ECE II
Objective 5.02
Understand strategies for working with
children with special needs.
Neat website
• http://www.childrenwithspecialneeds.com/
5.02 Learning Log
• What are some effective ways to respond to children with
special needs?
• Directions:
– Use mini sticky notes while scanning Child & Adult Care
Professionals Chapter 22, Section 1.
– Tag initial pages on each special needs main topic.
– Do a Quick Write in your learning logs (notebook paper)
in response to these prompts:
• Describe a way to identify children with special needs.
• Describe a strategy you could use to help a child with a
specific special need.
– Be ready to discuss what you’ve written.
“I’m Special”
PowerPoint Summary
• Distribute copies of Appendix 5.02 J,
“I’m Special” PP Summary
• Follow instructions on the handout as
you view upcoming PP.
• View PP “I’m Special.”
Key Terms
Hearing Impairments
1. hearing impaired
1. A person who has at least some degree of
hearing loss
2. mild hearing loss
1. Due to a minor degree of hearing loss, a
child’s vocabulary will not be as large as that
of his/her peers who have normal hearing
3. profound hearing loss
1. A large amount of hearing loss with little
understandable speech
Vision Impairments
1.
2.
3.
4.
5.
6.
7.
8.
amblyopia
1. This disorder is the result of a muscle imbalance caused by disuse of the eye; also
called lazy eye.
glaucoma
1. A condition caused by failure of the eye fluid to circulate in the proper way. Over
time the pressure destroys the optic nerve.
nearsightedness (myopia)
1. Inability to see things that are far away
farsightedness (hyperopia)
1. Inability to see things that are close
color deficiency (color blindness)
1. A hereditary problem or inability to see a color, ususally one or more primary colors
tactile
1. The sense of touch
olfactory
1. The sense of smell
auditory
1. The sense of sound
Physical and Motor Impairments
1. ambulatory
1. Able to move from place to place
2. amputation
1. Removal of one of a person’s appendages---e.g., leg or arm
3. augmentative communication device
1. A device used to help a child with cerebral palsy communicate; has pictures for the child to
point to.
4. mild disabilities
1. Small or minor impairments that cause children to need more time to move about or do
tasks
5. moderate disabilities
1. Medium-level impairments that mean a child can do some things for himself/herself, but still
needs adaptations
6. severe disability
1. Serious disability that prevents a child from moving independently
7. prosthesis
1. An artificial arm or leg
8. spina bifida
1. A congenital condition in which part of the spinal cord protrudes through the spinal column,
causing loss of voluntary movement in lower body
Cognitive Impairments
1. attention deficit disorder (ADD)
1. A child who has trouble staying on task and is easily distracted
2. learning disability
1. A child who has a problem with one or more basic skills of learning
3. articulation problems
1. Omissions, distortions, or substitutions of vowels/consonantsboth
4. lazy tongue
1. An articulation problem caused by inability of the tongue to form sounds as
intended
5. baby talk
1. Use of incorrect words intended to “play” with children; not an appropriate
model for children to emulate
6. breathy voice
1. A voice that sounds like a whisper and is weak and not clearly phonated
7. expansion
1. A technique used to expand children’s mispronounced words into complete
sentences
Cognitive con’t…
8. harsh voice
1. A voice that is louder than normal
9. loudness
1. The amount of energy or volume used when speaking
10. nasality
1. Sounds passing through the nasal cavities instead of the throat
11. phonation
1. The passing of sounds across the vocal cords
12. pitch
1. The lowness or highness of the voice
13. voice flexibility
1. A good speaking voice during routine conversation uses a variety of
pitches and loudness levels 1
14. voice-quality disorders
1. Harshness, hoarseness,breathiness, and nasality
Giftedness
1. Acceleration
1. A process in which a gifted child is assigned
to a class with older children
2. Giftedness
1. A child with exceptional skills and IQ in one
or more of six specific areas of intelligence
Behavioral & Emotional Disorders
1. attention deficit hyperactivity disorder
(ADHD)
1. An overactive, restless, and impulsive child
who often becomes hostile and fails to
observe classroom limits
2. Autism
1. A condition in which children are unable to
interact socially with others
Accommodating special needs
1. Inclusion/mainstreaming
1. Placing special needs children in regular classrooms to
allow them to learn in the least restrictive environment
2. Individuals with Disabilities Education Act (IDEA)
1. Requires all states to provide education for children who
are developmentally delayed; all children ages three to
five who have disabilities and require special educational
services must have an individual education program
3. Individualized Education Plan (IEP)
1. A plan for a child’s disability containing assessment
information, goals, objectives, statement of involvement,
services, and evaluation criteria; developed jointly by the
child’s teacher, parents or guardians, and an expert on the
child’s disability
Health Conditions
1. allergens
1. The offending substance in the environment to which a person is allergic
2. arthritis
1. A condition brought on by inflammation that produces swelling of the joints and
surrounding tissues
3. asthma
1. A chronic inflammatory disorder of the airways
4. chronic health need
1. An illness that persists over a period of time
5. contactants
1. Things that make contact with the body by touch
6. cystic fibrosis
1. A hereditary disease that occurs almost from birth; involves persistent and
serious lung infections; failure to gain weight; and loose, foul-smelling stools
7. desensitized
1. Injections of allergens in small amounts given by a doctor into the body over a
period of time to reduce sensitivity to allergies
8. diabetes
1. Insulin is not produced by the pancreas to burn or store foods as energy, causing
the body’s sugar content to increase
Health Conditions con’t…
9. epilepsy
1. A convulsive disorder caused by damage to the brain
10. grand mal seizure
1. A seizure during which a child loses consciousness, jerks, thrashes, or becomes stiff
11. hemophilia
1. A genetic blood disease in which the blood cannot clot normally
12. ingestants
1. Foods, drugs, or anything taken by mouth
13. inhalants
1. Airborne substances that are inhaled
14. injectables
1. Chemicals or drugs injected into the body
15. insulin reaction
1. An imbalance between physical activity, insulin, and diet of a person with diabetes
16. petit mal seizure
1. A seizure during which a child is unconscious for a very short period of time
17. rheumatoid arthritis
1. The most common form of juvenile arthritis
1. A child with profound hearing loss never
seems to follow verbal instructions.
