Chapter 15 Children with Disabilities or Other Special

Policies for Children with Disabilities or Other Special Needs • Inclusion of children with special needs • The team approach • Supporting the child with disabilities or other special needs • Supporting families who have a child with disabilities or other special needs • Implications for teachers © 2007 by Thomson Delmar Learning

Inclusion of Children with Disabilities or Other Special Needs into Early Childhood Education Environments • Americans with Disabilities Act (ADA, 1990) Federal legislation to protect people with physical or mental disabilities – Disability defined a physical or mental impairment that substantially limits a major life activity – Applies to all early childhood education except nanny and ecumenical care – © 2007 by Thomson Delmar Learning

Inclusion of Children with Disabilities or Other Special Needs into Early Childhood Education Environments (continued) • Carefully study Figure 15 -1 • Review the ADA Goal in Figure 15 -2 © 2007 by Thomson Delmar Learning

Inclusion of Children with Disabilities or Other Special Needs into Early Childhood Education Environments (continued) • Individuals with Disabilities Education Act (IDEA) • Special educational intervention Intervention is usually accomplished by local education agencies like a school district – Interdistrict transfer if school cannot provide what is needed – The concept of IDEA is to include children in a program that is designed to help them to be educated, from kindergarten on, at the greatest level possible in a public school – © 2007 by Thomson Delmar Learning

Inclusion of Children with Disabilities or Other Special Needs into Early Childhood Education Environments (continued) • Benefits of inclusion encourages acceptance – lessens discrimination – for child with special needs, offers opportunity to play and grow – • • better developmental progress in mainstreamed child care better interaction skills more advanced play become more self-reliant © 2007 by Thomson Delmar Learning

Inclusion of Children with Disabilities or Other Special Needs into Early Childhood Education Environments (continued) • For the other children, being around children with disabilities can help them learn empathy – see that diversity is not so scary – • Allows all to see that they are more alike than different • Caregivers benefit by learning to be more patient – more self-confident – © 2007 by Thomson Delmar Learning

The Team Approach • Individualized Family Service Plan (IFSP) – – – Provides for an organized goal and delivery of services One person designated coordinator Contact person designated to coordinate the service plan Team effort should continue at site All people in plan should share information Needed training should be provided © 2007 by Thomson Delmar Learning

Reality Check—Attention Deficit/ Hyperactivity Disorder (AD/HD) • Two basic symptoms inattention – combination of hyperactivity and impulsive behaviors – • Begins between ages of 2 and 6 years • More likely to be a boy © 2007 by Thomson Delmar Learning

Reality Check—Attention Deficit/ Hyperactivity Disorder (AD/HD) (continued) • Symptoms include difficulty in focusing attention, transitioning, and easily distractible (see Chapter 15 for list of symptoms) • Cause is unknown but there are links • Several areas checked during diagnosis physical exam – family medical history – parent/teacher interview – observation – © 2007 by Thomson Delmar Learning

Reality Check—Attention Deficit/ Hyperactivity Disorder (AD/HD) (continued) • Teachers can control and monitor environment to help child be more successful • See list in Reality Check © 2007 by Thomson Delmar Learning

Supporting the Child with Disabilities or Other Special Needs (continued) • Environment – – – Adjusting the physical environment Adjusting the environment for emotional needs Toys should be safe and durable Toys should provide opportunity for learning Toys should be adapted, if necessary © 2007 by Thomson Delmar Learning

Supporting the Child with Disabilities or Other Special Needs (continued) • Intervention – Teacher intervention may be necessary if child is: • • – exhibiting lack of success exhibiting frustration Intervention may be necessary for • • outdoor play assistive technology © 2007 by Thomson Delmar Learning

Supporting the Child with Disabilities or Other Special Needs (continued) • Teacher intervention may include – – – helping child learn how to use or play with toys encouraging other children to assist child teaching specific skills such as eye contact or appropriate language modeling acceptance and understanding using music to include all children © 2007 by Thomson Delmar Learning

Supporting the Child with Disabilities or Other Special Needs (continued) • Teacher intervention should be activity based and include functional skills – generalizable skills – © 2007 by Thomson Delmar Learning

Reality Check—Autism • Disorder that has wide range of symptoms – wide range

Reality Check—Autism (continued) • Typically thought of as a disorder that presents difficulties in verbal and nonverbal communication as well as the inability to carry out normal social interactions and play activities • Many researchers believe the deficit is theory of mind related • Other problems include sensory disturbances, gastrointestinal problems, depression, food allergies, Attention Deficit/Hyperactivity Disorder (AD/HD) and obsessive compulsiveness © 2007 by Thomson Delmar Learning

Reality Check—Autism (continued) • Appear to be on the increase • As many as 1 in 150 children may have this disorder – rising at an annual rate of 10% to 17% • Autism appears to have no specific single cause May be genetic link – Some feel thimerosal in vaccinations is cause – © 2007 by Thomson Delmar Learning

Reality Check—Autism (continued) • Early diagnosis is critical for intervention • Autism has

Supporting Families Who Have a Child with Disabilities or Other Special Needs • Have an extra set of issues when entering the early childhood education environment – – – denial guilt shame cultural poverty © 2007 by Thomson Delmar Learning

Supporting Families Who Have a Child with Disabilities or Other Special Needs (continued) • Range of knowledge about disabilities or other special needs may go from very little to expert • Will need greater degree of support from teacher and environment • Address cultural issues • Optimize communication © 2007 by Thomson Delmar Learning

Reality Check—Fetal Alcohol Syndrome • Fetal Alcohol Syndrome (FAS) is a spectrum disorder that is characterized by growth retardation, facial anomalies, and problems with the central nervous system • Caused by mother drinking alcohol while pregnant – Amount and timing to cause it is unknown © 2007 by Thomson Delmar Learning

Reality Check—Fetal Alcohol Syndrome (continued) • Growth deficiencies and central nervous system damage and dysfunction are conditions that are lifelong • Alcohol-related neurodevelopmental disorder (ANRD) – Children with ANRD may demonstrate behavioral problems and learning disabilities similarly to FAS © 2007 by Thomson Delmar Learning

Reality Check—Fetal Alcohol Syndrome (continued) • Teacher will be challenged with erratic behaviors and learning difficulties • These children need a medical home • Plan strategies for these children that will help – Transitioning time especially difficult © 2007 by Thomson Delmar Learning