Welcome to Unit 5 Seminar! Health, Safety and Nutrition Considerations

1. Welcome to Unit 5 Seminar!Health, Safety and Nutrition Considerations Christine Terrill We will start at the top of the hour. Feel free to chat while you wait for class to begin. Congrats…we are halfway through the term!

2. Weekly Reminders • Complete readings and read Web Resources • Complete Discussion Board: • Post detailed responses to discussion question (100 words or more) • Share detailed feedback with at least 2 classmates • Post response to Seminar Option 2 IF you do not attend seminar • Begin work on Unit 6 Project

3. Questions before we start?

4. Getting to know you, getting to know all about you… Okay this week I want to know your favorite candy (if you have one). I think mine would have to be M &M’s. I just love them. I can never eat just one! It is always a few handfuls for me!

5. Course Outcomes: By the end of this course, you should be able to: 1.    CE240-1: Identify common disabilities among young children with special needs. 2.    CE240-2 Explain the necessity of early identification of special needs and the importance of early intervention. 3.    CE240-3: Describe characteristics of effective strategies for young children with special needs. 4.    CE240-4: Identify developmentally appropriate practices for young children with special needs using real world experiences. General Education Outcomes: In addition, the following General Education outcomes are assessed during this course: 1.    GEL-1.1: Demonstrate college-level communication through the composition of original materials in Standard American English  (Unit 9 Project) 2.       GEL-6.5: Use electronic libraries/databases for research purposes (Unit 9 Project) ** These will be assessed during this term…but these do NOT count toward your grade in anyway! You will find these in the grade book in some units. You can read the information about these under the course home page under course level assessment. Course Outcomes

6. Getting Ready for Unit 6 Project… • Using the *Sample Business letter, found at the Writing Center, http://www.kaplan.edu/MyDesk2/Studentcenter/success/writing/pdfs/typestools/samples/Samples_of_Formal_Writing.pdf (page.13; writing a business letter) • You are going to write a "letter to parents of a student who has demonstrated signs of a developmental delay”. This letter should professionally share your reasoning, concern, and support for the parents and the child after reading the scenario on following slide. • *Please make sure to use this sample as your guide, in order to follow the directions for a business letter.

7. Unit 6 Project cont. • Joey is a three year old child who has a language delay. He does not pronounce beginning and ending sounds. Some concerns with his speech and language include: articulation, fluency, word finding, expressive language, receptive language and letter recognition. During a recent observation, there also seemed to be delays in Joey’s behaviors; social maturity, frustration tolerance, and interaction with peers.

8. We will take a few minutes to look at the business letter format. Please go to the course home page for unit 6 and click on the link for the project…business letter format.

9. Unit 6 Project Rubric Point Range Total:100 points Unit 6 Project Grading Criteria /80 Points Content ·         Use of sample business letter ·         Inclusion of reasoning for the letter to parents ·         Discussion of concern about the delays ·         Description of support for the parents and the child ·         References to the readings/unit material  /20 points Mechanics/Structure: Spelling, Grammar checked Clear writing, smooth transitions Complete sentences (no sentence fragments, run-ons) Subject/Verb agreement, punctuation, capitalization, etc. 12 point font (Arial or Times New Roman) Double-spaced ·         Inclusion of a title page/reference page

10. Learning Outcomes for Unit 5 • Describe the characteristics of eating skills of a child with special needs. • Identify strategies for diet and mealtime modifications. • Identify ways for children with special needs to stay safe and healthy. • Discuss special needs tips for families. • Course outcomes practiced in this unit: • CE240-1: Identify common disabilities among young children with special needs • CE240-3: Describe characteristics of effective strategies for young children with special needs

11. Eating Skills • Recognize differences in eating skills and food preferences • Some children have difficulty using utensils • Specifically designed utensils may be beneficial • Do not take away the child’s independence (Healthy Child Publications, 2006)

