Mainstreaming at the preschool level
Download
1 / 28

Mainstreaming at the Preschool Level - PowerPoint PPT Presentation


  • 101 Views
  • Uploaded on

Mainstreaming at the Preschool Level. Including Special Needs Children in Your Typical Preschool. Christine Gillan-Byrne and Robin Aaron. Constructivist Theory of Learning. We learn by constructing our own understandings based upon our experiences.

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about 'Mainstreaming at the Preschool Level' - griffith


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
Mainstreaming at the preschool level

Mainstreaming at the Preschool Level

Including Special Needs Children in Your Typical Preschool

Christine Gillan-Byrne and Robin Aaron


Constructivist theory of learning
Constructivist Theory of Learning

  • We learn by constructing our own understandings based upon our experiences.

  • We are not born as "blank slates" on which to write endless information.

  • What we learn is affected by what we already know....

  • Our experiences are unique, and therefore our understandings are unique.

  • To learn, we apply what we already know to a new situation.

The Summer 2004 issue of Interaction, the journal of the Canadian Child Care Federation, features a series of articles on "Science and Early Learning." As a part of this series, Anita Elworthy outlines the essentials of the constructivist theory of learning...


Make a list of individuals who you personally know that have a special need. List special need as well.

For instance:

Father – hearing impaired

Schuyler – Spina bifida

John – Asperger’s Syndrome


Types of special needs

Mental a special need. List special need as well.

Retardation

Learning Disabilities

Exceptional Abilities

Social

A-social

Anti-social

Behavioral

Emotional

Neediness

Disturbances

Physical

Orthopedic

Health

Speech/Language

Auditory

Visual

Types of Special Needs

Spiritual


Special and typical needs
Special and Typical Needs a special need. List special need as well.

  • Each child is unique

  • Each child develops and matures at a different rate

  • Typical developmental milestones or characteristics help determine “special need”

  • Approximately 20% of all children can be considered to have a “special need”


Inclusion rationale
Inclusion Rationale a special need. List special need as well.

  • State and Federal Laws (search web)

    • IDEA, ADA, P.L. 94-142, P.L. 99-457, P.L. 105-17

  • Better role models

  • Realistic expectations

  • Perception = Reality

  • Develops positive attitudes = empathy


The teacher s role
The Teacher’s Role a special need. List special need as well.

  • Be professionally knowledgeable about child development

  • Be observant

  • Document

  • Build a respectful and professional rapport with parents and families

  • Be familiar with and willing to use community resources for appropriate referral

  • Learn all you can!


Reality check
Reality Check a special need. List special need as well.

  • Children with special needs need special services.

    • Such services may consist of extra planning, additional training or consultation.

  • It is often possible to provide the necessary special services within the regular setting.

    • The need for additional resources provides opportunities for collaboration and problem-solving.


  • Refer to your list of individuals with special needs
    Refer to your list of individuals with special needs… a special need. List special need as well.

    • Briefly describe your feelings toward the individuals on your list.

    • Briefly describe the impact they have had on you.


    Feelings

    Avoid or ignore a special need. List special need as well.

    Uncomfortable

    Afraid

    Sadness or pity

    Vulnerability

    Denial

    Resentment

    Guilt

    Anger

    Unprepared

    Acceptance

    Permission

    Realistic expectations

    Appreciation

    Belief in Potential

    Feelings


    All Children have a special need. List special need as well.potential

    and

    all children are capable of learning.


    Preparing a special need. List special need as well.

    for the

    Special Needs Child


    Scenario
    Scenario a special need. List special need as well.

    • This is Andrew’s first day at your center.

    • It time for outdoor play.

    • Andrew cannot walk.

    What would you do?


    Attitude a special need. List special need as well.

    Acceptance

    Permission

    Realistic expectations

    Appreciation

    Belief in Potential

    What are some typical developmental milestones in children?


    The child
    The Child a special need. List special need as well.

    • Meet the child and parents

    • Encourage family & child to visit center

    • Get acquainted with the individuals

    • Collect background information

    • Learn about the specific disability/need

    • Remember that abilities differ


    Reality check1
    Reality Check a special need. List special need as well.

    Not every challenged child can be successfully mainstreamed into a “typical” classroom.


    The classroom
    The Classroom a special need. List special need as well.

    Developmentally Appropriate

    • Age Appropriateness

      • physical development

      • emotional development

      • social development

      • cognitive development

    • Individual Appropriateness

      • pattern and timing of growth

      • personality

      • learning style

      • coping skills

      • family background


    Making inclusion successful
    Making Inclusion Successful a special need. List special need as well.

    • Purposefully plan lessons

    • Compare child’s performance with past

    • Know the present level of ability

    • Identify the next realistic level of ability

    • Observe behavior and progress

    • Supervise effectively

    • Regular activities first

    • Encourage independence


    Successful mainstreaming

    Physical Inclusion a special need. List special need as well.

    presence

    Social Integration

    interaction

    Successful Mainstreaming

    Children with special needs will often learn more from other children than from adults.

    Children with typical needs will also learn from children with special needs.

    Activities designed especially for the child with special needs should include other children whenever possible.

    Be balanced in your efforts.


    Children of typical development
    Children of Typical Development a special need. List special need as well.

    Need:

    • To observe supportive, accepting adults

    • Have established rules

    • Factual information

    • Questions answered

    • Guided perceptions (books, toys, pictures, props, misc. objects)

    • Practice praising

    • Opportunities to explore

    • Pair peers

    • Provide interpretation


    Working with parents
    Working with Parents a special need. List special need as well.

    • First teachers

    • Compassion for challenges

    • Communicate and support

    • Collaboratively set realistic expectations

    • Routine enrollment process

    • Educate and reassure


    Working with other agencies
    Working with Other Agencies a special need. List special need as well.

    • Document and communicate

    • Be involved

    • Cooperate and collaborate

    • Avoid competitiveness


    Specific strategies
    Specific Strategies a special need. List special need as well.

    • Predictability & consistency

    • Organization

    • Familiar objects and images

    • Collaborative games/activities

    • Clearly defined play/work areas

    • Duplicate materials

    • Soothing and relaxing materials

    • Expectations for independence

    • Search for volunteers


    The project approach helping teachers include all children
    The Project Approach a special need. List special need as well.Helping Teachers Include All Children

    • Include more children with special needs in their curriculum planning

    • Learn how to plan for groups of mixed ability or mixed age children

    • Learn new strategies for understanding and documenting learning in nonverbal children

    • Learn that children with special needs are more capable than first imagined

    • Learn to use more open-ended and child-centered activities with a wide variety of materials

    • Increase appreciation for the diversity that children and families bring to programs

    Mary Donegan, Seong Bock Hong, Mary Trepanier-Street, & Caryn Finkelstein. (2005).


    Inclusion plan scenarios p 156

    Physical adaptations a special need. List special need as well.

    Program adaptations

    Inclusion Plan Scenarios p. 156

    Is this inclusion plan appropriate for this child and teacher?


    And you
    And You? a special need. List special need as well.

    What have you done lately to make your classroom more developmentally appropriate?

    What have you done lately, or in the past, to make your room more individualized?


    Thank you for our attendance and participation a special need. List special need as well.


    Evaluation
    Evaluation a special need. List special need as well.

    • I came to this training because…

    • I learned this new information…

    • The most helpful part was…

    • This training could be improved if…

    • As I leave today, I will…

    • In the future, please…


    ad