children with special needs presentation
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Lindsay Baczkowski, Marcela Mora, and Carlyn Vautin
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Hypothesis Special needs children can be
integrated into the classroom
with proper knowledge,supervision, and aid.
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What are special needs?
Special needs is an umbrella term.
There can be serious or mild mental disabilities,
allergies or illness, psychiatric problems, or
developmental delays. Mental/Cognitive, Health/Physical, and
Behavioral
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Cognitive/MentalSpecial Needs
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Asperger's Syndrome
Pervasive developmental disorder (delays in
basic skills), similar to autism but more common
The cause is unknown, but may be hereditary
Usually diagnosed between the years of 2-6
Cannot be prevented or cured
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Symptoms to Watch For
Bad social skills: difficulty interacting with peers,
cannot carry a conversation
Eccentric or repetitive behaviors, such as
wringing his/her hands
Unusual preoccupations, may develop strict
rituals
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Symptoms to Watch For
Cannot communicate, little eye contact, misuse
of gestures
Limited interests- may obsess over one area of
interest Bad coordination, seems clumsy
Highly skilled in one area, an exceptional talent
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Treatment
While there is no Asperger's medication, one can
take medication for symptoms (anxiety, depression,
and OCD)
Therapy: (physical, speech, or occupational)
Behavior modification strategies can be
implemented to support positive behavior
Special Education
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Attention Deficit Hyperactivity
Disorder ADD and ADHD A neurobiological condition in which low attention and
concentration and high impulsivity and distractibility
become inappropriate Normally signs are seen before age 7, but tricky to tell
as young children are naturally fidgety
While some children are hyperactive, others with
ADD/ADHD are spacey and unmotivated
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What Does ADHD Look Like?
Classroom
http://www.youtube.com/watch?v=zgklMmsJ
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Signs
http://www.youtube.com/watch?v=puCX3LwH
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http://www.youtube.com/watch?v=zgklMmsJRyohttp://www.youtube.com/watch?v=zgklMmsJRyohttp://www.youtube.com/watch?v=puCX3LwHj7Ahttp://www.youtube.com/watch?v=puCX3LwHj7Ahttp://www.youtube.com/watch?v=puCX3LwHj7Ahttp://www.youtube.com/watch?v=puCX3LwHj7Ahttp://www.youtube.com/watch?v=zgklMmsJRyohttp://www.youtube.com/watch?v=zgklMmsJRyo -
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Symptoms to Watch For
Inattention: Little attention to details, easilydistracted, appears not to listen when spoken to,difficulty remembering things and followinginstructions, disorganized and loses work, getsbored with a task before its completed
Hyperactivity: Constantly squirming, leaves his/herseat, goes against the rules, talks excessively,always on the go, difficulty playing quietly andstaying still, quick temper
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Symptoms to Watch For
Impulsivity: acts without thinking, blurts out
answers, cant wait in line, often interrupts
others, guesses rather than solves, inability to
keep emotions in check (temper tantrums)
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Treatment
Medication can be prescribed (common prescriptionsare Vyvanse, Adderall, and Ritalin) but many parents
disagree with this option
Therapy and counseling can help children with
ADD/ADHD
Behavior therapy
Psychotherapy
Parenting Skills
Social Skills Training
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Sensory Integrative Dysfunction
Sensory integration is the inability to take in information
from the senses
Bad neural processing of senses can lead to traffic
jams in the brain, and signals can get mixed up
Dysfunction can be detrimental to a childs development
This can lead to the development of a poor self concept,
and make it difficult for he/she to work with others
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Symptoms to Watch For
Attention and Regulatory problems The child can inhibit nonessential sensory information,
and is considered distractible
Always on alert, he/she notices sounds like a fan or fridge
that other people tune out, or is unresponsive to stimuli
Sensory Defensiveness
fight, flight, or fright
Highly aroused nervous system that does not distinguish
between harmful and not harmful stimuli
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Symptoms to Watch For
Activity Levels
Disorganized, does not explore, has poor balance,
difficulty calming oneself, seeks excessive sensory
input
Behavior
Everything in extremes
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Treatment
Integrate therapy and play Getting sensory input is important
Swinging on a swing or climbing the monkey bars
can help a child focus and develop further
Practice basics: practice putting on socks, tying
a shoe, and fastening a button
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Treatment
Children with SPD get discouraged easily, so
give them extra encouragement
Focus on the child: each has individual needs
Identify what makes him/her feel good and give the
child opportunity to experience it
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Tourette's Syndrome
A neurological disorder illustrated throughinvoluntary sporadic body movements and
