P. P. P. On Non Categorical Early Childhood

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Non-Categorical Early Childhood

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P. P. P. On Non Categorical Early Childhood

  1. 1. Non Categorical Early Childhood Ms. Lolita Siguenza Ms. Helene Cruz ED443G: Assistive/Adaptive Technology Dr. Jacqui Cyrus
  2. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 19. Interactive Disorders <ul><li>Severe diagnosed attention deficit disorders </li></ul><ul><li>Seriously emotionally disturbed or behavior disordered </li></ul>
  20. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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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