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P. P. P. On Non Categorical Early Childhood
P. P. P. On Non Categorical Early Childhood
P. P. P. On Non Categorical Early Childhood
P. P. P. On Non Categorical Early Childhood
P. P. P. On Non Categorical Early Childhood
P. P. P. On Non Categorical Early Childhood
P. P. P. On Non Categorical Early Childhood
P. P. P. On Non Categorical Early Childhood
P. P. P. On Non Categorical Early Childhood
P. P. P. On Non Categorical Early Childhood
P. P. P. On Non Categorical Early Childhood
P. P. P. On Non Categorical Early Childhood
P. P. P. On Non Categorical Early Childhood
P. P. P. On Non Categorical Early Childhood
P. P. P. On Non Categorical Early Childhood
P. P. P. On Non Categorical Early Childhood
P. P. P. On Non Categorical Early Childhood
P. P. P. On Non Categorical Early Childhood
P. P. P. On Non Categorical Early Childhood
P. P. P. On Non Categorical Early Childhood
P. P. P. On Non Categorical Early Childhood
P. P. P. On Non Categorical Early Childhood
P. P. P. On Non Categorical Early Childhood
P. P. P. On Non Categorical Early Childhood
P. P. P. On Non Categorical Early Childhood
P. P. P. On Non Categorical Early Childhood
P. P. P. On Non Categorical Early Childhood
P. P. P. On Non Categorical Early Childhood
P. P. P. On Non Categorical Early Childhood
P. P. P. On Non Categorical Early Childhood
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P. P. P. On Non Categorical Early Childhood

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Non-Categorical Early Childhood

Non-Categorical Early Childhood

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  • 1. Non Categorical Early Childhood Ms. Lolita Siguenza Ms. Helene Cruz ED443G: Assistive/Adaptive Technology Dr. Jacqui Cyrus
  • 2. Objectives <ul><li>By the end of this presentation </li></ul><ul><li>students will be able to: </li></ul><ul><li>understand the definition of non-categorical early childhood </li></ul><ul><li>know how a child is eligible to receive services in Special Education </li></ul><ul><li>know the types of Assistive Technology available to children ages 0 - 5 </li></ul>
  • 3. Definitions <ul><li>“ Non Categorical” means a condition of developmental delay that describes a young child who is not achieving new skills in the typical time frame and/or exhibiting behaviors that are not appropriate for his/her age. Some children who are developmentally delayed eventually have a specific diagnosis of a particular developmental disability, while other children with delays catch up to their typically developing peers. </li></ul>
  • 4. Who is Eligible for Services? <ul><li>Children must first go through an </li></ul><ul><li>evaluation process: </li></ul><ul><li>to determine if the child has </li></ul><ul><li>a disability, as defined by IDEA </li></ul><ul><li>to learn in more detail what his </li></ul><ul><li>or her special needs are. </li></ul>
  • 5. Infants and Toddlers, zero through Five. <ul><li>Non categorical early childhood is for </li></ul><ul><li>children ages 0-5 who have general </li></ul><ul><li>delays in their physical, cognitive, </li></ul><ul><li>communication, social, emotional, or </li></ul><ul><li>adaptive development. They are </li></ul><ul><li>experiencing developmental delays, in </li></ul><ul><li>one or more of the following areas: </li></ul>
  • 6. 1. Cognition <ul><li>Thinking skills, including the ability </li></ul><ul><li>to receive, process, analyze and </li></ul><ul><li>understand information. </li></ul><ul><li>matching red circles </li></ul><ul><li>pushing the button on a mechanical toy to activate it </li></ul>
  • 7. 2. Communication <ul><li>The developmental area that </li></ul><ul><li>involves skills that enable people </li></ul><ul><li>to understand (receptive language) </li></ul><ul><li>and share thoughts and feelings </li></ul><ul><li>(expressive language). </li></ul><ul><li>waving bye-bye </li></ul><ul><li>using single word utterances </li></ul><ul><li>repeating five-word sentences </li></ul>
