caring for children with special needs

CARING FOR CHILDREN WITH SPECIAL NEEDS

Renee’ KinderIndiana Partnership for Inclusive Child Care Program DirectorIndiana Association for Child Care Resource & [email protected]

Agenda

• Define inclusion• The Americans with Disabilities

Act• Person first language• The benefits of inclusion• Resources• Questions and Discussion

Learning Objectives

Participants will…• Have an increased awareness

of disability related issues such as the Americans with Disabilities Act, person first language and benefits.

Learning Objectives

Participants will…• Understand how to incorporate

the knowledge from this session into your role in the child care setting.

• Network and gain insight from fellow professionals.

Please note…

This is not a “sit and listen” session.

This is a “get up and participate”

gathering!

Activity

• Using the letters I-N-C-L-U-S-I-O-N, think of words

that describe caring for children with disabilities in a typical setting.

What is Inclusion?

A value that supports the right of all children, regardless of their diverse abilities, to participate actively in natural settings within their communities. A natural setting is one in which the child would spend time had he or she not had a disability.

What is Inclusion?

Such settings include but are not limited to home and family, play groups, child care, nursery schools, Head Start programs, kindergartens and neighborhood school classrooms.

From The Division of Early Childhood of the Council for Exceptional Children.

What is an Inclusive Setting?

• A setting in which all children, those with and without disabilities, have an opportunity to play and learn together.

• A setting in which the special needs and interests of each child, including those with disabilities, are addressed.

What is an Inclusive Setting?• It is based on the

philosophy that all children have the right to be included with their peers in all age-appropriate activities throughout life.

What is an Inclusive Setting?

• A setting that includes a child with a disability in the daily routines of an already appropriate program.

From Child Care plus+ Curriculum on Inclusion from the University of Montana

Inclusive Settings are NOT…

• Special Education ProgramsIt is no more appropriate to have ALL children with disabilities in a setting then it is to have NO children with disabilities.


• Based on geographyJust because a child with a disability is in the same ROOM does not mean it is inclusive; children must be participating with other children.


• Settings where the three year old toys are brought to the five year old room to meet the developmental needs of a child with a developmental delay.

“If you’re not changing, the rest of the world will

pass you by.”-Tiger Woods

The Americans with Disabilities Act


• Passed in 1990• A civil rights law• Law to protect ALL people with

disabilities (not just children)


Pertains to following areas:1. Employment2. State and local government3. Public accommodations and

commercial facilities4. Telecommunications


• Title I-Privately operated centers employing 15 or more people may not discriminate in employment practices based on a disability.


• Title II-Settings receiving any government funding [i.e. Voucher or CACFP] may not discriminate on the basis of a disability in offering individuals the opportunity to participate in a service, program or activity.


• Title III-Centers and family child care homes must provide equal opportunity to children, parents and others with disabilities to participate in programs and services.


WHAT TYPE OF SETTING IS MISSING???

Child Care Ministries


Child care ministries are exempt from the ADA unless:

They accept a form of government funding such as

Voucher or CACFP dollars.


REMEMBER….80% of Indiana’s child care

ministries accept Voucher and/or CACFP dollars!

MOST must comply with the ADA!


Child care settings may need to make possible modifications that include:

• Eliminating or modifying an eligibility requirement that discriminates based solely on a disability.


• Removing barriers• Making reasonable

modifications in policies, practices or procedures

• Providing auxiliary aids and services to ensure effective communication.


Modifications are not required if:

• Barrier removal is not “readily achievable”-changes necessary are too difficult or expensive.


• Modification of policies, practices or procedures “fundamentally alters” the essential nature of the services.


Can a child care setting charge MORE for a child

with a disability?


NO!If there is a cost to include a child

in a program, the cost must be passed on to all families (i.e. a

ramp).


The ADA is not about accepting EVERY child.

It is about providing EQUAL OPPORTUNITY

to every child.


Providers should ask the same questions of ALL families such as:

• What does Susie enjoy doing?• What may she need help with?• What special training do we need to include Susie?


• Who is going to provide the training?

• When is the training going to happen?

• What other resources could we use to help her be successful?

• When should we meet again?


Parents and provider must determine if the provider is a

match for the child.

NO provider is a match for EVERY child!


Lack of knowledge and/or experience is NEVER a

reason under the ADA to exclude a child!


Before a child with a disability begins, providers should ask parents for:

• A consent form so provider can ask questions and share information with service providers (i.e. First Steps or Special Education Cooperative/LEA)


• Individualized Family Service Plan (IFSP)-Children birth through two years of age.-Used with First Steps.-Same form throughout Indiana.


• Individualized Education Plan (IEP)-Used for children three years of age thru 22 years of age.-Used with Special Education Cooperatives/LEA.-Form varies with school system.


• Special Health Care Plan-Get from doctor when dealing with a special health care need such as asthma, allergies, etc.-Describes diagnosis and plan of action if action is needed.


Questions?

“Repetition is the greatest

teacher.”

Activity

Divide into two groups and directions will be given to each small group.

Person First Language

A new way of thinking and speaking!

A person is not handicapped.A person is not disabled.A person HAS a disability!


Stay away from words such as:

• “suffers from”• “is afflicted with”• “is a victim of”• “wheelchair bound”• “crippled”


How do we refer to children who do NOT have disabilities?

TYPICALLY DEVELOPINGCHILDREN


Why bother?• Perceptions will change.• Attitudes will change.• Society’s acceptance and

respect for people with disabilities will increase.


Instead of:“My cousin is wheelchair-bound”

try…“Jane is autistic” try…“Michael is hyper” try…“He’s retarded” try…

“Sticks and stones may break my bones but words will never

hurt me.”

WRONG!!

Remember…

Children are always much more alike then they will ever be different!

Activity

Group will be divided into three small groups to discuss and share benefits for:

• Families• Child care providers• Children

“Hearing is knowing the song is playing.

Listening is knowing what the song is saying.”

Questions?

Contact Information

MELISSA BROWNInclusion SpecialistThe Child Care Resource Network1100 Elizabeth St.Lafayette IN 47904Phone: (765) 742-7105Toll Free: (800) 932-3302http://www.cnxcare.com

RENEE’ KINDER Indiana Partnership for Inclusive Child Care Program Director Indiana Association for Child Care Resource & Referral [email protected]

WE’RE HERE TO HELP!

caring for children with special needs

Documents

inclusive children

child care setting

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exceptional children