Welcome to Unit 5 Seminar!

Health, Safety and Nutrition Considerations

Welcome to Unit 5 Seminar!

Health, Safety and Nutrition Considerations

Christine Terrill

We will start at the top of the hour. Feel free to chat while you wait for class to

begin. Congrats…we are halfway through the

term!

Weekly RemindersWeekly Reminders

• Complete readings and read Web Resources

• Complete Discussion Board:• Post detailed responses to discussion question (100 words

or more)• Share detailed feedback with at least 2 classmates

• Post response to Seminar Option 2 IF you do not attend seminar

• Begin work on Unit 6 Project

Questions before we start?

Getting to know you, getting to know all about you…

Okay this week I want to know your favorite candy (if you have one). I think mine would have to be M &M’s. I just love them. I can never eat just one! It is always a few handfuls for me!

Course OutcomesCourse Outcomes• Course Outcomes: By the end of this course, you should be able to:• 1.    CE240-1: Identify common disabilities among young children with special needs. • 2.    CE240-2 Explain the necessity of early identification of special needs and the

importance of early intervention.  • 3.    CE240-3: Describe characteristics of effective strategies for young children with special

needs.  • 4.    CE240-4: Identify developmentally appropriate practices for young children with

special needs using real world experiences.  • General Education Outcomes: In addition, the following General Education outcomes

are assessed during this course:• 1.    GEL-1.1: Demonstrate college-level communication through the composition of original

materials in Standard American English  (Unit 9 Project) • 2.       GEL-6.5: Use electronic libraries/databases for research purposes (Unit 9 Project)

** These will be assessed during this term…but these do NOT count toward your grade in anyway! You will find these in the grade book in some units. You can read the information about these under the course home page under course level assessment.

Getting Ready for Unit 6 Project…Getting Ready for Unit 6 Project…

Using the *Sample Business letter, found at the Writing Center, http://www.kaplan.edu/MyDesk2/Studentcenter/success/writing/pdfs/typestools/samples/Samples_of_Formal_Writing.pdf (page.13; writing a business letter)

You are going to write a "letter to parents of a student who has demonstrated signs of a developmental delay”. This letter should professionally share your reasoning, concern, and support for the parents and the child after reading the scenario on following slide.

*Please make sure to use this sample as your guide, in order to follow the directions for a business letter.

Unit 6 Project cont.Unit 6 Project cont.

• Joey is a three year old child who has a language delay. He does not pronounce beginning and ending sounds. Some concerns with his speech and language include: articulation, fluency, word finding, expressive language, receptive language and letter recognition. During a recent observation, there also seemed to be delays in Joey’s behaviors; social maturity, frustration tolerance, and interaction with peers.

We will take a few minutes to look at the business letter format. Please go to the course home page for unit 6 and

click on the link for the project…business letter format.

Unit 6 Project RubricUnit 6 Project RubricPoint Range Total:100 pointsUnit 6 Project Grading Criteria/80 Points Content ·         Use of sample business letter·         Inclusion of reasoning for the letter to parents·         Discussion of concern about the delays·         Description of support for the parents and the child·         References to the readings/unit material

 /20 points Mechanics/Structure:Spelling, Grammar checked Clear writing, smooth transitions Complete sentences (no sentence fragments, run-ons) Subject/Verb agreement, punctuation, capitalization, etc. 12 point font (Arial or Times New Roman) Double-spaced ·         Inclusion of a title page/reference page

 

Learning Outcomes for Unit 5Learning Outcomes for Unit 5

• Describe the characteristics of eating skills of a child with special needs.

• Identify strategies for diet and mealtime modifications.• Identify ways for children with special needs to stay safe

and healthy. • Discuss special needs tips for families.

• Course outcomes practiced in this unit:• CE240-1: Identify common disabilities among young

children with special needs• CE240-3: Describe characteristics of effective strategies

for young children with special needs

Eating SkillsEating Skills• Recognize differences in eating skills and

food preferences

• Some children have difficulty using utensils

• Specifically designed utensils may be beneficial

• Do not take away the child’s independence

(Healthy Child Publications, 2006)

Eating SkillsEating Skills

• Introduce increasingly challenging textures as the child’s ability and skill improves.

