1. Welcome to Unit 2 Characteristics of Children with Disabilities Michelle Rudas CE240-02

2. Weekly Reminders Complete readings and read Web Resources Complete Learning Activities Complete Discussion Board: Post detailed responses to discussion question (100 words or more) Share detailed feedback with at least 2 classmates Post response to Seminar Option 2 IF you do not attend seminar Complete Graded Content Review

3. Learning Outcomes After completing this unit, you should be able to: Explain the characteristics of a variety of disabilities Discuss appropriate practice in the classroom when addressing an emergency that involves children with special needs Describe ways to address eating and toileting problems Identify signs that demonstrate a potential learning disability in a young child

4. Specific Disabilities The National Dissemination Center for Children with Disabilities (NICHCY) site provides descriptions of disabilities and its characteristics. Please share one of the specific disabilities taken from the site above. Come ready to share your research. Answer questions on next slide.

5. Sharing your research Click on the link for the disability (choose either the PDF version or text-only version. Do not choose a briefing paper). Pay special attention to the scenario provided and the section that says "What About School?" Give a brief summary of the scenario. How is the disability addressed in school? What would be your role as an Early Childhood Care Professional if this child were in your class? Jump in and share!

6. Classification of Developmental Disabilities An ongoing debate exists between professionals in favor of classification versus those who are not. Classification can include the following labels: mental retardation, deafness, blindness, learning disability, emotional disturbances, etc. Classification is in place to handle funding and professional training requirements. Opposing classification concerns potential harm for prematurely labeling a child before the age of six. (Allen & Cowdery, 2009, p. 133-140).

7. Teaching children with Vision Loss Determine the degree of residual vision by talking with parents and vision specialists. Teach orientation and mobility skills. Identification markers on doors, dividers, etc. Describe the environment as the child touches each object. Help the child single out different sounds in the room. Teach emergency signals/sounds that represent danger Provide physical prompts (Allen & Cowdery, 2009, p. 169-170).

8. Health Problems and Classroom Practices Advance Briefings: find out what the child needs before an emergency happens Obtain the appropriate training to meet the child’s specific needs Maintain appropriate health records on every child in the class Obtain appropriate permission slips and note specific allergies or health problems Abide by state law in dispensing medications (Allen & Cowdery, 2009, p. 205-206).

9. Learning and Behavior Disorders ADHD Aphasia Autism Behaviorally disordered Childhood schizophrenia Echolalic Encopresis Enuresis Learning disability Dyslexia Pervasive Developmental Disorder or PDD Phobias (Allen & Cowdery, 2009, p. 217-240).

10. The Exceptional Child: Inclusion in Early Childhood Education "Classification of Developmental Disabilities”. "Guidelines for Teachers” "Health Problems and Classroom Practices” Note page numbers are listed under the reading section of the course in unit 2. Chapter 8, "Learning Behavior Disorders” In addition, refer to your text Children With Special Needs in Early Childhood Settings to further understand the many characteristics of children with disabilities.

11. References Allen, E.K., Cowdery, G.E. (2009). The Exceptional Child: inclusion in early childhood education. United States of America: Thompson Delmar Learning.