12. Eating Skills • Introduce increasingly challenging textures as the child’s ability and skill improves. • Allow the child choice in portion size and food selections • Do not force a child to eat. • Do limit snacks (Healthy Child Publications, 2006)

13. What are some textures we can introduce to children?

14. Go to the Feeding Skills link in the Information box. Once on the UCEDD web page, select the link “Feeding Skills”. After reading the handout, come back and share: Question: What did you learn about helping children with special needs improve feeding skills? Virtual Field Trip: Feeding Skills

15. Diet and Modifications Meal services to children with disabilities do not have to be provided if there is not a meal service provided to the general student body Exception to this rule is when the meal service is required under the child's IEP Changes to the basic meal (such as special supplements or substitutions) must be requested with accompanying instructions from a licensed physician (USDA, 2007, p.22-27).

16. Diet and Modifications Recommendations for written instructions from licensed physician regarding the texture modifications (chopped, pureed, or ground) to be made. IEP should state the texture modification required. More time may be necessary to eat a meal (USDA, 2007, p. 22-27).

17. Have you had any experience with eating skills for children with disabilities?

18. Negligence • If a mishap should occur, personal liability would normally depend on whether or not the person responsible for the feeding has been negligent. • In these cases, a determination that a person acted negligently would be made on the basis of State laws and the facts in the individual situation. • In general, negligence occurs when a person fails to exercise the care expected of a prudent person. • Persons involved with special feeding operations should, therefore, make sure that they thoroughly understand the required procedures and techniques and are careful to follow instructions. • For specific guidance concerning personal liability, the school officials should contact State or local legal counsel. (USDA, 2007, p. 22).

19. U. S. Department of Agriculture (USDA) Nondiscrimination regulation (7 CFR 15b), provides for substitutions to the regular meal must be made for children who are unable to eat school meals because of their disabilities, when that need is certified by a licensed physician (USDA, 2007, p.22).

20. Go to the Physical Activity link in the Information box. Read the rationale and commentary provided by the Health, Mental Health and Safety Guidelines, then come back and share: Questions: What did you learn about children with special needs and physical activity? What are the requirements? Virtual Field Trip: Physical Activity

21. Watch the video on choking prevention and children with special needs Question: What are some measures we can take to prevent choking in the home or the classroom? Safety- video

22. Watch the video on burn prevention and children with special needs Question: What are some measures we can take to prevent burns in the home or the classroom? Safety- video

23. Needs of the Caregiver • Caregivers need to be provided with information about the child’s disability and care options. • Link families to support groups in community on local, regional, and/or national levels. • Provide families with information on Americans with Disabilities Act, the Family Medical Leave Act, and other state and national provisions. • Encourage parent to take care of his own needs. Respite care may be needed. • Recognize that there may be other family members that need attention and care. (CDC Office of Women’s Health, 2008).

24. References Allen, E.K., Cowdery, G.E. (2009). The Exceptional Child: inclusion in early childhood education. United States of America: Thompson Delmar Learning. CDC Office of Women’s Health, (2008). Families with Special Needs: Caregiving Tips. Retrieved May 5, 2008 from website link in web resource under Unit 5, CE240 Caring for Infants and Toddlers with Special Needs, Kaplan University.

25. References Gorrill, L., Paasche, C.L, Strom, B. (2004). Children with Special Needs in Early Childhood Settings. Clifton Park: Thompson Delmar Learning. Healthy Child Publications, (2006). Feeding Children with Special Needs. Retrieved May, 5 2008 from website link in web resource under Unit 5, CE240 Caring for Infants and Toddlers with Special Needs, Kaplan University. United States Department of Agriculture (2007). Accommodating Children with Special Dietary Needs in the School Nutrition Programs. Retrieved from USDA website link in web resource under Unit 5, CE240 Caring for Infants and Toddlers with Special Needs, Kaplan University.

26. We are halfway there….keep up the good work! Take a minute this week to look at your grades in the gradebook. Enjoy your night! Any questions, please let me know. Thank you for a wonderful seminar!