Welcoming Children Who Have Special Educational Requirementns

1. Chapter 5 Welcoming Children Who Have Special Educational Requirementns

2. Two Important Congressional Act: • IDEA – Individuals With Disabilities Education Act • ADA – Americans with Disabilities Act • These laws mandate that such children are entitled to a free, appropriate public education, and they are to be educated in the most facilitative, least restrictive educational environments

3. The Teacher’s Role • Help for children with disabilities is more readily available than it was in the past • Because of the laws, many more children who have disabilities are attending “regular” schools, and each of them will come with individualized education program (IEP) • The teachers are expected to join the treatment teams engaged in working with such children • Know about typical child development

4. Identifying Children Who have special Needs and Finding Help for Them: The Teacher as a Screening Agent • Identify potential disabilities early • Referring children for special help: calling the difficulty to the family’s attention: • It takes time to bring about a referral • The teacher should have the reasons why the child needs special help clearly in mind before raising the issue with the family: provide evidence such as, anecdotal observati0ns, photographs, videos. • It is not the teacher’s place to diagnose

5. Finding the Appropriate Referral Source Before referring families, know the variety of referral sources available in their community: • Know agency in your state administers IDEA Typical names are: • the State Health department, • Department of Human services, • Office of children, youth, and families • Other recourses include directories of community services public health nurses, pediatricians, local children’s hospitals, school counselors, county medical societies, and mental health clinics • Most common is Child Care Resource Center (CCRC) – www.ccrcca.org 818-717-1000 and Regional Center – www.regionalcenter.org

6. Observing Professional Ethics: • Do not diagnose child’s disability • The teacher must obtain a parent consent before talking to the specialist • Gossiping is a violation of the family’s privacy (NAEYC, 1998b)

7. Including Children Who Have Disabilities • What the Lows says: Every child with disability is entitled to a free public education, and shall be provided with IEP(Individualized education program, ages 3 and up) or IFSP (individualized family service plan – ages 0-3 years) • When planning the IEP, it is essential to have a careful assessment of the child’s accomplishments and abilities available

8. Learning to Work as a Member of the Team • Transdisciplinary approach: incorporating services into the setting, along with the child and to encourage the teacher and the other specialist to combine their skills (ex. Instead of removing the child from the classroom for speech therapy, integrate their work into the ongoing school program • The specialist and teacher must work together (build relationships, respect each other expertise)

9. Getting Started with a Child Who Has a Disability • Welcome the child and family: Reggio Emilia, Italy consider children with special needs as “children with special rights.” • It is important to make it clear to the family that the staff has great goodwill but also has certain limitations: staff should have a training in working with children who have exceptional needs

10. The staff will have to come to terms with how much extra effort the child will require them to expend every day (change their clothes, attention for emotional disturbance) • It will be necessary for the staff to examine their feelings about children with disabilities

11. Families and teachers can solve problems during the trial period: come up with ways such as, build a ramp over the stairs, family member may attend the program in the beginning to help the child adjust) • Begin with short day then gradually expand • Have a conversation with the child’s physician or other team members

12. Many disabilities will pass unnoticed by other children in the group, but some will require explanation

13. General Recommendations for Working with Children Who have Disabilities • See through the exceptional to the typical in every child: feeling sorry for children weakens their character and ultimately does them disservice • Try to steer a middle course, neither overprotecting not overexpecting: encourage the child to participate in every activity with modification provided • Be realistic: help the parents and the child accept the fact

14. Keep regular records of the child’s development • Remain in constant contact with the family: collaborate with families on planning and practices

15. Identifying and Helping Children Who Have Physical Disabilities and Illnesses • Speech and hearing problems: speech is likely to be noticed, but hearing loss my be overlooked as a possible cause of misbehavior. Refer the child to specialist for examination (may be a result of infection)

16. Difficulties of vision: symptoms are crossed eyes, rapid movement of the eyeball, holding objects close to the eyes, awkward eye-hand coordination, complaints about vision • Attention deficit disorder (ADD)/Attention deficit hyperactivity disorder (ADHD): symptoms are impulsivity, inattention, over activity

17. Children with asthma: teachers should talk with the families and physicians to be well informed about the particular child’s condition and triggers and be trained on using the inhaler

18. Seizure disorders: individual loose consciousness. It is important to remain calm and remember that a seizure is not painful to the child. Clear the area and do not interfere. It is not advisable to force anything between the child’s teeth. Allow the child rest after the attack

19. Sickle-Cell Anemia: It is a disorder, not infectious, and can be treated. The child may lack energy and may get tired easily. The red blood cells stiffen because of lack of oxygen and can be painful. Vigorous activities must be prohibited • Admitting children who are HIV positive to the school • Autism Spectrum Disorder: inability to socialize, speech/language delay, repetitive behaviors

20. Identifying and Helping Children Who Have Emotional Difficulties • Signs of emotional disturbance that indicate a referral is needed: emotional outburst, temper tantrum, aggressive acting out, inability to give or receive affection. This signals that the child is going through stress

21. Short-term techniques • Offer tension-relieving activities and aggression-relieving activities • Meet with the family to identify possible causes • Help child to work through these feelings using different techniques

22. Long-term techniques with children who are more severely disturbed: • Provide one-on-one services • Treat children who are chronically disturbed as much like the other children as possible, and use their strength to bring them int0 the life of the group • Anticipate that progress will be uneven • Provide support for those who are working with the children (group meetings)