  • 8. 3. Gross Motor Skills <ul><li>The ability to use gross motor skills </li></ul><ul><li>which require the coordination of </li></ul><ul><li>large muscle groups, such as those </li></ul><ul><li>in the arms, legs, and trunk. </li></ul><ul><li>walking </li></ul><ul><li>jumping </li></ul><ul><li>throwing a ball </li></ul>
  • 9. 4 . Fine Motor Skills <ul><li>The developmental area that involves </li></ul><ul><li>skills that requires the coordination </li></ul><ul><li>of the small muscles of the body, </li></ul><ul><li>including those of the hands and face. </li></ul><ul><li>stacking small blocks & stringing beads </li></ul><ul><li>tracking an object with the eyes </li></ul><ul><li>smiling </li></ul>
  • 10. 5. Social or Emotional Development <ul><li>The developmental area that involves </li></ul><ul><li>skills that enables a child to function </li></ul><ul><li>in a group and to interact appropriately. </li></ul><ul><li>playing a circle game with other children </li></ul><ul><li>comforting someone who is crying </li></ul><ul><li>offering a hug </li></ul>
  • 11. 6. Self-Help Development <ul><li>The developmental area that involves </li></ul><ul><li>Skills that enables a child to care for </li></ul><ul><li>his/her own needs </li></ul><ul><li>feeding </li></ul><ul><li>bathing </li></ul><ul><li>dressing himself </li></ul>
  • 12. Screening Information <ul><li>Screening is required under the following: </li></ul><ul><li>Hearing </li></ul><ul><li>Vision </li></ul><ul><li>Formal measures of </li></ul><ul><li>(a) Development </li></ul><ul><li>(b) Speech/language </li></ul>
  • 13. Verification of Measurable Delay Evaluation process that uses at least 3 of the following: <ul><li>Observations </li></ul><ul><li>Standardized Development test(s) </li></ul><ul><li>Behavioral Checklists </li></ul><ul><li>Developmental Inventory </li></ul><ul><li>Adaptive Behavior Measures </li></ul><ul><li>Rating scales </li></ul><ul><li>Parent Interviews </li></ul>
  • 14. Evaluation Data Analysis <ul><li>Children ages 3 – 5 are considered to be </li></ul><ul><li>developmentally delayed when they </li></ul><ul><li>demonstrate a measurable, verifiable </li></ul><ul><li>discrepancy </li></ul><ul><li>Expected performance </li></ul><ul><li>Chronological age </li></ul><ul><li>Current level of performance </li></ul><ul><li>http://arksped.k12.ar.us/rules_regs_08/3. SPED ELIGIBILITY CRITERIA AND PROGRAM GUIDELINES </li></ul>
  • 15. Standard Deviations (SD) 2 SD or more below the mean in one functional area 1½ SD below the mean in one functional area
  • 16. <ul><li>These are children diagnosed with a physical or mental condition that has a high probability resulting in Developmental Delay. </li></ul>Diagnoses
  • 17. Physical or Mental Condition <ul><li>Sensory Impairments </li></ul><ul><li>Deaf-Blindness </li></ul><ul><li>Hearing impaired </li></ul><ul><li>Visually impaired </li></ul><ul><li>Physical Impairments </li></ul><ul><li>Spina Bifida </li></ul><ul><li>Spinal cord injuries </li></ul><ul><li>Juvenile arthritis </li></ul><ul><li>Muscular dystrophy </li></ul><ul><li>Loss of or deformed limbs </li></ul><ul><li>Transient dystonia (abnormal muscle tone) </li></ul>
  • 18. Neurological/Physiological Impairments/Developmental Disabilities <ul><li>Autism </li></ul><ul><li>Epilepsy or other seizure disorders </li></ul><ul><li>Mental retardation </li></ul><ul><li>Cerebral palsy </li></ul><ul><li>Down syndrome </li></ul><ul><li>Intracranial hemorrhage </li></ul>
  • 19. Interactive Disorders <ul><li>Severe diagnosed attention deficit disorders </li></ul><ul><li>Seriously emotionally disturbed or behavior disordered </li></ul>