sounds
It is inherited Psychological factors can influence its severity
In a few cases, these vocalizations can include
curse words (called coprolalia)
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Symptoms to Watch For
Eye blinking
Repeated throat clearing
Arm thrusting
Kicking movements
Shoulder shrugging
Jumping
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Treatment
Creating a safe, comfortable environment at schooland at home is key in coping with this disorder
There is no cure for Tourette's, but medicine can
decrease tics
Counseling can be helpful as well if the tics areimpacting the childs daily life more than expected
Behavior therapies are another option as well, such
as habit reversal
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Individualized Education Program
IEP
An IEP helps a child who has a disability reach
all their educational capabilities
Tailored to fit each child, each must go throughan IEP evaluation process to help teachers
further understand their disability
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Individualized Education Program
An IEP assesses the disability as a well, the
curriculum, and develops goals for the child to reach
depending on his or her learning development
The goal is to be in the least restrictive environmentpossible
It must be maintained through high school and
updated when necessary
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Triggers and Cues As teachers, be aware of the signs
Any words, sounds, or gestures that signal distress
should be picked up immediately
Each are specific to the child, and develop their own
cues to trigger events, letting adults who spend time
with them consistently to become aware there is a
problem
Such cues can be becoming ill, sweating, gestures,
expressions, becoming withdrawn or irritable, or having a
tantrum
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Triggers and Cues
Providing support and attention to these triggers is thekey to keeping the child in control and safe at all times
Parents, teachers, and doctors need to communicate
and share information about triggers on a regular basis,
because each see the child at different situations
Some children will need special training to develop
control (learnt through their IEP) so the child can
respond appropriately in times of stressful conditions
Adults should still be aware the child will respond with less self
control at such times of stress
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Children With
Emotional/Behavioral
Special Needs
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Children With
Emotional/Behavioral Disorders Display behavior that is not typical for
children their age
Disorders can be external or internal
1 in 5 children suffer from an
emotional/behavioral disorder
http://www.youtube.com/watch?v=xZ_fOQ
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http://www.youtube.com/watch?v=xZ_fOQgTadohttp://www.youtube.com/watch?v=xZ_fOQgTadohttp://www.youtube.com/watch?v=xZ_fOQgTadohttp://www.youtube.com/watch?v=xZ_fOQgTado -
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Types
External disorders
- Children display verbal and physically aggressive behaviors
- Signs: hitting or fighting others, yelling or cursing, stealing,
lying, destroying personal property, not following directions,
unexpectedly getting up from seat, refusal to respond toteacher
- As result, children are often excluded from peers
- ADHD (attention deficit hyperactivity disorder), bipolar
disorder, O.C.D (obsessive compulsive disorder)
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Types-Continued
Internal disorders
- Not seen as a threat to peers
- Seen as antisocial for extreme lack ofsocial interaction
- Examples: depression, anxieties/fears,
anorexia
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Relationships
Negatively impacted- lower levels of empathy for others,low participation in curricular activities, and often lack
quality relationships
External- behaviors of aggression often causes rejection
from peers out of fear Internal- distance themselves from peers and become
antisocial
Lack of interaction can severely impede social
development skills
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Causes
No known causes
Many identified causes can be traced back to
childs family
Child is more at risk if he if she encountersabuse, lack of discipline, family history of mental
illness, and were exposed to drugs as a fetus
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Academic Achievement
Negatively impacted
Most children are one or
more years below grade
level in competency
exams
Deficiencies in math and
reading
Recent studies have
shown
- Lowest attendance rate of
any group of students
- 20-25% of these students
graduate from high
school
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Mainstream into Classroom Contact childs parents and school psychologist to make them aware
of the situation and discuss treatment options
Brainstorm ways to integrate the child into everyday classroom
activities (partnership between parents, student, psychologist, and
teacher)
Instruction is individualized to the student because every case is
unique (integration techniques are unique not universal for eachstudent)
Develop short and long term goals for the student that are
reevaluated regularly for reinforcement
Expectations of the student remain high and equal to other students
in the class
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Target
Behavior
Monday Tuesday Wednesday Thursday Friday
Stay seated
at desk
Raise hand
before
speaking in
large group
Stay ontask
My goal is to get 2 checks per day.
