reading to young children with special needs - oregon
TRANSCRIPT
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Reading to Young Children with Special Needs
RFHF Training, Corvallis Public Library, February 19, 2009
Debby Laimon, Ph.D., EC CARES
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Overview
• Introduction to Children with Special Needs
• Characteristics of Children with Special Needs• Characteristics of Children with Special Needs
• General Strategies
• Specific Strategies
• Activity/Discussion
• Conclusion
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Why Do We Read to Children?
• Reading aloud to children is the single most
important activity we can do to help children be important activity we can do to help children be
ready to learn to read when they get to school.
• Reading to children is fun!
• Reading is a wonderful interactive experience that
promotes intimacy and language development.
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What do children learn when we read
to them?
• Vocabulary
• Print Awareness• Print Awareness
• Story Structure
• Phonological Awareness
• Basic Concepts
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What about children with special
needs?
• ALL children can benefit from being read to!!
• You may need to make accommodations• You may need to make accommodations
• Can occur in all settings
– Preschool, daycare, home, library, community
center, etc.
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Who are children with special needs?
• Sometimes it is obvious
– Physical disabilities– Physical disabilities
– Down syndrome
• Sometimes it isn’t
– Language delays
– Social delays
– Autism
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Language Delays
What you may see :
• Child talks a lot but is difficult
to understand
• Child has difficulty following
verbal directions
What you may not see:
• Child does not understand the
words you are using
• Child is using behavior to
communicate frustrationverbal directions
• Child loses attention quickly
• Child has difficulty answering
questions
• Child follows gestures
• Child knows the actions to
every song
• Child is disruptive
• Child is reluctant to participate
communicate frustration
• Child believes he/she is saying
something understandable
• Child does not want to admit
that he/she does not
understand
• Child is embarrassed
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Cognitive Delays
What you may see:
• Short attention span
• Disruptive behavior
• Difficulty answering questions
• Difficulty following directions
What you may not see:
• Accompanying health or
medical concerns
• Difficulty following directions
• A change in behavior when
material is at appropriate level
(for the better)
• Immature social interactions
with peers
• Physical characteristics
– Fetal Alcohol Syndrome
– Down Syndrome
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Physical Delays
What you may see:
• Vision impairment
– Walking stick, guide
• Hearing impairment
– Hearing aides, cochlear
What you may not see:
• There may or may not be an
accompanying delay
– e.g., cognitive delay, autism
• Degree to which disability – Hearing aides, cochlear
implant, interpreter
• Mobility devices
– Braces, walker, wheelchair
• Other assistive devices
– Feeding tubes
– Catheters
– Oxygen
• Degree to which disability
impacts participation
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Social Delays
What you may see:
• Short attention span
• Easily distracted
• Disruptive behavior
• Aggression
What you may not see:
• Mental health disorder
– ADHD
– Emotionally disturbed
– Bipolar Disorder• Aggression
• Difficulty initiating and
responding to peers and adults
• Difficulty sharing, taking turns,
waiting for a turn, cooperating
• Difficulty following directions
– Bipolar Disorder
– OCD
• Physiological Factors
– Child may be hungry, tired,
sick…
• Environmental Factors
– Prenatal exposure to drugs
and/or alcohol
– Child in foster care
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Autism Spectrum Disorder
• Autism is a broad neurological spectrum
disorderdisorder
• Characteristics include:
– Difficulties with social interaction
– Communication impairment
– Repetitive, restricted or stereotypic behavior
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Pervasive Developmental DisordersPervasive Developmental Disorders
Autistic Disorder
Rett’s Disorder
Pervasive Developmental
Disorder NOS
Asperger’s Disorder
Childhood Disintegrative
Disorder
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ASD
What you may see:
• Poor eye contact
• Limited gestures
• May not interact with peers
• May not point to objects of interest
What you may not see:
• May not understand simple questions,
jokes or sarcasm
• May have specific routines that need
to be followed
• May have sensitivities to various • May not point to objects of interest
• Reduced interest in other people’s
ideas
• Limited or no spoken language
• Monotone or unusual pitch or
rhythm to voice
• Limited conversation
• Echolalia or scripted speech
• May not respond to name
• Restricted or repetitive behavior
• May have sensitivities to various
sensory stimulation– Visual
– Auditory
– Tactile
– Smell
– Oral
• May have limited interests
• May be focusing on irrelevant stimuli
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Examples of Restricted Behavior
• Chin-tapping
• Head-banging
• Clapping
• Matching objects
• Blinking compulsively
• Switching lights on and off• Clapping
• Tearing paper
• Breaking glass
• Spinning things
• Spinning oneself or running in
circles
• Colored and shiny objects
• Switching lights on and off
• Dropping things repetitively
• Jumping
• Rocking
• Hand-shaking
• Flicking objects
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Stimulus Over Selectivity
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Why do they do this?
