2.  Special Needs- refers circumstances that cause a child’s physical, cognitive, and behavioral development to vary significantly from the norm.  Disabilities, such as vision problems, limited mobility, mental retardation or learning difficulties  Develop more quickly are gifted

3.  Key laws concerning children with special needs include › Individuals with Disabilities Education Act (IDEA)  Guarantees free special education and related services to all children with disabilities ages thee to 21.  Parent must be included  Related services may include speech, physical, or occupational therapies.

4.  Americans with Disabilities Act (ADA) › Discrimination on the basis of disability › All children be eligible for child care services, despite their special needs  Rehabilitation Act, Section 504 › Prohibits discrimination against person with disabilities › Equal chance to be successful

5.  Sometimes changes are made in the classroom (accommodations)

6.  Hearing problem interfere with a language development and other areas of learning.  Can be challenging  Example of ways to communicate: hearing aids, sign language, lip-reading, visual helps

7.  Often memorize room set-up to help identify clear pathways.  High contrast color tape along the edges of furniture give visual cues.  Plastic labels with raised print or Braille labels.  Mark different parts for the room with items that can be felt, heard, or smelled.

8.  Limiting cognitive associations.  Diminish curiosity  Must use the child’s other senses to motivate learning  Use words and hands-on experiences as much as possible.

9.  Building is accessible  Wheelchair, doors and pathways need to be wide enough for easy access.  Faucets must be easy to operate.  Double handled cups  Puzzle pieces fitted with large knobs  Raised sand boxes  Chair and seat straps of children who cannot easily sit

10.  Shorter-than-average attention spans  Motor skills and eye-hand coordination affected  Less emotional control  According to their developmental abilities, not their chronological ages.  Short clear directions

11.  A disorder that affects the way the brain processes information is called a learning disability.  Caused by errors in fetal brain development, alcohol and drug use during pregnancy, problems during birth, or toxins in the environment.

12.  Aphasia › Language impairment that affects a child’s use of speech and understanding of language.  Dyslexia › Letters may appear backwards of jumbled or seen to move around the page.]  Dyscalcula › Unable to count objects or recognize basic shapes.

13.  Reasoning and memory disorders › Severe head injuries › Difficulty organizing learned facts or organizing and integrating thoughts › Trouble remembering instructions and what they have learned.

14.  Mental Retardation › May be characterized by less than average intelligence and limited adaptive skills › Permanent condition

15.  Attention Deficit Hyperactivity Disorder (ADHD) › Disorder of the central nervous system › Lack of certain brain chemicals › Difficulty paying attention and following instructions › Aggressive, impulsive, and overly active › Not a learning disability › May be treated with certain medications

16.  Autism › Affecting communication and social interaction › A brain disorder that impacts normal development › Symptoms  Repeated actions  Very sensitive to touch, sound, light, or smell › Not easy to diagnose

17.  The classroom atmosphere should be a calm, consistent, and nurturing

18.  Asthma  Epilepsy  Diabetes

19.  Signs indicating giftedness include › A good memory and advanced vocabulary › Developmental skills are acquired earlier › Creativity in inventing and problem solving › Good sense of humor › Talent for making plans and organizing tasks  Need programs that challenge

20.  Loose interest and do not bother  May misbehave out of boredom › Plan enrichment activities › Plan group projects › Include field trips and special visitors

21.  Inclusion is being educated with children who are not disabled whenever possible

22.  Have enriching experiences experiences for all children  Value diversity › Compassion, respect, and appreciation for all  Recognize and cope with their strengths and limitations  Comfortable with disabilities instead of fearful

23.  Participate in an everyday setting  Provide ways for parents to interact with other parents of special needs children

24.  Early intervention programs › Younger than age of three  Individualized Family Service Plan (IFSP) › Plan created to make sure goals ore set to meet a child's overall needs › Assessment of a child’s development, goals for development › Specific ways to promote and support family’s involvement

25.  For children ages three and older:  School administration, parents, teachers, and specialists work together to create an IEP (Individualized Education Program)  Is required by the IDEA law

26.  Current level of child’s abilities  Annual goals for child’s development  Short-term educational goals  Educational services to be provided  Procedure for determining if goals are being met  Degree to which student will be included in regular education classrooms