• Allow the child choice in portion size and food selections

• Do not force a child to eat.

• Do limit snacks (Healthy Child Publications, 2006)

What are some textures we can introduce to children?

1

• Go to the Feeding Skills link in the Information box. Once on the UCEDD web page, select the link “Feeding Skills”. After reading the handout, come back and share:

Question: • What did you learn about helping children with

special needs improve feeding skills?

Diet and ModificationsDiet and Modifications

Meal services to children with disabilities do not have to be provided if there is not a meal service provided to the general student body

Exception to this rule is when the meal service is required under the child's IEP

Changes to the basic meal (such as special supplements or substitutions) must be requested with accompanying instructions from a licensed physician

(USDA, 2007, p.22-27).

Diet and ModificationsDiet and Modifications

Recommendations for written instructions from licensed physician regarding the texture modifications (chopped, pureed, or ground) to be made.

IEP should state the texture modification required.

More time may be necessary to eat a meal(USDA, 2007, p. 22-27).

Have you had any experience with eating skills for children

with disabilities?

NegligenceNegligence• If a mishap should occur, personal liability would normally depend on whether or not the person responsible for the feeding has been

negligent.

• In these cases, a determination that a person acted negligently would be made on the basis of State laws and the facts in the individual situation.

• In general, negligence occurs when a person fails to exercise the care expected of a prudent person.

• Persons involved with special feeding operations should, therefore, make sure that they thoroughly understand the required procedures and techniques and are careful to follow instructions.

• For specific guidance concerning personal liability, the school officialsshould contact State or local legal counsel.(USDA, 2007, p. 22).

U. S. Department of Agriculture (USDA)

U. S. Department of Agriculture (USDA)

Nondiscrimination regulation (7 CFR 15b), provides for substitutions to the regular meal must be made for children who are unable to eat school meals because of their disabilities, when that need is certified by a licensed physician (USDA, 2007, p.22).

Virtual Field Trip: Physical ActivityVirtual Field Trip: Physical Activity

• Go to the Physical Activity link in the Information box. Read the rationale and commentary provided by the Health, Mental Health and Safety Guidelines, then come back and share:

Questions:• What did you learn about children with

special needs and physical activity?• What are the requirements?

Safety- videoSafety- video

• Watch the video on choking prevention and children with special needs

• Question:What are some measures we can take to

prevent choking in the home or the classroom?

Safety- videoSafety- video

• Watch the video on burn prevention and children with special needs

• Question: What are some measures we can take to prevent burns in the home or the classroom?

Needs of the CaregiverNeeds of the Caregiver

• Caregivers need to be provided with information about the child’s disability and care options.

• Link families to support groups in community on local, regional, and/or national levels.

• Provide families with information on Americans with Disabilities Act, the Family Medical Leave Act, and other state and national provisions.

• Encourage parent to take care of his own needs. Respite care may be needed.

• Recognize that there may be other family members that need attention and care.

(CDC Office of Women’s Health, 2008).

ReferencesReferences

Allen, E.K., Cowdery, G.E. (2009). The Exceptional Child: inclusion in early childhood education. United States of America: Thompson Delmar Learning.

CDC Office of Women’s Health, (2008). Families with Special Needs: Caregiving Tips. Retrieved May 5, 2008 from website link in web resource under Unit 5, CE240 Caring for Infants and Toddlers with Special Needs, Kaplan University.

ReferencesReferences

Gorrill, L., Paasche, C.L, Strom, B. (2004). Children with Special Needs in Early Childhood Settings. Clifton Park: Thompson Delmar Learning.

Healthy Child Publications, (2006). Feeding Children with Special Needs. Retrieved May, 5 2008 from website link in web resource under Unit 5, CE240 Caring for Infants and Toddlers with Special Needs, Kaplan University.

United States Department of Agriculture (2007). Accommodating Children with Special Dietary Needs in the School Nutrition Programs. Retrieved from USDA website link in web resource under Unit 5, CE240 Caring for Infants and Toddlers with Special Needs, Kaplan University.

Thank you for a wonderful seminar!Thank you for a wonderful seminar!

• We are halfway there….keep up the good work!

• Take a minute this week to look at your grades in the gradebook.

• Enjoy your night!

• Any questions, please let me know.