CE240 Young Children with Special Needs We will start at the top of the hour. Feel free to chat while you wait for class to begin.

Reminders: Our last seminar (Unit 9) will be held on Thursday January 13. No seminars will be held on Monday January 17 due to the holiday. Final Project due Tuesday January 18. If you have late or missing work that you would like to submit, please contact me ASAP. Our time together is short! No seminar or graded work for Unit 10.

Learning Outcomes Identify resources for children with special needs in your state as well as information for Title V in your state Describe how these resources may be utilized by an Early Childhood Care Professional Compare IDEA, NCLB, ADA and 504 and explain their value

Research and Early Intervention Early intervention research was performed on a group of mentally disabled children in 1958. This research showed that “the development of sound intelligence depends on appropriate stimulation in the environment (Cowdery & Allen, 2009, p. 36). This research was brought to the attention of policy holders. In 1965 Head Start was formed.

Civil Rights Movement This movement began in 1954. Landmark legislation: Laws that were significant in helping those with disabilities Advocacy groups: Council for Exceptional Children (CEC); Division for Early Childhood (DEC) a division of CEC; American Speech, Language and Hearing Association (ASHA); American Association on Mental Retardation (AAMR); Association for Persons with Severe Handicaps (TASH); and Association for Retarded Citizens (ARC) (Allen & Cowdery, 2009, p. 37).

Eligibility under Section 504 Section 504 is a federal law designed to protect the rights of individuals with disabilities in programs and activities that receive federal funds from the U.S. Department of Education (ED). To be protected under Section 504, a student must be determined to: 1) have a physical or mental impairment that substantially limits one or more major life activities; 2) have a record of such an impairment, or 3) be regarded as having such an impairment.

Landmark Legislation University Affiliated Facilities (PL 88-164): 1963, this works to create, demonstrate, and evaluate intervention and educational programs, provide interdisciplinary training to professional trainees, conduct research on human development/developmental issues, establish university and community partnerships Handicapped Children’s Early Education Assistance Act (PL 90-538): 1968, no longer exists. Funds have been integrated into general fund for all children from birth to 21. (Allen & Cowdery, 2009, p. 41).

More on Landmark Legislation Head Start Amendments (PL 92-424): In 1974, regulations were changed mandating that 10% were those with developmental disabilities including mental retardation, deafness/hearing impairments, serious speech or visual impairments, crippling orthopedic impairments, chronic health impairments, and learning disabilities. Head Start continues to grow and expand in its services. In 2005, there were 906,993 children with 231, 000 staff members serving in 19,800 centers (Allen & Cowdery, 2009, 42). Note: Children with milder disabilities are not excluded, but they are not counted as part of the 10% enrollment.

Early Intervention and Prevention Early Head Start: serves low income women and their young children. It works to transition families smoothly into Head Start. Disability Services Quality Improvement Centers: Formerly known as Regional Access Project (RAPs), Head Start provides training and consultation to programs serving children with disabilities (Allen & Cowdery, 2009, p. 43).

Developmental Disabilities Developmental Disabilities Act (DDA) (PL 106-402): Rehabilitation Act of 1973 and reauthorized in 2000. Section 504 focused on reducing discrimination. Individuals with disabilities are to be given access to jobs, education, housing and public buildings. States offering preschool programs have to provide services for children with disabilities, too. This includes children that do not qualify for Special Education Services.

IDEA Education for All Handicapped Children Act (PL 94-142): Law in 1975. Now called IDEA-Individuals with Disabilities Education Act; name reflects people first terminology. Guarantees the right to FAPE; Specific support for early education programs (like Child Find) for children under 5; Zero reject: local schools must provide for all regardless of severity of disability (Allen & Cowdery, 2009, p. 44)

IDEA Continued Nondiscriminatory Evaluation: assessment of disability should be in accordance with child’s language and culture. Several types of evaluation: cognitive, adaptive, and social performances. Appropriate education: IEP or IFSP plan must be followed. Least Restrictive Environment: (inclusion) child will be taught in an inclusionary environment whenever possible. Supports to stay in this environment are also necessary ( Allen & Cowdery, 2009, p. 44).

