Chapter 11 Educating Children with Diverse Backgrounds and Special Needs: Ensuring Each Child Learns

Educating Children with Diverse Backgrounds and Special Needs Teachers play an important rule in increased efforts to address the needs of children with special needs and their families. Teachers also play an instrumental role as schools move to address the rising diversity that is taking place in many of the nation’s schools. It is anticipated that young children today will live in an adult world that will be substantially more diverse, and which will call for skills, and relational capabilities needed to work and interact with individuals from a variety of backgrounds. This chapter addresses diversity from these perspectives. By the conclusion of this chapter, you will be able to identify practices for early care and education that reflect sensitivity to differences in socioeconomic status, culture, ethnicity, and differing abilities;

Individuals with Disabilities Education ACT (IDEA) IDEA legislation was passed to ensure that children with disabilities have free and appropriate public education. IDEA also requires that:  children with disabilities have services to meet their unique needs;  the rights of children with disabilities and their families be protected;  states and localities provide education for children with disabilities  efforts to educate children with disabilities be effective.

Individuals with Disabilities Education ACT (IDEA) Children with disabilities include children with Mental retardation Hearing impairments Speech or language impairments Visual impairments Orthopedic impairments Emotional disturbances Autism Developmental delays Traumatic brain injury Other health impairments Approximately 10 to 12 percent of children in the U.S. have disabilities.

Individuals with Disabilities Education ACT (IDEA) IDEA Part BIDEA Part C Identifies benefits for children with disabilities ages Indentifies benefits for children birth to age 3. States can decide whether or not to provide intervention services for young children at risk for developmental delays. IDEA is written in two parts—each of which addresses specific ages of individuals with disabilities.

Individuals with Disabilities Education ACT (IDEA) Six Principles Prohibits schools from rejecting Zero Reject Nondiscriminatory evaluations are used to identify children with disabilities and to determine appropriate education and services Nondiscriminatory Evaluation Education and services must address the unique needs of the child with a disability Free and Appropriate Education (FAPE) The right of children with disabilities to learn in the least restrictive environment which serves their academic, social, and physical needs. Least Restrictive Environment Means by which schools and parents can resolve their differences Procedural Due Process Students’ education plan involves shared decision making that includes students, parents, educators Parent and Student Participation

Individualized Education Program (IEP) By law, each special needs student must have a individualized program that specifies how his/her learning needs will be met. The IEP is a contract between the school and child, and the parents. Preparation of the IEP involves  careful assessment of the student’s needs;  collaboration between parents and professionals to design an education plan that meets the student’s needs;  clearly state goals and objectives that allow progress to be monitored. See page 303 for a list of individuals who must by law be involved in preparation of the IEP and the purposes of the IEP.

Individualized Family Service Plan Services for infants, toddlers, and their families are indentified in the Individualized Family Service Plan (IFSP). The IFSP is a multidisciplinary assessment developed by a multidisciplinary team and parents. The IFSP states the child’s present level of development. Statements of family strengths and needs for enhancing the child’s development are included. The IFSP lists expected outcomes along with criteria, procedures, and timelines to determine progress. The IFSP states the early intervention services needed to meet the needs of the family and the child.

Individualized Family Service Plan Planned services for IFSPs may include a number of services: For example:  special education  occupational therapy  speech and language pathology and audiology  parent and family counseling  medical diagnostic and health services See page 304 for ways teachers can help parents of children with disabilities.

Continuum of Inclusive Services A continuum of services refers to the full range of services from most restrictive placement to the least restrictive placement. Services are graduated, with one level of services leading directly to the next level. Institutional Placement Most Restrictive General education classroom Least restrictive Advocates for inclusions suggest this policy works against truly inclusive classrooms.