How should the teacher respond?
A. Ask the child to pay attention better
B. Assign another child to remind this child of
what to do
C. Look directly into the child’s face when
speaking
D. Take off points each time instructions are not
followed
Answer: C
2. Mr. Howell has a child in his class who cannot
interact with him or the other children. He likes to
rock by himself and flap his head back and forth.
What kind of impairment or disorder does this
student MOST LIKELY have?
A. Behavioral disorder
B. Cognitive impairment
C. Hearing impairment
D. Physical impairment
Answer: A
“Special Olympics Qualifier Round”
Qualifier Round—Impairments and Disorders
• Directions:
1. Class will be divided into TEAMS.
2. Each TEAM will receive diamond’s and
circles.
3. Each TEAM will figure out which diamond
and circle match with the appropriate
labeled t-shirt.
Group projects
• The following activities will be done working
with a partner.
• You will share your work with the class when
complete.
• You have 30 minutes to complete your project
– When time is called, please be ready, you have no
time for talking, only time for working!
Project #1
• Brainstorm ideas for events for a Special Needs
Olympics to serve as an ongoing project throughout
this objective.
– The purpose is to provide activities in ways that meet the
special needs of participants.
• Begin by drawing a large idea map on bulletin board
paper.
• Write your initial ideas for the Special Olympics on the
circles and lines of the idea map.
• You will need to then research ideas in textbooks,
internet.
– You will return to the idea map after each group
presents their project to record additional thoughts.
Project #1 Con’t…
• You will need to return to your idea maps and
use your understanding of
hearing/vision/physical impairments (after
everybody presents their project) to continue
brainstorming ideas for their Special Needs
Olympics.
• Once each category of special needs has been
studied, you will need to develop plans for one
event.
Project #2
• Hearing-impaired children
– 10 minute research
– 10 minute design slogan
• Research in textbooks and other available sources and
list strategies for working with hearing-impaired
children in early childhood settings.
– Will need to be ready to discuss with class.
• Use Appendix 5.02E: “Helping Children with Hearing
Impairments,” design a T-Shirt logo/slogan about
what it means to be a child with a hearing impairment.
Project #3
• Vision-impaired children
– 10 minute research
– 10 minute design slogan
• Research and list strategies for working with visionimpaired children.
• Refer to Appendix 5.02F, “Vision ImpairmentsFoldable T-Shirt.”
– Draw a t-shirt onto construction paper, cut, and write on
the inside of the shirt words to summarize as many
strategies as you can for working with children with
vision impairments.
• Be ready to share and discuss.
Project #4
• Read in textbook, Working with Young
Children, Chapter 30--Guiding Children with
Special Needs.
– List strategies for identifying and working with
these children.
• Create a role play of a child with spina bifida
and a child with a prosthetic arm.
– Wear a T-shirt naming the disability being role
played.
• Get shirt from teacher.
• Use Appendix 5.02G: “Scripting Role Play.”
Project #5
• Refer to the list of categories of cognitive
impairments, forms of giftedness, and
behavioral/emotional disorders in Appendix 5.02D,
middle column to select one impairment, area of
giftedness, or disorder to investigate.
• Search textbooks and other available sources for
information about the selected impairment, area, or
disorder and record in appropriate boxes on the
concept map in Appendix 5.01H, “Cognitive
Impairments, Giftedness, and Behavioral/Emotional
Disorders.”
• You will need to be ready to report your findings to
the class.
Project #6
• Refer to the health conditions in Appendix
5.02D, middle column, to select one
condition to study.
–
–
–
–
–
Allergies
Asthma
Diabetes
Epilepsy
Hemophilia
• Search the text and other available
sources for information about the selected
health condition and record in appropriate
boxes on the concept map in Appendix
5.01I, “Health Conditions.”
• You will need to be ready to report your
findings to the class.