C30

1
C30

• Guiding Children with Special Needs

2
Objectives

• Contribute to development of IEP
• Develop individualized learning objectives and
  teaching strategies for a child
• Explain the role of a teacher in working with
  children who have special needs
• Describe methods for identifying children with
  special needs
• Describe ways to integrate children with special
  needs into the typical programs
• How can needs of gifted special needs children be
  met

3
IDEA

• Individuals with Disabilities Education Act
• Per federal law, children with disabilities must
  be provided a free and appropriate public
  education when they reach 3 years of age
• IEPs for children that are 3-5 (or high-risk
  birth -5)

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Inclusion

• Previously referred to as mainstreaming
• Placing special needs children in regular needs
  classrooms
• Allows them to learn in the least restrictive
  environment
• Gain skills by interacting with others
• Children with disabilities see other children as
  role models
• Team taught by regular and special ed teachers

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Types of Special Needs

• Communication
• Hearing
• Speech
• Language
• Visual
• Physical
• Learning
• Gifted

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IEP

• Individualized Education Plans
• Written specific to child with disability
• Created by teachers, parents, and special
  education case workers or teachers
  collaboratively
• Usually written for one year at a time

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6 components of IEP

• Description of assessment, current level of
  skills and performance
• Annual goals for the child
• Short term educational objectives
• Statement outline inclusion
• Services provided, timeline
• Criteria used to determine if goals are met

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ISFP

• Individualized Family Service Plan
• Preschool age child
• The familys needs in regard to enhancing the
  childs development
• Goals for the child
• Services to be provided
• A plan for transitioning the child to other
  services and regular education

9
Teachers Role

• Identify children with special needs
• Work with resources to design IEP
• Teach disabled and non-disabled to get along in
  the same classroom
• Share info with parents, make suggestions
• Encourage parents to participate in the childs
  education

10
Identification

• Compare children to peers in all areas
• Hearing
• Vision
• Language
• Speech
• Behavior
• Make a suggestion to parents to send child to
  professional

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Hearing Disorders

• Identified by lack of vocabulary and delay in
  language development- difficulty in large groups,
  may seem inattentive
• Range from mild to profound
• Y shaped hearing aid is the most popular
• Teachers
• Make sure you are a the childs eye level
• Be patient, pause and wait for responses
• Encourage other children to demonstrate or
  imitate
• Visual skills can offset their hearing disbility

12
Speech and Language Disorders

• Refusal to talk or cannot recall sentences
• Is speech understandable?
• Do their sounds match those of other students?
• Observe in a variety of settings
• Determine problem
• Articulation
• Voice (phonation)
• Stuttering

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Articulation

• Lazy tongue
• Baby talk
• Omission- boat oat
• Distortion- instead of pronouncing s may suck
  air in teeth
• Substitution- some thome cake tate
• Contact a speech pathologist

14
Voice (Phonation)

• Pitch, loudness, flexibility, or quality
• Flexibility variety in pitch and loudness during
  conversation
• Quality harsh, hoarse, breathiness, nasality
• Model good characteristics in class

15
Stuttering

• Repetition, hesitation, prolongation
• Plan activities where children will experience
  success
• Provide enough time for them to say what is on
  their mind
• Listen closely
• Do not rush

16
Vision Disorders

• Amblyopia, glaucoma, nearsightedness,
  farsightedness, color deficiency
• All vision problems limit motor skills
• Characterized by
• Rubbing eyes
• Clumsiness
• Awkward head positions to view materials
• Moving materials closer or further
• Squinting
• Crossed eyes
• Crusty eyes
• Swollen red eyelids

17
Amblyopia

• Lazy eye
• Muscle imbalance
• Patch placed over stronger eye to balance out
  muscle
• surgery

18
Glaucoma

• Failure of eye fluid to circulate properly
• Results in increased pressure on the eye
• Pressure can destroy the optic nerve
• Can be treated with eye drops which prevent
  vision loss if detected early

19
Physical Disabilities

• Cerebral Palsy
• Damage to the brain
• Lack of control of voluntary movements-speech
• Lack in fine motor skills and self help skills
• Spina Bifida
• Bones of the spine fail to grow together
• Nerves exposed, leads to paralysis
• Lack bowel and bladder control
• Amputation
• Missing limb
• May have prosthesis

20
Health Disorders

• Chronic health need- persists over time
• Allergies most common
• Arthritis swelling of the joints and surr area
• Asthma inflammed airways
• Cystic Fibrosis lung infections, failure to gain
  weight, loose stools
• Diabetes cannot make full use of foods, esp
  carbs (carefully monitor diets)
• Epilepsy seizures or convulsions
• Hemophilia blood doesnt clot normally, bleed or
  bruise easily
• Leukemia cancer that affects the blood forming
  organs

21
Learning Disabilities

• Problem with one or more basic skills of learning
• Following directions
• Poor memory skills
• ADD/ ADHD
• Attention deficit disorder
• Attention deficit hyperactivity disorder

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Gifted Children

• Based on IQ
• Creative and productive thinking
• General intellectual ability
• Leadership ability
• Psychomotor ability
• Specific academic aptitude
• Visual and performing arts
• 3-5

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Teaching Suggestions

• Acceleration gifted kids are assigned to classes
  with older children
• Move the child through material faster to achieve
  more
• Enrichment range and depth of experiences is
  broadened to provide the child with a special
  curriculum
• Identify areas of interest