31      Guiding     Children with     Special Needs      DISORDERS      Pages 756-765
Review VOCABULARY Individuals with Disabilities Education  Act (IDEA): federal law requiring all states  to provide educa...
Individualized                                Education Plans The purpose of an Individualized Education  Plan (IEP), is ...
Individualized                                Education Plans Individualized Family Service Plans (IFSP)  include        ...
Referrals Referral: the suggestion of a specific  professional for a child to see          Hearing, language, or speech ...
Hearing Disorders pages 756-759 Hearing impairment: a problem in one or  more parts of the ear that prevents the child  f...
Hearing Disorders Hearing loss may range  from mild to profound A child with moderate  hearing loss will also  have trou...
ADD DEFINITION: Hearing impairment: a problem in one or  more parts of the ear that prevents the child  from hearing adeq...
Teaching Suggestions When approaching a hearing-impaired child,          get down to the child’s eye level          get...
Teaching Suggestions          if the child does not understand you, repeat,           rephrase, or demonstrate          ...
Teaching Suggestions Visual skills are important for these children          Use concrete materials to demonstrate abstr...
Speech and Language                       Disorders PAGES 759-762 Identification Articulation problems Voice (phonation...
Identification Speech impairments are interference with  specific sounds or sound blends          Identify the speech im...
Articulation Problems Articulation problems are most often  omissions, distortions, or substitutions of  vowels or conson...
ADD DEFINITION: Articulation problems are most often  omissions, distortions, or substitutions of  vowels or consonants o...
Voice (Phonation) Disorders Voice characteristics include pitch,  loudness, flexibility, and quality A good speaking voi...
Voice (Phonation) Disorders To help prevent or correct voice disorders,  promote voice control          Encourage childr...
Stuttering Stuttering in young children is  characterized by repetition,  hesitation, and prolongation Many children exp...
Stuttering If you have stuttering children in the  classroom,          focus on creating good speaking conditions       ...
Vision Disorders PAGES 762-765 One of the smallest  groups of children with  special needs is the  visually impaired To ...
ADD DEFINITION: visual impairments – ANY NERVE OR EYE PROBLEM THAT PREVENTS PEOPLE FROM SEEING NORMALLY© Goodheart-Willco...
Early Identification Many centers have a volunteer from the  National Society for the Prevention of  Blindness, a county ...
Early Identification Certain symptoms may suggest vision  problems          Excessive rubbing of the eyes          Clum...
Early Identification              Squinting              Crust on eye              Iris on one or both eyes appearing c...
Types of Visual Disabilities                                PAGE 764 Amblyopia Glaucoma Nearsightedness Farsightedness...
Teaching Suggestions Visual needs of the children affect your  classroom          Always create a need to see          ...
Teaching Suggestions          Ensure safety by putting toys away          Because auditory clues are important, keep    ...
Assignments:    1.         Page 783 #4-8    2.         Read and respond to at least three other threads on the discussion ...
Closure:    1. Page 783 #© Goodheart-Willcox Co., Inc.                                           Permission granted to rep...
© Goodheart-Willcox Co., Inc.                                Permission granted to reproduce for educational use only.
Closure:    1. Page 783 #© Goodheart-Willcox Co., Inc.                                           Permission granted to rep...
© Goodheart-Willcox Co., Inc.                                Permission granted to reproduce for educational use only.
Closure:    1. Page 783 #© Goodheart-Willcox Co., Inc.                                           Permission granted to rep...
© Goodheart-Willcox Co., Inc.                                Permission granted to reproduce for educational use only.
Closure:    1. Page 783 #© Goodheart-Willcox Co., Inc.                                           Permission granted to rep...
© Goodheart-Willcox Co., Inc.                                Permission granted to reproduce for educational use only.
Closure:    1. Page 783 #© Goodheart-Willcox Co., Inc.                                           Permission granted to rep...
© Goodheart-Willcox Co., Inc.                                Permission granted to reproduce for educational use only.
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Ch31 day 2 disorders pg 756 765

  1. 1. 31 Guiding Children with Special Needs DISORDERS Pages 756-765
  2. 2. 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© Goodheart-Willcox Co., Inc. Permission granted to reproduce for educational use only.
  3. 3. Individualized Education Plans The purpose of an Individualized Education Plan (IEP), is to ensure that each child with a disability receives an appropriate education© Goodheart-Willcox Co., Inc. continued Permission granted to reproduce for educational use only.
  4. 4. 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© Goodheart-Willcox Co., Inc. Permission granted to reproduce for educational use only.
