handicapped (EH) Hearing Impaired Physically Impaired Visionally Impaired Gifted/Prodigy Profoundly Mentally Handicapped (PMH) Specific Learning Disabled (SLD) Behavior Disorder Speech and Language Impaired Attention Deficit Disorder (ADD) Attention Deficit Hyperactivity Disorder (ADHD)

Playing the diversity (special needs) card game.

Individualized Education Plans Federal law requires that an IEP be written for each child with a diagnosed disability. Each IEP requires six components: Description containing an assessment of child’s current level of performance. Annual goals for the child Short-term educational objectives Statement outlining the involvement of the child in the regular educational program Specific services provided with a time line noting beginning and ending dates Evaluation criteria that will be used to decide if educational objectives are met

Teacher’s Role Take part in identifying children with special needs. Work with resource persons to design individual programs. Teach children who have special needs and non-disabled children in the same classroom. Share information with parents and make suggestions for referrals. Base program decisions on input from several resources. Encourage parents to participate in their child’s education.

Teacher’s Role Identification Need a strong child development background Recognize when a child is lagging in reaching a milestone Informal observation may be used for assessing a child’s needs Referrals Help parents see a need for their child’s treatment. School staff are obligated to consider the results.

Hearing Disorders Teaching Suggestions Get down to the child’s eye level Get the child’s attention before speaking Speak in normal volume and speed Speak clearly and distinctly Use the same sentence structure Pause and wait for a response Repeat, rephrase, or demonstrate Encourage other children to imitate you Use gestures and facial expressions Let the child sit in front of you Use concrete materials to demonstrate abstract concepts. Provide classification games and puzzles Label classroom Select simple, large and uncluttered illustrations Teaching safety by using traffic signals Teach daily routines and transitions using a light switch Use a picture poster to point to the upcoming activity

Speech and Language Disorders Identification Speech impairments- interference with specific sounds or sound blends Child’s speech is generally impaired when it calls attention to itself Articulation Problems The terms lazy tongue and baby talk are frequently used to describe articulation problems Use language that is proper for the child’s developmental level Voice (Phonation) Disorders Voice characteristics include pitch (lowness or highness), loudness (amount of volume), flexibility (changes in pitch) and quality (harshness, hoarseness, etc) Stuttering Characterized by repetition, hesitation, and prolongation Often under certain conditions that some children stutter.

Vision Disorders Early Identification Types of Visual Disabilities Excessive rubbing of the eyes Clumsiness and trouble moving around the class Adjusting the head in an awkward position Moving materials close Squinting Crossed eyes Crust on eye Iris on one or both eyes cloudy Crossed eyes or an eye turned inward Red, encrusted, or swollen eyelids Excessive blinking Types of Visual Disabilities Amblyopia-lazy eye Glaucoma-failure of eye fluid to circulate in proper way Nearsightedness-unable to see things far away Farsightedness- difficult time seeing objects that are close Color Deficiency-color blindness Uncorrectable Conditions- cannot be corrected by glasses, surgery, or other means

Teaching Suggestions Always create a need to see. Include a study unit on sight to help all the children understand vision. Purchase chalkboards with a dull finish Hang children’s work at their eye level. To ensure a safe environment, items should be picked up right after play Auditory clues are important Have a number of large print books in the reading area Provide many tactile (touch), olfactory (smell), and auditory (sound) clues to structure the environment Use auditory reminders for transition times Always encourage children to describe what they remember using their senses.

Physical Disabilities Types Teaching Suggestions Cerebral Palsy-neurological disorder that results from damage to the brain Spina Bifida- a condition in which the bones of the spine fail to grow together Muscular Dystrophy-genetic condition characterized by weakness in the muscles Amputation-missing a limb and fitted with a prosthesis Modify chairs Provide space for special equipment Provide ramps Raise tables Glue knobs on puzzle pieces Secure carpeting or rugs Provide two-handled mugs Serve finger foods

Health Disorders Allergies- reaction of the body to a substance in the environment (inhalants, Ingestants, Contactants, Injectables) Arthritis- condition brought on by inflammation that produces painful swelling of the joints Asthma-chronic inflammatory disorder Cystic Fibrosis-persistent and serious lung infections Diabetes-insulin is not produced by the pancreas to burn or store foods as energy Epilepsy-convulsive disorder caused by damage to the brain Hemophilia-genetic blood disease in which the blood cannot clot normally Leukemia- a form of cancer that affects the blood-forming organs and the blood

Other Disabilities Cognitive Disabilities Learning Disabilities Down Syndrome- chromosome disorder that is the most identifiable from of mental retardation Learning Disabilities Attention Deficit Disorder (ADD)-trouble focusing and staying on task Attention Deficit Hyperactivity Disorder (ADHD)- overactive, restless, and impulsive Social or Emotional Impairment Autism-unable to interact with others socially

Gifted Children Creative or productive thinking Gifted Areas Teaching Suggestion Include acceleration and enrichment in the program Move through activities at faster pace Use audiovisual materials, games, and field trips Provide open-ended learning activities Design instruction to match their skills Understand the problems these children face Help child improve social skills Creative or productive thinking General intellectual activity Leadership ability Psychomotor ability Specific academic aptitude Visual or performing arts

Identification of a Gifted Child Constant curiosity Social/emotional behavior exceeds their peers More independent and motivated Early speech Advanced vocabulary for age Keen observation skills Unusually long attention span Inquisitive nature Flexibility Persistence Strong sense of responsibility for age Self-criticism Tendency to strive toward perfection Good memory Awareness of others’ feelings

IEP Process PowerPoint GUEST SPEAKER

Barriers Activity Write and perform a brief story or puppet show script that could be used to help preschoolers learn about a specific disability.

Observation Topic Special Needs http://www.youtube.com/watch?v=qh1meBo_m1w&feature=related

Special Needs Assignment Observation Journal Heading- Observation Journal, Early Childhood Education, Name, Date, Class~Woodson/Smith What did you do? (Provide details) What are you thoughts about what you did? (Your feelings about the experience) Special Needs Powerpoint Presentation Name of your special need (Name, Class Title, Special Need) How is a child with this need identified? What “causes” the special need? What are the ranges of abilities for a child with this special need? What are six major teaching strategies used with a child with this special need? How can a child with this special need be included in a regular classroom? Questions Answered Bibliography

Sourcebook Notes IECE-7: Students will discuss ways to adapt the curriculum and classroom for children with special needs. Define the following terms: Individuals with Disabilities Education Act (IDEA) Inclusion Individualized Education Plan (IEP) Individualized Family Service Plan (IFSP) Referral Hearing impairment Articulation problems Visual impairment Chronic health needs Asthma Hemophilia Learning disability Behavior disorder Autism Giftedness Acceleration Enrichment Name the six components of an Individualized Education Plan (IEP). What is the teacher’s role in working with special needs students? Why is early detection of a special need important to a child’s successful development? Identify the types of disorders in the disabilities listed below. Hearing Disorders Speech and Language Disorder Vision Disorders Physical Disabilities Health Disorders Gifted Areas