Detection of and Individualization for Children with Special Needs

1. Detection of and Individualization forChildren with Special Needs Edilberto I. Dizon, Ed. D. SPED Diagnostician-Counselor & Professor

2. DETECTION: • The process of “eyeing” or suspecting a child for a possible disability based on observations of and interactions with the child.

3. INDIVIDUALIZATION: • The process of preparing/ designing an educational program for the child identified with special needs to address concerns and priorities yielded by the psychoeducational assessment results.

4. INDIVIDUALIZATION: This refers to the provision of: customized curriculum, instruction, materials, facilities and equipment, family linkages, and/or support services the child needs in any placement scheme decided upon by SPED specialists in collaboration with others including the family.

5. CHILDREN with SPECIAL NEEDS

6. Children who exhibit exceptionalities/disabilities in the different areas (i.e., sensory-physical, emotional-behavioral, intellectual, developmental, language-communication/ academic including creativity-talent area) needing special education programs and services.

7. SPECIAL EDUCATION:

8. programs and services extended to children with special needs regardless of placement schemes. The earmark of SPED is individualization which can be provided in varied placement schemes including regular classes.

9. In our daily interactions and observations of children in school, we discover talents, abilities, unique behaviors, attitudes, physical and social attributes, and many more.

10. As teachers, we are able to gauge each child within the norms/standards of normalcy. In some instances, we get suspicious about a few children as they do not meet the expected age and/or grade norms – physically, emotionally-socially, intellectually, and academically.

11. We get concerned about these children and, therefore, attempt to render help. What do we do?

12. What do we do? a) confer with the parents/guardians, b) suggest seeking professional help.

13. By doing so, we are able to: a) know the underlying problem/concern, b) determine how we can help the child better, c) make the necessary instructional modifications to enable the child to succeed in the regular school, and d) collaborate with the family and other support-service givers.

14. INDICATORS

15. Behavioral • Is the child underachieving? • Does the child space out and wander off - not attuned to activities in class? • Is the child withdrawn/solitary? • Is the child oppositional, defiant or non-compliant?

16. Behavioral • Is the child too dependent on others? • Does the child get aggressive? • Does the child exhibit atypical behaviors like laughing and talking inappropriately, getting fixated on certain things and getting impulsive and hyperactive?

17. Intellectual-Learning Difficulties • Is the child having difficulties in his/her academics despite plenty of drills?

18. Intellectual-Learning Difficulties • Does the child exhibit atypical learning characteristics, (e.g., poor retention, inability to recognize letters, numbers; difficulty in writing and math despite his/her average mental abilities?

19. Intellectual-Learning Difficulties • Does the child possess delayed mental abilities as shown by his/her level of receptivity, comprehension, and response to learning?

20. Physical-Sensory

21. Physical-Sensory • Does the child manifest gross-motor delays including lags in balance, endurance, strength, coordination and speed? • Does the child exhibit fine-motor (visual-motor, practical and paper-pencil) lags?

22. Physical-Sensory • Does the child manifest signs like bumping on fixtures and sidesweeping people; gazing too close at board, paper and book; inaccurate labeling of things around; and, reversing letters, numbers and words?

23. Physical-Sensory • Does the child exhibit inattention when called by name and when talked to; cup her ear when talked to; show expressive language deficits?

24. Creativity-Talent • Does the child demonstrate elaboration, originality, fluency, flexibility? • Does the child express such creativity in his/her art works, problem-solving behaviors and literary works?

25. Creativity-Talent • Does the child excel in visual and the performing arts, and science-math problem solving? • Does the child show unusual ability to lead and perform social abilities?

26. The aforementioned sample indicators prove that the teacher must develop and polish a “clinical eye” in order that she is able to make accurate detections. Such “clinical eye” hinges on a mastery of indicators of the different disabilities/exceptionalities and good observation and interactive skills.

27. It is important to remember that several indicators especially behavioral ones must meet certain criteria for referrability such as: • a) frequency, • b) intensity, • c) duration, • d) manageability,

28. e) contagion, f) multiplicity, g) maturation, h) learning potential, i) appropriateness, and j) assessability

29. INDIVIDUALIZATION

30. After having the child diagnosed with a recommendation of the specialist to keep the child in the regular class, the teacher needs to address the identified concerns through individualization.

31. General guidelines and practices in individualizing intervention for children with special needs in the regular school

32. General Guidelines 1. Do not label the child in the presence of his/her classmates and laymen. 2. Integrate the child into the group without segregating him/her except for needed one-on-one instruction preferably within the class.

33. General Guidelines 3. Study very well the program of priorities for the child recommended by the SPED specialist. This is your guide in individualization purposes. 4. If a shadow teacher is available, collaborate with her and familiarize yourself with the five area functions of shadow teachers.

34. General Guidelines 5. If a shadow teacher is not needed or not available, prepare differentiated job sheets and plan modified lessons for the child based on the program of priorities. 6. Supervise the child closely and establish a routine enabling you to spend some time with/for the child for individualization purposes. Involve the child’s classmates (buddies) to help him/her in specific school/class activities/lessons.

35. General Guidelines 7. Like most included children, join the child in non-academics like play, dancing, action singing, outdoor activities, meal time, and nap time. You will be much more needed in individualizing academic tasks.

36. General Guidelines 8. Of course, simplify/modify/task analyze lessons for the child. The best regular teacher is the one who - while teaching the class - can also accommodate the child with special needs.

37. General Guidelines 9. Plan ahead! Before each day, visualize what you intend to do and organize and prepare your plans. Check also on the classroom structure, seating plan and emotional climate. 10. Read more about behavior management and try out specific strategies. Don’t give up on the child. If one strategy fails, try another and another until one works. That is the genuine spirit of good teaching!

38. General Guidelines 11. Speak well about the child. He/She needs such affirmation more than anybody else. Concretize your positive regard for the child by using appropriate rewards and praises.

39. 12. All these are possible, if in the first place you accept, care for and understand the child unconditionally.

40. General Guidelines • 13. Seek enlightenment and inspiration from God. Teaching a special-needs child requires a deep sense of otherness and spirituality.

41. General Guidelines 14. Consult with your guidance counselor and administrators and also concerned support persons. Read more, down- load more about teaching special-needs children and actualize learning step by step.

42. General Guidelines • 15. Consult with the parents/guardians and be a good team player. Remember: the special-needs child has a future, too. You are pivotal to whatever happens to the child!