  5. 5. 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© Goodheart-Willcox Co., Inc. Permission granted to reproduce for educational use only.
  6. 6. 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© Goodheart-Willcox Co., Inc. continued Permission granted to reproduce for educational use only.
  7. 7. 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© Goodheart-Willcox Co., Inc. Permission granted to reproduce for educational use only.
  8. 8. ADD DEFINITION: Hearing impairment: a problem in one or more parts of the ear that prevents the child from hearing adequately© Goodheart-Willcox Co., Inc. continued Permission granted to reproduce for educational use only.
  9. 9. 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© Goodheart-Willcox Co., Inc. continued Permission granted to reproduce for educational use only.
  10. 10. 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© Goodheart-Willcox Co., Inc. continued Permission granted to reproduce for educational use only.
  11. 11. 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© Goodheart-Willcox Co., Inc. Permission granted to reproduce for educational use only.
  12. 12. Speech and Language Disorders PAGES 759-762 Identification Articulation problems Voice (phonation) disorders Stuttering© Goodheart-Willcox Co., Inc. Permission granted to reproduce for educational use only.
  13. 13. 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© Goodheart-Willcox Co., Inc. Permission granted to reproduce for educational use only.
  14. 14. 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© Goodheart-Willcox Co., Inc. Permission granted to reproduce for educational use only.
  15. 15. ADD DEFINITION: Articulation problems are most often omissions, distortions, or substitutions of vowels or consonants or both© Goodheart-Willcox Co., Inc. Permission granted to reproduce for educational use only.
  16. 16. 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© Goodheart-Willcox Co., Inc. continued Permission granted to reproduce for educational use only.
  17. 17. 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© Goodheart-Willcox Co., Inc. Permission granted to reproduce for educational use only.
  18. 18. 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© Goodheart-Willcox Co., Inc. continued Permission granted to reproduce for educational use only.
  19. 19. 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© Goodheart-Willcox Co., Inc. Permission granted to reproduce for educational use only.
  20. 20. 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© Goodheart-Willcox Co., Inc. Permission granted to reproduce for educational use only.
  21. 21. ADD DEFINITION: visual impairments – ANY NERVE OR EYE PROBLEM THAT PREVENTS PEOPLE FROM SEEING NORMALLY© Goodheart-Willcox Co., Inc. Permission granted to reproduce for educational use only.
  22. 22. 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© Goodheart-Willcox Co., Inc. continued Permission granted to reproduce for educational use only.
  23. 23. 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© Goodheart-Willcox Co., Inc. continued Permission granted to reproduce for educational use only.
  24. 24. 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© Goodheart-Willcox Co., Inc. Permission granted to reproduce for educational use only.
  25. 25. Types of Visual Disabilities PAGE 764 Amblyopia Glaucoma Nearsightedness Farsightedness Color deficiency Uncorrectable conditions© Goodheart-Willcox Co., Inc. Permission granted to reproduce for educational use only.
  26. 26. 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© Goodheart-Willcox Co., Inc. continued Permission granted to reproduce for educational use only.
  27. 27. 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© Goodheart-Willcox Co., Inc. Permission granted to reproduce for educational use only.
  28. 28. 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© Goodheart-Willcox Co., Inc. Permission granted to reproduce for educational use only.
  29. 29. Closure: 1. Page 783 #© Goodheart-Willcox Co., Inc. Permission granted to reproduce for educational use only.
  30. 30. © Goodheart-Willcox Co., Inc. Permission granted to reproduce for educational use only.
  31. 31. Closure: 1. Page 783 #© Goodheart-Willcox Co., Inc. Permission granted to reproduce for educational use only.
  32. 32. © Goodheart-Willcox Co., Inc. Permission granted to reproduce for educational use only.
  33. 33. Closure: 1. Page 783 #© Goodheart-Willcox Co., Inc. Permission granted to reproduce for educational use only.
  34. 34. © Goodheart-Willcox Co., Inc. Permission granted to reproduce for educational use only.
  35. 35. Closure: 1. Page 783 #© Goodheart-Willcox Co., Inc. Permission granted to reproduce for educational use only.
  36. 36. © Goodheart-Willcox Co., Inc. Permission granted to reproduce for educational use only.
  37. 37. Closure: 1. Page 783 #© Goodheart-Willcox Co., Inc. Permission granted to reproduce for educational use only.
  38. 38. © Goodheart-Willcox Co., Inc. Permission granted to reproduce for educational use only.

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