Children with Autism Autism is a developmental disability that appears during the first three years of life. Children with autism exhibit the following characteristics: Deficits in receptive and expressive communication skills Repetitive behaviors Difficulties with initiating and sustaining symbolic play Difficulties initiating and sustaining social interactions Limited interests Difficulty keeping up with conversation

Interventions for Autism Applied Behavior Analysis (ABA)-ABA therapists stimulate certain behaviors, hoping for certain responses which can then be rewarded. Rewarded behaviors tend to be repeated. Play Therapy - Social experiences and enjoyable interactions are incorporated into therapy, as a means for enhancing joint attention, communication skills, and appropriate behavior. Music and Art Therapies – Music and art used to provide children with a different means for experiencing relationships, self-expression and expanding other skills. Physical and Occupational Therapies – Body-centered approaches are used to reach children in order o bring about more language, social reciprocity, and joint attention. Supportive teaching environments, predictability and routine, family involvement, and small teacher-student ratios are among the other effective interventions.

Attention Deficit Hyperactivity Disorder (ADHD) Children with ADHD have difficulties in  Attention  Impulse control  Hyperactivity There are three types of ADHD Children are diagnosed with ADHD when they exhibit six characteristics in a least two of the areas of difficulty above for six months before age seven.  Predominantly inattentive  Predominantly impulsive  Combined

Attention Deficit Hyperactivity Disorder (ADHD) GirlsBoys Given their socialization, girls are more likely to compensate for their ADHD in behavior- appropriate ways. Symptoms tend to be non- stop, uncontrollable talking; friendship difficulties; inordinate messiness; and difficulty paying attention. Symptoms are often mistaken as lack of academic abilities percent go undiagnosed Diagnosed 3 times more often in boys than girls Boys tend to exhibit hyperactive symptoms which draws attention—teachers are quicker to recommend testing.

Attention Deficit Hyperactivity Disorder (ADHD) Children with untreated ADHD  experience lower educational achievement;  are less likely to graduate from high school;  have low self-esteem;  have antisocial thoughts;  are pessimistic about the future;  eventually have difficulty with romantic relationships and holding onto jobs. Medications (e.g., Adderall, Concerta, Focalin, and Ritalin) and behavior therapy are ADHD interventions.

Attention Deficit Hyperactivity Disorder (ADHD) Classroom approaches to working with children with ADHD include: Differentiated instruction (DI) – planning and teaching in response to students’ different needs, so that all children can learn effectively Embedded instruction – lessons are embedded into activities that occur naturally in the classroom Assistive technology – the use of various equipment to increase, maintain, or improve functional capabilities of students with disabilities. Universal design- adaptation of teaching strategies and technology to make the learning environment, curriculum, and instructional methods accessible to all children in the classroom. Response to Intervention (RTI) – multi-tiered approach to instruction that involves early identification and support for students’ learning and behavior needs

English Language Learners It is estimated that by 2015, 30 percent of the school-age population will be immigrant children (see pg. 314 for challenges facing immigrant families). Teachers can support English Language Learners by: Playing to their strengths Making sure ELLs understand you when you are speaking to them Making sure your body language is accepting Initiating a buddy system so that ELLs have mentors Accommodating cultural differences and incorporating other languages into the classroom Encouraging ELLs to speak English

Multicultural Awareness and Education Multicultural awareness refers to one’s appreciation and understanding of different cultures and one’s own culture, socioeconomic statuses, and genders. Multiculturally aware teachers are sensitive to the backgrounds of their students and their students’ families. Multicultural education refers to the curriculum, content, and classroom climate that supports multicultural awareness (see Figure 11.9 for terminology related to multicultural education). Including multiculturalism in early childhood education influences and affects working habits, interpersonal relations, and the child’s outlook on life.

Multicultural Educatio n Teachers promote multiculturalism:  through use of appropriate instructional materials such as multicultural literature;  the use of themes that help children understand their culture and the cultures of others;  through incorporation of activities that highlight the personal accomplishments of people from different cultural groups;  through promoting family and community involvement.

Multiculturalism and Learning Styles Learning styles refer to children's’ approach to learning. They are influenced by children’s  immediate environments;  emotionality;  sociological needs;  physical characteristics;  psychological inclinations as they approach learning. Teachers should arrange learning activities so that various learning styles are addressed.

What’s next IDEA Requirements Six principles Parts B & C Different categories of disabilities IEPs IFSPs Continuum of services Autism Characteristics Interventions ADHD Types Symptoms Differences in girls and boys Untreated ADHD Medical and classroom interventions Support for English Language Learners Meaning of multicultural awareness Meaning of multicultural education Promoting multiculturalism Learning styles