1. Sarah Cordett, M.A. CE240 - Young Children with Special Needs: Unit 3

2. Agenda This evening we will discuss: Recap of Unit 2 Unit 3 project Overview of Unit 3 Assessment and Early Intervention IFSP IEP

3. Unit 2 Recap Last seminar, we discussed: Classification of developmental disabilities Guidelines for working with children with hearing loss Learning and behavior disorders ADHD Learning disabilities Autism

4. Learning and Behavior Disorders: Autism Characteristics: Abnormal social interaction Impaired communication Peculiar interests and behaviors Moderate to severe Autism (severe) Asperger syndrome (milder) Video (Allen & Cowdery, 2009)

5. Learning and Behavior Disorders: Autism Strategies and interventions: Simple and direct messages Use objects and actions with words Motivate child to request items by name Provide opportunities for interaction with nondisabled peers Use tangible reinforcers (stickers, toys, music) Provide predictable environment Reduce group size to minimize distractions Provide opportunity to practice new schools at home and school (Allen & Cowdery, 2009)

6. 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).

7. Unit 3 Project Research a resource that can be used to promote identification of and early intervention with children with disabilities. Write a 1- to 2-page essay that explains how these resources can be used for families in need of help for their child.

8. Unit 3 Project Continued Use information from the Unit 3 Web Resource, The National Dissemination Center for Children with Disabilities (NICHCY). Scroll down to the section "Where do I go for help?" in Part A, Early Intervention Services. There are two links provided to find help in your state. You also may do your own research.

9. Questions to answer in Unit 3 Project How is a child evaluated? What organizations can offer help for the child and his/her family? What kind of help will be provided by these organizations?

10. Unit 3 Project Outline Title page Introductory paragraph Supporting paragraph 2: How is child evaluated? Supporting paragraph 3: What organizations can offer help for this child and family? Supporting paragraph 4: What kind of help will be provided by this organization? Concluding paragraph: Summarize your supporting paragraphs Reference page

11. Unit 3 Project Rubric How is a child evaluated? (___/30 points) What organizations can offer help for the child and his/her family? (___/30 points) What kind of help will be provided by these organizations? (___/30 points) Three sources are identified and cited (___/10 points) Project is 2-4 pages in length (___/10 points) The project contained a separate title page, properly formatted, a separate reference page and was typed using a 12 point font (Ariel or Times New Roman). (___/10 points)

12. Unit 3 Project: Activity Click on the “NICHCY” link in the Information Box. Take 5 minutes to research resources that are available in your state. Begin to think about the questions you will be answering in your essay. Share: What did you find out about your state? What resources are available?

13. Unit 3: Learning Outcomes After completing this unit, you should be able to: Describe the process of assessment of and early intervention with young children with disabilities Explain the purpose and importance of the Individualized Education Plan Explain the purpose and importance of the Individualized Family Service Plan Explain how to act as an advocate and inform parents and families of resources for children with disabilities.

14. Topics in Unit 3 You will be reading about in the text: Assessment Early identification and screening IFSP (Individual Family Service Plan) IEP (Individual Education Program)

15. Assessment Process of collecting information to help answer a question IEP and IFSP are based on assessment Critical to early identification Allows for effective intervention Helps in prevention of secondary disabling conditions Teacher’s role To help identify children Collect data Monitor progress (Allen & Cowdery, 2009)

16. Screening Cultural, ethnic, linguistic differences: Assessment must be conducted in child’s native language Assessment should be conducted and interpreted by someone fluent in both native and majority language and culture Multiple forms of information should be collected, including work samples and observations (Allen & Cowdery, 2009)

17. Teacher’s Role: Observation Teachers: Observe the child in natural environment and many situations over time Provide objective account of child’s behaviors Compare child’s behaviors to children of similar age (Allen & Cowdery, 2009)

18. Interpretation: Dos and Don’ts Making diagnosesDevelop good working relationships with families and listen carefully and respectfully Using labels to describe childrenVoice concerns to parents about possible developmental differences in their child Raising parents’ anxietyRemember that all children are different, and typical development encompasses a broad spectrum of individual difference Phrasing suggestions as ordersBe knowledgeable about local resources and be able to make appropriate referrals Jumping to conclusions without adequate observational data Be culturally sensitive and take cultural and linguistic differences into consideration Avoid : Do : (Allen & Cowdery, 2009, p. 305)

19. The Law: IDEA Click on the link “IDEA” in the Information Box. Take about 3 minutes to watch the video. Share: What did you learn about IDEA and identifying children with disabilities?

20. Individualized Family Service Plan IFSP: An IFSP is a planning document that describes services for children ages 0-3 with disabilities. Purposes: For family members and professionals to work together to identify priorities, resources and concerns To identify and organize resources to support families (Allen & Cowdery, 2009)

21. Individualized Family Service Plan Steps: Pre-referral and conferencing Identification of needs Evaluation (Allen & Cowdery, 2009)

22. Individualized Education Program IEP: An IEP is a document required for every student with a disability that outlines intervention services. Teacher input is essential Assessment Adaptation and modification of classroom activities Evaluation (Allen & Cowdery, 2009)

23. Individualized Education Program Requirements: Assessment Annual goals Specific services to be provided Evaluation (Allen & Cowdery, 2009)

24. Case Study The school nurse checks the hearing and vision of all the children in a Head Start classroom. The teacher uses a checklist to observe a child's play skills. Based on family concerns, a kindergarten student is tested by the speech language pathologist and school psychologist. (Allen & Cowdery, 2009, p. 184)

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

26. Have a good week! See you online!!