“ Understanding the Special Needs Child.” IMPACT Volunteer Training Sunday, Dec. 8, 2002 10:30-11:15am

Definitions The term “Special Needs” is being replaced by the term “Exceptional Learners.” Exceptional Learners are, “those who require special education and related services if they are to realize their full human potential.”

The term “Special Needs” is being replaced by the term “Exceptional Learners.”

Exceptional Learners are, “those who require special education and related services if they are to realize their full human potential.”

Definitions (cont.) Special education means, “specially designed instruction that meets the unusual needs of an exceptional student.” Exceptional Learners are, “those who require special education and related services if they are to realize their full human potential.”

Special education means, “specially designed instruction that meets the unusual needs of an exceptional student.”

Exceptional Learners are, “those who require special education and related services if they are to realize their full human potential.”

Exceptionalities Exceptionalities may involve and of the following abilities: Sensory Physical Emotional Communicative Behavioral

Exceptionalities may involve and of the following abilities:

Sensory

Physical

Emotional

Communicative

Behavioral

The Fact... One out of ever ten students in U.S. schools is considered exceptional. These students are also in our church. We need to do whatever we can to accommodate these children and their families.

One out of ever ten students in U.S. schools is considered exceptional.

These students are also in our church. We need to do whatever we can to accommodate these children and their families.

How to Recognize a Student with Special Needs Difficulties with attention and concentration. Difficulty with getting along with others. Easily frustrated. Impulsive inactions. Continual restlessness. Poor self-concept.

Difficulties with attention and concentration.

Difficulty with getting along with others.

Easily frustrated.

Impulsive inactions.

Continual restlessness.

Poor self-concept.

Successful Methods Nurture strong leader-child relationships. Spend time to develop a well-planned lesson. Establish a positive, warm, inviting mood. Establish rules. Develop consistent routines for class time. Promote “time-on-task.

Nurture strong leader-child relationships.

Spend time to develop a well-planned lesson.

Establish a positive, warm, inviting mood.

Establish rules.

Develop consistent routines for class time.

Promote “time-on-task.

Successful Methods (cont.) Choose meaningful activities. Short, with limited instruction. Keep the leader free to move about with the children. Allow all children to be successful. Build a strong sense of belonging. Provide alternative activities to accommodate a variety of abilities. Pray for and minister children outside of the church.

Choose meaningful activities.

Short, with limited instruction.

Keep the leader free to move about with the children.

Allow all children to be successful.

Build a strong sense of belonging.

Provide alternative activities to accommodate a variety of abilities.

Pray for and minister children outside of the church.

Creating an Atmosphere for Learning for LD & BD Children Maintain a “calm” environment, free from excess noise or activity. Place them in “traffic” areas of the room. Seat them near the leader. A gently touch on the should will often refocus and settle them.

Maintain a “calm” environment, free from excess noise or activity.

Place them in “traffic” areas of the room.

Seat them near the leader. A gently touch on the should will often refocus and settle them.

Creating an Atmosphere for Learning for LD & BD Children Avoid snacks that are high in sugar, artificial colors and flavors, & caffeine. Surround them with calm and controlled children. Do only one activity at a time. Demonstrate patience and gentleness consistently. Give clear directions and have the children repeat them.

Avoid snacks that are high in sugar, artificial colors and flavors, & caffeine.

Surround them with calm and controlled children.

Do only one activity at a time.

Demonstrate patience and gentleness consistently.

Give clear directions and have the children repeat them.

Comments or Questions?

Websites / Online References http://wps.ablongman.com/ab_hallahan_exlearners_9 http://4kids.ag.org/4kids/teachsheets/chldrnwspecnds/mnstrgtochldrn.pdf http://4kids.ag.org/4kids/teachsheets/chldrnwspecnds/qeusspecneeds.pdf http://www.ldonline.org/

http://wps.ablongman.com/ab_hallahan_exlearners_9

http://4kids.ag.org/4kids/teachsheets/chldrnwspecnds/mnstrgtochldrn.pdf

http://4kids.ag.org/4kids/teachsheets/chldrnwspecnds/qeusspecneeds.pdf

http://www.ldonline.org/