Understanding children with special needs 31 st January 2011

Inclusion

The Facts Disabled children and their families suffer from social exclusion often as a result of a combination of linked problems, including poverty, segregation, discrimination and inadequate provision of support services Disabled children and their families suffer from social exclusion often as a result of a combination of linked problems, including poverty, segregation, discrimination and inadequate provision of support services Disabled children’s quality of life is affected by unequal access to education, communication, employment, leisure activities, housing and health care Disabled children’s quality of life is affected by unequal access to education, communication, employment, leisure activities, housing and health care

The facts Of all families in the UK who care for disabled children 30% have or are living in poverty Of all families in the UK who care for disabled children 30% have or are living in poverty Parents of disabled children are much less likely to be in full-time work than parents of non-disabled children Parents of disabled children are much less likely to be in full-time work than parents of non-disabled children Parents of disabled children often find it difficult to work overtime or to take time off to care for their children due to inflexible work practices and a ‘long hours’ work culture Parents of disabled children often find it difficult to work overtime or to take time off to care for their children due to inflexible work practices and a ‘long hours’ work culture

The facts It costs on average 3 times as much to raise a child with a severe impairment e.g. transport, bedding, toiletries, food, replacing damaged household items, special toys and equipment It costs on average 3 times as much to raise a child with a severe impairment e.g. transport, bedding, toiletries, food, replacing damaged household items, special toys and equipment Parents are often forced to go into debt to meet their child’s basic needs, whilst other non-disabled siblings go without Parents are often forced to go into debt to meet their child’s basic needs, whilst other non-disabled siblings go without

Inclusion Pressure from parents and disabled people Pressure from parents and disabled people Not limited to children with special needs – also children from travellers families and children in care Not limited to children with special needs – also children from travellers families and children in care Requires significant mind shift Requires significant mind shift Schools have to adapt and be flexible enough to accommodate every child Schools have to adapt and be flexible enough to accommodate every child

Principles of inclusion Inclusive education enables all students to participate fully in any mainstream early years provision, school, college or university Inclusive education enables all students to participate fully in any mainstream early years provision, school, college or university Inclusive education provision has training and resources aimed at fostering every student’s equality and participation in all aspects of the life of the learning community Inclusive education provision has training and resources aimed at fostering every student’s equality and participation in all aspects of the life of the learning community Inclusive education aims to equip all people with the skills needed to build inclusive communities Inclusive education aims to equip all people with the skills needed to build inclusive communities

Barriers to Inclusion in today’s society Class discussion Class discussion

9 principles of inclusive education A person’s worth is independent of their abilities or achievements A person’s worth is independent of their abilities or achievements Every human being is able to feel and think Every human being is able to feel and think Every human being has a right to communicate and be heard Every human being has a right to communicate and be heard All human beings need each other All human beings need each other Real education can only happen in the context of real relationships Real education can only happen in the context of real relationships All people need support and friendship from people of their own age All people need support and friendship from people of their own age

9 principles continued Progress for all learners is achieved by building on things people can do rather than on what they can’t Progress for all learners is achieved by building on things people can do rather than on what they can’t Diversity brings strength to all living systems Diversity brings strength to all living systems Collaboration is more important than competition Collaboration is more important than competition Reference:- “Supporting special needs: understanding inclusion in the early years” Penny Tassoni, Heinemann 2003 Reference:- “Supporting special needs: understanding inclusion in the early years” Penny Tassoni, Heinemann 2003

Case studies 3 groups 3 groups Read your case study thoroughly Read your case study thoroughly Describe what your play group would need to do if this child was coming into it – draw on all that you have learned in the course so far Describe what your play group would need to do if this child was coming into it – draw on all that you have learned in the course so far

Case study 1 Mary is three and a half. She was born prematurely at 27 weeks. Following a period of 12 weeks in hospital she has been cared for at home by her parents. Mary was delayed in meeting all her physical milestones, not sitting until she was 18 months old and she needs support with her walking. Mary is alert and interested but her speech is not very clear – her parents understand exactly what she is saying but others find her difficult to understand. Mary can count, sing nursery rhymes and loves stories. She can become frustrated and easily bored when she cannot reach things in her surroundings. Mary is three and a half. She was born prematurely at 27 weeks. Following a period of 12 weeks in hospital she has been cared for at home by her parents. Mary was delayed in meeting all her physical milestones, not sitting until she was 18 months old and she needs support with her walking. Mary is alert and interested but her speech is not very clear – her parents understand exactly what she is saying but others find her difficult to understand. Mary can count, sing nursery rhymes and loves stories. She can become frustrated and easily bored when she cannot reach things in her surroundings.

Case study 2 John was born by C section at 36 weeks. He was given a diagnosis of Down syndrome shortly after birth. John had a lot of feeding difficulties as he had difficulty sucking. A heart condition was diagnosed which needed surgery to repair. After these initial difficulties John has made good progress. He is now 4, he has around 50 words which are quite clear, he is walking independently but finds climbing stairs and running difficult. John has a limited attention span – 2-5 minutes. He is an only child and is not used to being around other children. John’s parents have approached your playschool to enrol him for next year….you have agreed. John was born by C section at 36 weeks. He was given a diagnosis of Down syndrome shortly after birth. John had a lot of feeding difficulties as he had difficulty sucking. A heart condition was diagnosed which needed surgery to repair. After these initial difficulties John has made good progress. He is now 4, he has around 50 words which are quite clear, he is walking independently but finds climbing stairs and running difficult. John has a limited attention span – 2-5 minutes. He is an only child and is not used to being around other children. John’s parents have approached your playschool to enrol him for next year….you have agreed.

Case study 3 Clare is 3. Her parents began to worry about her development and behavior at 15 months, when her main problem was outbursts of temper during which time she would bang her head off the floor. Clare has little language, shows no awareness of the needs of others or wish to play with other children. She moves quickly from activity to activity. Any play involves lining up toys usually cars. Clare will only drink juice and eat crisps at present. Clare is 3. Her parents began to worry about her development and behavior at 15 months, when her main problem was outbursts of temper during which time she would bang her head off the floor. Clare has little language, shows no awareness of the needs of others or wish to play with other children. She moves quickly from activity to activity. Any play involves lining up toys usually cars. Clare will only drink juice and eat crisps at present.

In summary – disabled children have the right to…… Participate fully in their community and to have the same choices and opportunities as others Participate fully in their community and to have the same choices and opportunities as others Go to their local school, use the same leisure and community facilities as everyone else Go to their local school, use the same leisure and community facilities as everyone else Express their views and have them taken into account Express their views and have them taken into account Live with their parents unless this is not in their best interest and have alternative forms of care (where necessary) that is family based Live with their parents unless this is not in their best interest and have alternative forms of care (where necessary) that is family based