Parent signature_______________________
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Resources
http://www.localhealth.com/article/behavioral-disorders
http://www.gallaudet.edu/clerc_center/information_and_resources/in
fo_to_go/educate_children_(3_to_21)/students_with_disabilities/em
otionalbehavioral_disorders.html
http://www.education.com/reference/article/children-emotional-behavioral-disorders/
http://www.youtube.com/watch?v=xZ_fOQgTado
http://www.localhealth.com/article/behavioral-disordershttp://www.gallaudet.edu/clerc_center/information_and_resources/info_to_go/educate_children_(3_to_21)/students_with_disabilities/emotionalbehavioral_disorders.htmlhttp://www.gallaudet.edu/clerc_center/information_and_resources/info_to_go/educate_children_(3_to_21)/students_with_disabilities/emotionalbehavioral_disorders.htmlhttp://www.gallaudet.edu/clerc_center/information_and_resources/info_to_go/educate_children_(3_to_21)/students_with_disabilities/emotionalbehavioral_disorders.htmlhttp://www.education.com/reference/article/children-emotional-behavioral-disorders/http://www.education.com/reference/article/children-emotional-behavioral-disorders/http://www.youtube.com/watch?v=xZ_fOQgTadohttp://www.youtube.com/watch?v=xZ_fOQgTadohttp://www.education.com/reference/article/children-emotional-behavioral-disorders/http://www.education.com/reference/article/children-emotional-behavioral-disorders/http://www.education.com/reference/article/children-emotional-behavioral-disorders/http://www.education.com/reference/article/children-emotional-behavioral-disorders/http://www.education.com/reference/article/children-emotional-behavioral-disorders/http://www.education.com/reference/article/children-emotional-behavioral-disorders/http://www.education.com/reference/article/children-emotional-behavioral-disorders/http://www.gallaudet.edu/clerc_center/information_and_resources/info_to_go/educate_children_(3_to_21)/students_with_disabilities/emotionalbehavioral_disorders.htmlhttp://www.gallaudet.edu/clerc_center/information_and_resources/info_to_go/educate_children_(3_to_21)/students_with_disabilities/emotionalbehavioral_disorders.htmlhttp://www.gallaudet.edu/clerc_center/information_and_resources/info_to_go/educate_children_(3_to_21)/students_with_disabilities/emotionalbehavioral_disorders.htmlhttp://www.localhealth.com/article/behavioral-disordershttp://www.localhealth.com/article/behavioral-disordershttp://www.localhealth.com/article/behavioral-disorders -
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Physical Disabilities
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The strongest people aren
t always
the people who win, but the people
who dont give up when they lose
- Ashley Hodgeson
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http://www.youtube.co
m/watch?v=YPafVblB
xj4
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What is it?
Affects mobility or dexterityPermanent intermittent temporary
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Causes
Congenital factors Trauma/accident
Infection
Degeneration Disease
Chronic medical condition
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Types
Paralysis
Amputation
Spinal injury
Arthritis
Cerebral Palsy
Multiple Sclerosis
Muscular Dystrophy
Post-polio Syndrome
Spina Bifida
Motor Neurone Disease
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Treatment in Classroom
Assistive TechnologyGoing to and from Class
In class: Facilitate Learning and success
Out-of-class
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Strategies
Ensuring acceptance Making allowances for
students fatigue
Ensuring safe andaccessible environment
Provide understandingand interaction
Provide time for re-teaching
Provide alternative methodsof evaluation
Engage peers Ensure opportunities for
involvement
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How it affects relationships
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Challenges
Internalize anger/frustration Stress and Depression
Parent
s depressive symptoms Discrimination
Accessibility
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Symbolic Interaction Theory
Attaching meaning from experiencesMemorable Unique positive
Interaction with peers
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With special instruction, IEPs, andwatching out for triggers and cues,
special needs children can be
mainstreamed into the classroomto be with their peers.