More on IDEA Due Process: Parents have the right to call a hearing when not in agreement with the school. Child cannot be removed from classroom due to annoying or inconvenient behavior. The parent can examine all records. Parents are to be consulted about program before it goes into effect. Parents are to receive written notice of proposed changes/placement. Parents can request legal representation if problems cannot be resolved. (Allen & Cowdery, 2009, p. 45).

Education of the Handicapped Amendments (PL 99-457) Services for children with disabilities from birth to three: IDEA 2004 covered under Part C ….. discretionary legislations. State may serve children but do not have to by law unless they serve nondisabled children of this age. Very young children do not need a label to be served. IFSP…each family and child must receive a multi-disciplinary written assessment of the services required . (Allen & Cowdery, 2009, p. 48).

Education of the Handicapped Amendments (PL 99-457) Provides services for children ages three to five Increased funding and established a five year time period to channel funds appropriately to each state Mandated: least restrictive environment, due process, child find, and IEPs States that receive federal funds must provide parent support services.

NCLB: Professional development No Child Left Behind Improve teacher’s knowledge of academic subjects taught School wide educational improvement plan Help teachers teach students to meet challenging standards Support teacher recruitment, hiring, and training Enable teachers to maintain high-quality, sustained intensive classroom focus Align with state standards Develop in collaboration with K-12 teachers/parents Assist teachers with Limited English Proficient (LEP) students

More about NCLB Be connected to effective instructional practices predicated on scientific research Increase teaching skills/knowledge of teachers Train in use of technology as it relates to improving performance on core subjects Regularly evaluated for impact Provide instruction in methods to those teaching children with special needs. Instruction in the use of data and assessments Instruction in working with parents Partnerships between K-12 and higher education to help prospective and beginning teachers to work under guidance of college faculty and experienced teachers Help paraprofessionals meet state standards (Allen & Cowdery, 2009, p. 51-52).

Unit 8 Assignments Read Chapter 2, "Federal Legislation: Early Intervention and Prevention", pp. 34-60 in your text, The Exceptional Child: Inclusion in Early Childhood Education

Unit 8 Resources 1. Go to the Ed.gov site and find the resources available for children with special needs in your state. Click on your state or choose your state from the dropdown menu. 2. Go to and read "Protecting Students With Disabilities: Frequently Asked Questions About Section 504 and the Education of Children with Disabilities". 3. This week you'll visit the Department of Health and Human Services site and research information for Title V in your state. 4. Go to the American Academy of Pediatrics and view the comparison chart.

Unit 9 Project Unit 9’s Project is due on the Tuesday that ends Unit 9. January 18, 2010 There are three parts in unit 9’s project. Part 1: Write a 2- to 4-page analysis of characteristics of THREE disabilities that overlap or may have the same characteristics and how they may be addressed. Include an introduction, a body and a conclusion.

Unit 9 Project: Part II Part II: Review the Example in the link provided in unit 9’s project. A sample is given to help you design one intervention activity that targets any of the Short Term Objectives listed on the IEP for Alexis. Notice there are 4-5 Short Term Objectives listed below each Annual Goal.  You also may refer to pp. 312–321 in your text The Exceptional Child: Inclusion in Early Childhood Education

Unit 9 Project: Part III Part III: Write 2- to 4-page paper discussing the teacher’s role in the IEP process and make a recommendation for Least Restrictive Environment. Also discuss what modifications will need to be made in that environment. Include one reference page and one title page for the entire Final Project If you need help, please check out the Writing Center, the APA Quick Reference PPT, and/or contact me.

References Allen, E.K., Cowdery, G.E. (2009). The Exceptional Child: inclusion in early childhood education. United States of America: Thompson Delmar Learning Office for Civil Rights. Protecting students with disabilities. Retrieved December 9, 2008, from website Ed. Gov. (See web site in course as cannot type the reference correctly due to the platform for Seminars)