guiding children with special needs- part one by dr. yvonne gentzler. adapted by dr. vivian g....
TRANSCRIPT
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Guiding Children with
Special Needs- Part One
By Dr. Yvonne Gentzler. Adapted by Dr. Vivian G. Baglien
31
Learning Target: Student will describe and identify the methods of integrating special needs students in an educational setting.
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Teaching StandardsSL2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
FCS 4.2 Analyze developmentally appropriate practices to plan for early childhood, education, and services
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Key Concepts Teachers’ roles may include identifying
and working with children with special needs.
Special needs may include hearing, speech, language, vision, and health disorders; physical and cognitive disabilities; social or emotional impairments; and giftedness.
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Learning Target Students will Describe methods of integrating
children with special needs into a typical program.
Explain the special needs of children who are gifted and how these needs can be met.
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Guiding Children with Special Needs 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
By law, parents are allowed to take part in designing their child’s program A copy of the plan is given to the parents
An IEP is usually written for a 12-month period
continued
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Individualized Education Plans
specific services that will be provided with a time line noting the dates services will begin and end
evaluation criteria that will be used to decide if educational objectives are met
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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Teacher’s RolesTeachers need to
take part in identifying children with special needs
work with other specialists and resource persons to design individual programs
continued
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Teacher’s Roles teach children who have special needs
and nondisabled children in the same classroom
share information with parents and make suggestions for referrals
base program decisions on input from several resources including parents, other professionals, and personal observations
encourage parents to participate in their child’s education
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Identification Early identification of special needs is
key to promoting the child’s development If special needs are not identified early,
children may go through years of failure A number of techniques can be used to
collect data Observe unusual social, cognitive,
emotional, or physical development
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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 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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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 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 or teacher 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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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 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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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 Disabilities 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