guiding children with special needs- part one
DESCRIPTION
31. Guiding Children with Special Needs- Part One By Dr. Yvonne Gentzler . Adapted by Dr. Vivian G. Baglien. Learning Target: Student will describe and identify the methods of integrating special needs students in an educational setting. Key Concepts. - PowerPoint PPT PresentationTRANSCRIPT
Guiding Children with
Special Needs- Part One
By Dr. Yvonne Gentzler. Adapted by Dr. Vivian G. Baglien
31
Learning Target: Student will describe and identify the methods of integrating special needs students in an educational setting.
Key Concepts Teachers’ roles may include identifying
and working with children with special needs.
Special needs may include hearing, speech, language, vision, and health disorders; physical and cognitive disabilities; social or emotional impairments; and giftedness.
Objectives Describe methods of integrating
children with special needs into a typical program.
Explain the special needs of children who are gifted and how these needs can be met.
Guiding Children with Special Needs Individuals with Disabilities
Education Act (IDEA): federal law requiring all states to provide education for children who have developmental disabilities
Inclusion: placing children with special needs in regular classrooms Previously referred to as mainstreaming
Individualized Education Plans
The purpose of an Individualized Education Plan (IEP), is to ensure that each child with a disability receives an appropriate education
By law, parents are allowed to take part in designing their child’s program A copy of the plan is given to the parents
An IEP is usually written for a 12-month period
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Individualized Education Plans
specific services that will be provided with a time line noting the dates services will begin and end
evaluation criteria that will be used to decide if educational objectives are met
continued
Individualized Education Plans
Individualized Family Service Plans (IFSP) include the family’s needs in regard to enhancing the child’s
development goals for the child and resources to achieve them services to be provided how the child is learning a plan for transitioning to other services
Teacher’s RolesTeachers need to
take part in identifying children with special needs
work with other specialists and resource persons to design individual programs
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Teacher’s Roles teach children who have special needs and
nondisabled children in the same classroom share information with parents and make
suggestions for referrals base program decisions on input from
several resources including parents, other professionals, and personal observations
encourage parents to participate in their child’s education
Identification Early identification of special needs is
key to promoting the child’s development If special needs are not identified early,
children may go through years of failure A number of techniques can be used to
collect data Observe unusual social, cognitive,
emotional, or physical development
Referrals Referral: the suggestion of a specific
professional for a child to see Hearing, language, or speech problems
may be referred to a speech clinician Learning and behavioral problems are
often referred to a school psychologist or local agency
Depending on the state, Department of Social Services
Hearing Disorders Hearing impairment: a problem in one or
more parts of the ear that prevents the child from hearing adequately One of the most common congenital
disabilities (present since birth, but may not be hereditary)
A child who is hearing impaired can often be identified by his or her lack of vocabulary and overall delays in language development
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Hearing Disorders Hearing loss may range
from mild to profound A child with moderate
hearing loss will also have trouble in large group situations Hearing aid amplifies and
magnifies sounds
Teaching Suggestions When approaching a hearing-impaired child,
get down to the child’s eye level get the child’s attention before speaking speak in a normal volume and speed speak clearly and distinctly; maintain eye contact use the same sentence structure as you would for other
children pause and wait for a response after you speak
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Teaching Suggestions if the child does not understand you,
repeat, rephrase, or demonstrate encourage other children to imitate you
when they communicate with the child use gestures and facial expressions to
reinforce the spoken word let the child sit in front of you in a group
situation
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Teaching Suggestions Visual skills are important for these children
Use concrete materials to demonstrate abstract concepts
Provide a variety of games and puzzles for the children to practice visual perception skills
Label classroom furniture and materials Select books with illustrations Use visual cues to teach safety and daily routines and
to notify of upcoming activities
Speech and Language Disorders Identification Articulation problems Voice (phonation) disorders Stuttering
Identification Speech impairments are interference with
specific sounds or sound blends Identify the speech impairment before
altering your program Informal observations most common method
Listen to speech patterns in a variety of settings
The director or teacher will determine whether a parent conference should be scheduled
Articulation Problems Articulation problems are most often
omissions, distortions, or substitutions of vowels or consonants or both Certain speech sounds are left out in an
omission error Substitution is when an incorrect sound is
used After a child has been diagnosed as having
an articulation problem, a speech clinician should be consulted
Voice (Phonation) Disorders
Voice characteristics include pitch, loudness, flexibility, and quality
A good speaking voice during routine conversation uses a variety of pitches and loudness levels
Harshness, hoarseness, breathiness, and nasality are all voice-quality disorders
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Voice (Phonation) Disorders To help prevent or correct voice
disorders, promote voice control Encourage children to use the correct
voice volume during indoor play Discourage children from screaming or
yelling too much during outdoor play Model good voice characteristics
Stuttering Stuttering in young children is
characterized by repetition, hesitation, and prolongation
Many children experience stuttering in the early stages of language development Most often occurs when they feel
pressured
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Stuttering If you have stuttering children in the
classroom, focus on creating good speaking conditions plan activities so children experience success provide children with enough time to say what
they have to say listen closely; do not focus on the stuttering avoid rushing children through a task
Vision Disorders One of the smallest groups of
children with special needs is the visually impaired
To understand visual impairments, you need to understand how a healthy visual system works
Early Identification Certain symptoms may suggest vision
problems Excessive rubbing of the eyes Clumsiness and trouble moving around Adjusting the head in an awkward position
to view materials Moving materials so they are close to the
eyes
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Early Identification Squinting Crust on eye Iris on one or both eyes appearing cloudy Crossed eyes or an eye that turns inward Red, encrusted, or swollen eyelids Excessive blinking
Types of Visual Disabilities Amblyopia Glaucoma Nearsightedness Farsightedness Color deficiency Uncorrectable conditions
Teaching Suggestions Visual needs of the children affect your classroom
Always create a need to see Include a study unit on sight to help all the children
understand vision To reduce glare, use chalkboards with dull finish and
colored markers on whiteboards Hang children’s work at their eye level
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Teaching Suggestions Ensure safety by putting toys away Because auditory clues are important, keep noise level
low In the reading area, always have a number of large
print books with clear, simple pictures Use touch, smell, and sound clues Use auditory reminders for transitions Encourage children to use their senses
Teaching StandardsSL2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
FCS 4.2 Analyze developmentally appropriate practices to plan for early childhood, education, and services