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Questions!
What is not a symptom of Tourettes?
A.Kicking
B.JumpingC.Eye blinking
D.Staying still
R
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Resources http://www.helpguide.org/mental/adhd_add_signs
_symptoms.htm http://www.webmd.com/brain/autism/mental-health-aspergers-syndrome?page=2
http://www.mayoclinic.com/health/adhd/DS00275/DSECTION=treatments-and-drugs
http://www.tsbvi.edu/seehear/fall97/sensory.htm
http://www.muhlenberg.edu/careercenter/emplguide/cognitive.html
http://www.nasponline.org/resources/crisis_safety/
specpop_general.aspx http://www.citizensinformation.ie/en/education/the
_irish_education_system/special_education.html
http://www.helpguide.org/mental/adhd_add_signs_symptoms.htmhttp://www.helpguide.org/mental/adhd_add_signs_symptoms.htmhttp://www.webmd.com/brain/autism/mental-health-aspergers-syndrome?page=2http://www.webmd.com/brain/autism/mental-health-aspergers-syndrome?page=2http://www.mayoclinic.com/health/adhd/DS00275/DSECTION=treatments-and-drugshttp://www.mayoclinic.com/health/adhd/DS00275/DSECTION=treatments-and-drugshttp://www.tsbvi.edu/seehear/fall97/sensory.htmhttp://www.muhlenberg.edu/careercenter/emplguide/cognitive.htmlhttp://www.muhlenberg.edu/careercenter/emplguide/cognitive.htmlhttp://www.nasponline.org/resources/crisis_safety/specpop_general.aspxhttp://www.nasponline.org/resources/crisis_safety/specpop_general.aspxhttp://www.citizensinformation.ie/en/education/the_irish_education_system/special_education.htmlhttp://www.citizensinformation.ie/en/education/the_irish_education_system/special_education.htmlhttp://www.citizensinformation.ie/en/education/the_irish_education_system/special_education.htmlhttp://www.citizensinformation.ie/en/education/the_irish_education_system/special_education.htmlhttp://www.nasponline.org/resources/crisis_safety/specpop_general.aspxhttp://www.nasponline.org/resources/crisis_safety/specpop_general.aspxhttp://www.muhlenberg.edu/careercenter/emplguide/cognitive.htmlhttp://www.muhlenberg.edu/careercenter/emplguide/cognitive.htmlhttp://www.tsbvi.edu/seehear/fall97/sensory.htmhttp://www.mayoclinic.com/health/adhd/DS00275/DSECTION=treatments-and-drugshttp://www.mayoclinic.com/health/adhd/DS00275/DSECTION=treatments-and-drugshttp://www.mayoclinic.com/health/adhd/DS00275/DSECTION=treatments-and-drugshttp://www.mayoclinic.com/health/adhd/DS00275/DSECTION=treatments-and-drugshttp://www.mayoclinic.com/health/adhd/DS00275/DSECTION=treatments-and-drugshttp://www.mayoclinic.com/health/adhd/DS00275/DSECTION=treatments-and-drugshttp://www.webmd.com/brain/autism/mental-health-aspergers-syndrome?page=2http://www.webmd.com/brain/autism/mental-health-aspergers-syndrome?page=2http://www.webmd.com/brain/autism/mental-health-aspergers-syndrome?page=2http://www.webmd.com/brain/autism/mental-health-aspergers-syndrome?page=2http://www.webmd.com/brain/autism/mental-health-aspergers-syndrome?page=2http://www.webmd.com/brain/autism/mental-health-aspergers-syndrome?page=2http://www.webmd.com/brain/autism/mental-health-aspergers-syndrome?page=2http://www.helpguide.org/mental/adhd_add_signs_symptoms.htmhttp://www.helpguide.org/mental/adhd_add_signs_symptoms.htm -
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Conclusion
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