Ch31 day 2 disorders pg 756 765

Guiding Children with Special NeedsDISORDERS

Pages 756-765

31

© Goodheart-Willcox Co., Inc.Permission granted to reproduce for educational use only.

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


Individualized Education Plans

The purpose of an Individualized Education Plan (IEP), is to ensure that each child with a disability receives an appropriate education

continued


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


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


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

continued


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


ADD DEFINITION:

Hearing impairment: a problem in one or more parts of the ear that prevents the child from hearing adequately

continued


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

continued



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

continued



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


Speech and Language Disorders PAGES 759-762

Identification Articulation problems Voice (phonation) disorders Stuttering


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


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


ADD DEFINITION:

Articulation problems are most often omissions, distortions, or substitutions of vowels or consonants or both


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

continued


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


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

continued


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


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


ADD DEFINITION:

visual impairments – ANY NERVE OR EYE PROBLEM THAT PREVENTS PEOPLE FROM SEEING NORMALLY


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

continued



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

continued



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


Types of Visual DisabilitiesPAGE 764

Amblyopia Glaucoma Nearsightedness Farsightedness Color deficiency Uncorrectable conditions



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

continued



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


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


Closure:

1. Page 783 #

Ch31 day 2 disorders pg 756 765

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