  • 20. Other Health Impairments <ul><li>Hydrocephaly and microcephaly </li></ul><ul><li>Illness of a chronic nature </li></ul><ul><li>Asthma </li></ul><ul><li> Human Immunodeficiency Virus (HIV) </li></ul><ul><li>Leukemia </li></ul><ul><li>Lead Poisoning </li></ul><ul><li>Cleft Lip/Cleft Palate </li></ul><ul><li>Heart conditions </li></ul>
  • 21. Medically Fragile Children <ul><li>Bronchial pulmonary displasia </li></ul><ul><li>Feeding abnormalities/difficulties </li></ul><ul><li>Central nervous system </li></ul><ul><li>Abused, abandoned, forgotten </li></ul>
  • 22. Initial Eligibility Criteria <ul><li>After the preceding steps have been completed, a team may determine that a student is eligible for services. </li></ul>
  • 23. Team Members <ul><li>Child care provider </li></ul><ul><li>Parents </li></ul><ul><li>Nurse </li></ul><ul><li>Social worker </li></ul><ul><li>Speech and Language Pathologists </li></ul><ul><li>Occupational Therapist </li></ul><ul><li>Audiologists </li></ul><ul><li>Psychologists </li></ul>
  • 24. Assistive Technology <ul><li>Under IDEA, assistive technology devices can be used in the educational setting to provide a variety of accommodations or adaptations for people with disabilities. </li></ul>
  • 25. Why should young children use Assistive Technology? Fine motor Expressive language Eye-Hand Coordination Visual discrimination Object recognition Classification Peer relationship Turn taking Attending Receptive language Sensory integration Auditory Discrimination Matching Self-esteem Following directions Other Cognitive skills
  • 26. What Kinds of Assistive Technology can be used with young children? <ul><li>Did you know that... </li></ul><ul><li>Infants as young as four months can </li></ul><ul><li>use simple switches with toys. Switches </li></ul><ul><li>can also be used on the computer </li></ul><ul><li>with cause and effect software. There are </li></ul><ul><li>over 40 different kinds of switches </li></ul>
  • 27. What skills do the children need in order to use Assistive Technology? <ul><li>Children need NO SPECIAL SKILLS to use </li></ul><ul><li>the computer. He/she need not be </li></ul><ul><li>able to sit up, see the screen </li></ul><ul><li>or move their hands/arms. There are </li></ul><ul><li>devices which make it possible for everyone </li></ul><ul><li>to use the computer, regardless of their </li></ul><ul><li>disability. </li></ul>
  • 28. Summary <ul><li>It is often complicated to diagnose very </li></ul><ul><li>young children. However, with early </li></ul><ul><li>intervention and appropriate services, </li></ul><ul><li>children may not need special education by </li></ul><ul><li>the time they reach first grade. The “Non </li></ul><ul><li>Categorical Early Childhood” category allows </li></ul><ul><li>children ages 0-5 to benefit from special </li></ul><ul><li>education and related services without being </li></ul><ul><li>labeled with a specific disability. On Guam </li></ul><ul><li>Early Intervention is located at the Dean </li></ul><ul><li>Circle. Guam Headstart is located at the </li></ul><ul><li>Administration Building in Hagatna. </li></ul>
  • 29. References <ul><li>Non categorical Early Childhood Special Education </li></ul><ul><li>http://arksped.k12.ar.us/rules_regs_08/3 . </li></ul><ul><li>Non categorical Early Childhood </li></ul><ul><li>http://framework.esc18.net/documents/13_Noncat_ec.htm </li></ul><ul><li>Preschool Educational Program </li></ul><ul><li>http://www.montgomeryschoolsmd.org/curriculum/pep/ </li></ul><ul><li>Guam Early Learning Guidelines </li></ul><ul><li>http://guamcedders.org/main/index.php </li></ul><ul><li>Child Development & Early Childhood Education </li></ul><ul><li>http://www.insight-media.com </li></ul>
  • 30. Thank You! <ul><li>Thank you for allowing us to share our presentation on Noncategorical Early Childhood (NCEC). We hope you’ve gain some knowledge on what is NCEC. </li></ul><ul><li>Helene Sablan Aguon Cruz </li></ul><ul><li>Lolita Shackelford Siguenza </li></ul>

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