ch31 day 2 disorders pg 756 765
TRANSCRIPT
Guiding Children with Special NeedsDISORDERS
Pages 756-765
31
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Review VOCABULARY
Individuals with Disabilities Education Act (IDEA): federal law requiring all states to provide education for children who have developmental disabilities
Inclusion: placing children with special needs in regular classrooms Previously referred to as mainstreaming
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Individualized Education Plans
The purpose of an Individualized Education Plan (IEP), is to ensure that each child with a disability receives an appropriate education
continued
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Individualized Education Plans
Individualized Family Service Plans (IFSP) include the family’s needs in regard to enhancing the
child’s development goals for the child and resources to achieve them services to be provided how the child is learning a plan for transitioning to other services
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Referrals
Referral: the suggestion of a specific professional for a child to see Hearing, language, or speech problems may be
referred to a speech clinician Learning and behavioral problems are often
referred to a school psychologist or local agency Depending on the state, Department of Social
Services
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Hearing Disorders pages 756-759
Hearing impairment: a problem in one or more parts of the ear that prevents the child from hearing adequately One of the most common congenital disabilities
(present since birth, but may not be hereditary) A child who is hearing impaired can often be
identified by his or her lack of vocabulary and overall delays in language development
continued
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Hearing Disorders
Hearing loss may range from mild to profound
A child with moderate hearing loss will also have trouble in large group situations Hearing aid amplifies
and magnifies sounds
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ADD DEFINITION:
Hearing impairment: a problem in one or more parts of the ear that prevents the child from hearing adequately
continued
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Teaching Suggestions
When approaching a hearing-impaired child, get down to the child’s eye level get the child’s attention before speaking speak in a normal volume and speed speak clearly and distinctly; maintain eye contact use the same sentence structure as you would
for other children pause and wait for a response after you speak
continued
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Teaching Suggestions
if the child does not understand you, repeat, rephrase, or demonstrate
encourage other children to imitate you when they communicate with the child
use gestures and facial expressions to reinforce the spoken word
let the child sit in front of you in a group situation
continued
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Teaching Suggestions
Visual skills are important for these children Use concrete materials to demonstrate abstract
concepts Provide a variety of games and puzzles for the
children to practice visual perception skills Label classroom furniture and materials Select books with illustrations Use visual cues to teach safety and daily
routines and to notify of upcoming activities
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Speech and Language Disorders PAGES 759-762
Identification Articulation problems Voice (phonation) disorders Stuttering
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Identification
Speech impairments are interference with specific sounds or sound blends Identify the speech impairment before altering
your program Informal observations most common method
Listen to speech patterns in a variety of settings
The director will determine whether a parent conference should be scheduled
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Articulation Problems
Articulation problems are most often omissions, distortions, or substitutions of vowels or consonants or both Certain speech sounds are left out in an
omission error Substitution is when an incorrect sound is used After a child has been diagnosed as having an
articulation problem, a speech clinician should be consulted
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ADD DEFINITION:
Articulation problems are most often omissions, distortions, or substitutions of vowels or consonants or both
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Voice (Phonation) Disorders
Voice characteristics include pitch, loudness, flexibility, and quality
A good speaking voice during routine conversation uses a variety of pitches and loudness levels
Harshness, hoarseness, breathiness, and nasality are all voice-quality disorders
continued
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Voice (Phonation) Disorders
To help prevent or correct voice disorders, promote voice control Encourage children to use the correct voice
volume during indoor play Discourage children from screaming or yelling
too much during outdoor play Model good voice characteristics
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Stuttering
Stuttering in young children is characterized by repetition, hesitation, and prolongation
Many children experience stuttering in the early stages of language development Most often occurs when they
feel pressured
continued
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Stuttering
If you have stuttering children in the classroom, focus on creating good speaking conditions plan activities so children experience success provide children with enough time to say what
they have to say listen closely; do not focus on the stuttering avoid rushing children through a task
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Vision Disorders PAGES 762-765
One of the smallest groups of children with special needs is the visually impaired
To understand visual impairments, you need to understand how a healthy visual system works
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ADD DEFINITION:
visual impairments – ANY NERVE OR EYE PROBLEM THAT PREVENTS PEOPLE FROM SEEING NORMALLY
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Early Identification
Many centers have a volunteer from the National Society for the Prevention of Blindness, a county health nurse, or another professional conduct yearly visual screenings
Children who appear to have problems are given a referral for a complete exam by an eye specialist
continued
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Early Identification
Certain symptoms may suggest vision problems Excessive rubbing of the eyes Clumsiness and trouble moving around Adjusting the head in an awkward position to
view materials Moving materials so they are close to the eyes
continued
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Early Identification
Squinting Crust on eye Iris on one or both eyes appearing cloudy Crossed eyes or an eye that turns inward Red, encrusted, or swollen eyelids Excessive blinking
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Types of Visual DisabilitiesPAGE 764
Amblyopia Glaucoma Nearsightedness Farsightedness Color deficiency Uncorrectable conditions
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Teaching Suggestions
Visual needs of the children affect your classroom Always create a need to see Include a study unit on sight to help all the
children understand vision To reduce glare, use chalkboards with dull finish
and colored markers on whiteboards Hang children’s work at their eye level
continued
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Teaching Suggestions
Ensure safety by putting toys away Because auditory clues are important, keep
noise level low In the reading area, always have a number of
large print books with clear, simple pictures Use touch, smell, and sound clues Use auditory reminders for transitions Encourage children to use their senses
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Assignments:
1. Page 783 #4-8
2. Read and respond to at least three other threads on the discussion board.
3. Workbook pages 158-159
answers only – turn in to top basket
4. Journals – should have 6 completed
5. Children’s Literature (Blackboard) DUE DEC. 12
6. TABE test time (Blackboard) DUE DEC. 13
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Closure:
1. Page 783 #
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Closure:
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Closure:
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© Goodheart-Willcox Co., Inc.Permission granted to reproduce for educational use only.
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Closure:
1. Page 783 #
© Goodheart-Willcox Co., Inc.Permission granted to reproduce for educational use only.
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Closure:
1. Page 783 #
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