• Behavior is a form of communication
• What do they want? What are they communicating?• What do they want? What are they communicating?
– Attention
– Escape from demands
– Sensory stimulation
– Tangible object
– May be bored, hungry, tired, overwhelmed…
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General Strategies
• Plan, plan, plan!
• Environmental modifications• Environmental modifications
• Predictability
• Appropriate length and material
• Setting Rules
• Maintaining Participation/Engagement
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Planning Your Time
• Keep story time short
– Quality versus quantity
– Stop before you’ve lost their interest!
• Have several activities ready to use in case you need them
• Plan for each activity lasting a shorter time than you planned
• Have your materials ready and organized before the activity
starts
• Know what to do in case of any type of emergency, big or
small
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Environmental Modifications
• Reduce distractions
– extraneous materials
– loud noises– loud noises
– fluorescent lights
• Only one person talking at a time
– Can try a “talking stick”
• Child-size furniture
– Children with physical disabilities may need special furniture
• Make sure all participants can see what you’re doing
• Make sure each participant has a “personal space”
– e.g., chair, carpet square
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Making it Predictable
• Keep things the same each time
– Rules– Rules
– Behavioral Expectations
– Consequences of Behavior
– Order of Activities
– Seating Arrangement
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Making Rules Clear
• Have a few rules that children must follow
• Review the rules before each session• Review the rules before each session
• Have a picture chart to remind children of the rules
• Praise children for following rules
• Examples:
1. Stay on your carpet square
2. Raise your hand before speaking
3. Be quiet when someone else is talking
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Choosing Appropriate Books
• Materials should be simple
– Few words on a page
– Pictures to explain the words
• Materials should match the interests of your audience
– Maybe take a survey to find out if children have special interests
• Materials should match the attention span of your audience
– Start with 3-5 minutes, then build up as children are able
– Know the warning signs of flagging attention!
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Keeping Children Engaged
• Encourage participation as much as possible
– Ask questions
– Sing songs or read books with actions
– Use children’s names
– Maintain a brisk but not rushing pace
– Use a child as an assistant
• Ignore distracting behavior
• Praise children for following the rules
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Specific Strategies
• Visual cues
• Picture schedules• Picture schedules
• Behavior charts
• Incentives
• Social Stories
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Visual Cues
• Intent is to communicate through pictures
• Makes activity more structured and • Makes activity more structured and predictable
• Can be supplemental to verbal and/or gestural cues
• Especially helpful for children with language delays and/or autism
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c o m
m a n d s
yes no please
c o m
m a n d s
sí no por favor
Thank you
gracias
wait
esperar
stop
pare!
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i n s t r u c t i o n s
write show me How do I ____ ?
??
i n s t r u c t i o n s
escribir muéstrame
?
¿Cómo puedo ___
watch
mirar
give
dar
take
tomar
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a m
e n i t i e s
men’s room
cuarto de baño
ladies’ room changing room
baño el bebécuarto de baño
a m
e n i t i e s
cuarto de baño para hombres
phone
teléfono
water fountain
agua para beber
elevator
el ascensor
baño el bebécuarto de baño para dama
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Picture Schedules
• Uses pictures to cue child about what is
happening next, step by stephappening next, step by step
• Can be used for any routine
• Can be adapted or individualized for specific
needs of child
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Story Time Picture Schedule
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Behavior ChartsTime Activity Behavior
10:00 – 10:05 am Enter room
Sit on chair or carpet ☺ � �square ☺ � �
10:05 – 10:10 am Hello Song
☺ � �
10:10 – 10:20 am Read Aloud
☺ � �
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Incentives
• Reward good behavior with desirable
• Can be for individual or group• Can be for individual or group
• Keep track of good behavior frequently
– e.g., marbles in a jar, tallies on a poster
• Can be tangible item (e.g., stickers)
• Can be activity (e.g., be teacher’s assistant)
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Social Stories
• Individualized story that explains a process or
activity to childactivity to child
• Used to prepare and remind child of what is going to
happen
• Makes actual activity more predictable and therefore
easier to manage
• “This is My Library”
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Activity
• Get into groups of 3-4 people
• Read the description of the child and situation• Read the description of the child and situation
• Complete the Planning Form describing how
you could accommodate this child in your
story time
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Conclusion
• Reading aloud should be fun for you and the
child!child!
• Children with special needs can benefit from
reading aloud as much as any other children
• Children with special needs do not need to be
intimidating – you just need a few tools in your
toolbox!