Transcript CE240-#Caring for Infants and Toddlers with Special Needs: Unit 2

CE240 - Young Children with Special
Needs: Unit 2
Sarah Cordett, M.A.
Agenda
This evening we will discuss:
 Overview of Unit 2
 Virtual Field Trip
 Learning and Behavior Disorders
 Characteristics
 Interventions
 Videos
 Unit 2 Discussion
 Intro to Unit 3 Project
Learning Outcomes
After completing this unit, you should be able to:
 Explain the characteristics of a variety of disabilities
 Discuss appropriate practice in the classroom when
addressing an emergency that involves children with special
needs
 Describe ways to address eating and toileting problems
 Identify signs that demonstrate a potential learning disability
in a young child
Topics in Unit 2
You will be reading about in the text:
 Classification of developmental disabilities
 Guidelines for working with children with hearing loss
 Learning and behavior disorders
 ADHD
 Learning disabilities
 Autism
Classification of Developmental Disabilities
 An ongoing debate exists between professionals in favor
of classification versus those who are not.
 Potential harm in prematurely labeling a child before age
six.
 Twelve classifications
Learning
Disabilities
Speech/Language
Problems
Mental
Retardation
Emotional
Disorders
Multiple
Disabilities
Hearing
Impairments
Orthopedic
Impairments
Other Health
Impairments
Visual
Impairments
Autism
Deaf-Blindness
Traumatic Brain
Injury
Virtual Field Trip
 Click on the National Dissemination Center for
Children with Disabilities (NICHCY) link in the
information box.
 Take 6 minutes to research one of the specific
disabilities you find on the site.
 Share:
 Give a brief summary of the scenario.
 How is the disability addressed in school? What would
be your role as an Early Childhood Care Professional if
this child were in your class?
Teaching Children with Hearing
Loss
 Get on child’s level to talk
 Use clear speech and gestures
 Ensure light is on speaker’s face, not child’s
 Include children in all music activities
 Choose books with bright, clear pictures that tell the
story
 Avoid moving around the room while talking
 Seat child directly across from teacher
(Allen & Cowdery, 2009, p. 155)
Learning and Behavior Disorders:
ADHD
 ADHD = Attention Deficit Hyperactivity Disorder
 Symptoms:
 Persistent inattention not consistent with other children of
same age
OR
 Persistent hyperactivity or impulsivity not consistent with
other children of same age
 Present in two or more settings
 Text provides detailed symptoms (Allen & Cowdery, 2009,
p. 217)
Learning and Behavior Disorders:
ADHD
 Strategies and Interventions:
 Behavior management
 Rewards
 Classroom setting
 Medication
 Effective in combination with behavior management when
deemed appropriate by mental health professional
 Limitations and warnings
 Video
Learning and Behavior Disorders:
ADHD
 Classroom Scenario:
Michael is 4 years old and has been diagnosed with ADHD.
You are reading a story to the class on the carpet, but
Michael is wandering around the room making disruptive
noises. What types of strategies could you use to support
Michael?
Learning and Behavior Disorders:
Learning Disabilities
 Definition: a disorder in one or more of the basic
psychological processes involved in understanding or using
language (spoken or written), which may result in the
imperfect ability to listen, think, speak, write or spell.
 Examples of symptoms
Constant
motion and
purposeless
activity
Poor perceptual
motor skills
Low tolerance
for frustration
Frequent mood
swings
Poor
coordination,
both large and
fine motor
Distractibility,
short attention
span
Poor auditory
and visual
memory
Variety of
language
deficits
Learning and Behavior Disorders:
Learning Disabilities
 Strategies for success:
 Be consistent with positive reinforcement
 Provide learning activities that support home language and
culture
 Focus on the child’s strengths
 Break skills into small, manageable steps
 Teach new concepts in short sessions
 Be patient
 Work with parents
(Allen & Cowdery, 2009, p. 233).
Learning and Behavior Disorders:
Autism
 Characteristics:
 Abnormal social interaction
 Impaired communication
 Peculiar interests and behaviors
 Moderate to severe
 Autism (severe)
 Asperger syndrome (milder)
 Video
Learning and Behavior Disorders:
Autism
 Strategies and interventions:
Simple and direct
messages
Use objects and
actions with words
Motivate child to
request items by
name
Provide
opportunities for
interaction with
nondisabled peers
Use tangible
reinforcers
(stickers, toys,
music)
Provide
predictable
environment
Reduce group size
to minimize
distractions
Provide
opportunity to
practice new
schools at home
and school
Health Problems and Classroom Practices
 Advance Briefings: find out what the child needs before
an emergency happens
 Obtain the appropriate training to meet the child’s
specific needs
 Maintain appropriate health records on every child in the
class
 Obtain appropriate permission slips and note specific
allergies or health problems
 Abide by state law in dispensing medications
(Allen & Cowdery, 2009, p. 205-206).
Discussion question and resources
Visit the companion website link in the course for your
text and read the case study. Develop an assistance plan
for a girl named Carly.
 DQ1: Discuss the numerous ways an early childhood
program and its staff could provide a safe and
appropriate learning environment for Carly.
 DQ2: Share a list of 3 professionals that would be
involved in planning the care for Carly. Provide a
description of their involvement and share why their
involvement would be necessary for planning care for
Carly.
Project: Unit 3
 Research a resource that can be used to promote
identification of and early intervention with
children with disabilities.
 Write a 1- to 2-page essay that explains how
these resources can be used for families in need of
help for their child.
Unit 3 Project Continued
 Use information from the Unit 3 Web Resource,
The National Dissemination Center for Children with
Disabilities (NICHCY).
 Scroll down to the section "Where do I go for
help?" in Part A, Early Intervention Services.
 There are two links provided to find help in your
state.You also may do your own research.
Questions to answer in Unit 3’s Project
 How is a child evaluated?
 What organizations can offer help for the child
and his/her family?
 What kind of help will be provided by these
organizations?
Have a GREAT week!
Good Night!!