1. CHAPTER 5: Welcoming Children Who Have Special Educational Requirements The Whole Child: Developmental Education for the Early Years Tenth Edition Patricia Weissman Joanne Hendrick

2. Weissman/Hendrick. The Whole Child, 10e. © 2014, 2010, 2006, 2001, 1996 by Pearson Education, Inc. All Rights Reserved 5-2 Who Are the Children with Special Educational Requirements? Deviation from Typical Development Children and Youth Receiving Special Educational Assistance

3. Weissman/Hendrick. The Whole Child, 10e. © 2014, 2010, 2006, 2001, 1996 by Pearson Education, Inc. All Rights Reserved 5-3 Two Importance Congressional Acts: IDEA and ADA Individuals with Disabilities Education Act (IDEA) Americans with Disabilities Act (ADA) The Teacher's Role o Know About Typical Child Development

4. Weissman/Hendrick. The Whole Child, 10e. © 2014, 2010, 2006, 2001, 1996 by Pearson Education, Inc. All Rights Reserved 5-4 Identifying Children Who Have Special Needs and Finding Help for Them Identifying Potential Disabilities Early Referring Children for Special Help: Calling the Difficulty to the Family's Attention o If Teachers Listen Carefully They May Find Families Tentatively Raising the Problem Themselves o Referrals Take Time o Be Clear About Why Child Needs Special Help Before Raising Issue o It is Not Teacher's Place to Diagnose

5. Weissman/Hendrick. The Whole Child, 10e. © 2014, 2010, 2006, 2001, 1996 by Pearson Education, Inc. All Rights Reserved 5-5 Identifying Children Who Have Special Needs and Finding Help for Them Finding Appropriate Referral Source Observing Professional Ethics

6. Weissman/Hendrick. The Whole Child, 10e. © 2014, 2010, 2006, 2001, 1996 by Pearson Education, Inc. All Rights Reserved 5-6 Including Children Who Have Disabilities What the Law Says o IDEA: Every Child with a Disability is Entitled to a Free Public Education o ADA: It is Illegal to Discriminate Against People with Disabilities When Planning the IEP, Have Careful Assessment of Child's Accomplishments and Abilities Available

7. Weissman/Hendrick. The Whole Child, 10e. © 2014, 2010, 2006, 2001, 1996 by Pearson Education, Inc. All Rights Reserved 5-7 Learning to Work as a Member of the Team Transdisciplinary Approach o Special Services Incorporated into the School Setting o Integration of Special Services into Program The Specialist and Teacher Must Work Together o Specialist and Teacher Must Appreciate Other’s Point of View and Strengths o Need Regular Meetings

8. Weissman/Hendrick. The Whole Child, 10e. © 2014, 2010, 2006, 2001, 1996 by Pearson Education, Inc. All Rights Reserved 5-8 Getting Started with a Child Who Has a Disability Welcome the Child and Family Make Clear That Staff Has Goodwill but Also Limitations Staff Will Have to Accept How Much Extra Effort Child Requires Staff Must Examine Their Feelings About Children with Disabilities Many Seemingly-Insurmountable Problems Can Be Solved During the Trial Period Ways to Ease Entry Pangs Many Disabilities Will Pass Unnoticed by Other Children in the Group, but Some Will Require Explanation

9. Weissman/Hendrick. The Whole Child, 10e. © 2014, 2010, 2006, 2001, 1996 by Pearson Education, Inc. All Rights Reserved 5-9 General Recommendations for Working with Children with Disabilities See Through the Exceptional to the Typical in Every Child Avoid Overprotecting and Overexpecting Be Realistic Keep Regular Records of the Child’s Development Remain in Constant Contact with the Family

10. Weissman/Hendrick. The Whole Child, 10e. © 2014, 2010, 2006, 2001, 1996 by Pearson Education, Inc. All Rights Reserved 5-10 Identifying and Helping Children Who Have Physical Disabilities and Illnesses Physical Conditions and Symptoms Teacher Should Know o Speech and Hearing Problems o Difficulties of Vision o Attention Deficit Disorder o Childhood Asthma o Seizure Disorders o Sickle-Cell Anemia o Admitting Children Who Are HIV Positive to the School o Other Physical Problems

11. Weissman/Hendrick. The Whole Child, 10e. © 2014, 2010, 2006, 2001, 1996 by Pearson Education, Inc. All Rights Reserved 5-11 Identifying and Helping Children Who Have Physical Disabilities and Illnesses Guidelines for Working with Children with Physical Challenges o A Child with Physical Challenges Should be Treated as Typically as Possible o Teachers Should Communicate with Child’s Physician, Physical Therapist, or Other Specialists o Approach Each Situation Pragmatically o Maintain Open Communication with Family

12. Weissman/Hendrick. The Whole Child, 10e. © 2014, 2010, 2006, 2001, 1996 by Pearson Education, Inc. All Rights Reserved 5-12 Identifying and Helping Children Who Have Emotional Difficulties Signs of Emotional Disturbance That Indicate a Referral Is Needed Guidelines for Working with Children Who Have Emotional Disturbance o Short-Term Techniques o Long-Term Techniques with Children Who Are More Severely Disturbed o Autism Spectrum Disorder

13. Weissman/Hendrick. The Whole Child, 10e. © 2014, 2010, 2006, 2001, 1996 by Pearson Education, Inc. All Rights Reserved 5-13 Identifying Children Who Have Delayed or Advanced Mental Ability Children Who Have Developmental Lags o Guidelines for Working with Children Who Are Intellectually Delayed Children Who Are Intellectually Gifted o Teaching Preschool Children Who Are Mentally Gifted