2. We will start at the top of the hour. Feel free to chat while you wait for class to begin. Reminders for this week  Discussion Boards:  Post detailed responses to discussion question (100 words or more)  Share detailed feedback with at least 2 classmates *Begin work on Unit 6 Project*

3. Describe the characteristics of eating skills of a child with special needs Identify strategies for diet and mealtime modifications Identify ways for children with special needs to stay safe and healthy Discuss special needs tips for families

4. Recognize differences in eating skills and food preferences Some children have difficulty using utensils Specifically designed utensils may be beneficial. View website and look under Utensils - Pediatric: http://www.pattersonmedical.com/app.aspx?cmd=get_sections&id=1 00002 Specifically designed utensils may be beneficial Do not take away the child’s independence (Healthy Child Publications, 2006)

5. Introduce increasingly challenging textures as the child’s ability and skill improves. Allow the child choice in portion size and food selections Do not force a child to eat. Do limit snacks See Website/Handout below for some more information on adaptive Feeding Equipment: http://www.telability.org/handouts/TelAbilityHandoutAdaptiveFeedingEquipment.PDF

6. Meal services to children with disabilities do not have to be provided if there is not a meal service provided to the general student body Exception to this rule is when the meal service is required under the child's IEP Changes to the basic meal (such as special supplements or substitutions) must be requested with accompanying instructions from a licensed physician (USDA, 2007, p.22-27).

7. Recommendations for written instructions from licensed physician regarding the texture modifications (chopped, pureed, or ground) to be made. IEP should state the texture modification required. More time may be necessary to eat a meal (USDA, 2007, p. 22-27).

8. If a mishap should occur, personal liability would normally depend on whether or not the person responsible for the feeding has been negligent. In these cases, a determination that a person acted negligently would be made on the basis of State laws and the facts in the individual situation. In general, negligence occurs when a person fails to exercise the care expected of a prudent person. Persons involved with special feeding operations should, therefore, make sure that they thoroughly understand the required procedures and techniques and are careful to follow instructions. For specific guidance concerning personal liability, the school officials should contact State or local legal counsel. (USDA, 2007, p. 22).

9. Nondiscrimination regulation (7 CFR 15b), provides for substitutions to the regular that must be made for children who are unable to eat school meals because of their disabilities, when that need is certified by a licensed physician (USDA, 2007, p.22).

10. Caregivers need to be provided with information about the child’s disability and care options Link families to support groups in community on local, regional, and/or national levels Provide families with information on Americans with Disabilities Act, the Family Medical Leave Act, and other state and national provisions Encourage parents to take care of their own needs. Respite care may be needed. Recognize that there may be other family members that need attention and care (CDC Office of Women’s Health, 2008).

11.  Using the *Sample Business letter, found at the Writing Center, http://www.kaplan.edu/MyDesk2/Studentcenter/success/writing /pdfs/typestools/samples/Samples_of_Formal_Writing.pdf (page.13; writing a business letter)  You are going to write a "letter to parents of a student who has demonstrated signs of a developmental delay”. This letter should professionally share your reasoning, concern, and support for the parents and the child after reading the scenario on following slide.  *Please make sure to use this sample as your guide, in order to follow the directions for a business letter.

12.  Joey is a three year old child who has a language delay. He does not pronounce beginning and ending sounds. Some concerns with his speech and language include: articulation, fluency, word finding, expressive language, receptive language and letter recognition. During a recent observation, there also seemed to be delays in Joey’s behaviors; social maturity, frustration tolerance, and interaction with peers.

13. As we close class, I would like for you to view the video “Try to do.” It is the first video on the site and last for 5 min 24 sec. When watching the video, imagine the squirrel as a young child and the book bag and other bags as the special education resources. http://www.youtube.com/results?search_quer y=UCLA+squirrels&aq=f The video has a great moral. Enjoy!

14. Allen, E.K., Cowdery, G.E. (2009). The Exceptional Child: inclusion in early childhood education. United States of America: Thompson Delmar Learning. CDC Office of Women’s Health, (2008). Families with Special Needs: Caregiving Tips. Retrieved May 5, 2008 from website link in web resource under Unit 5, CE240 Caring for Infants and Toddlers with Special Needs, Kaplan University.

15. Gorrill, L., Paasche, C.L, Strom, B. (2004). Children with Special Needs in Early Childhood Settings. Clifton Park: Thompson Delmar Learning. Healthy Child Publications, (2006). Feeding Children with Special Needs. Retrieved May, 5 2008 from website link in web resource under Unit 5, CE240 Caring for Infants and Toddlers with Special Needs, Kaplan University. United States Department of Agriculture (2007). Accommodating Children with Special Dietary Needs in the School Nutrition Programs. Retrieved from USDA website link in web resource under Unit 5, CE240 Caring for Infants and Toddlers with Special Needs, Kaplan University.