ECE II

1. ECE II Objective 5.02 Understand strategies for working with children with special needs.

2. Neat website • http://www.childrenwithspecialneeds.com/

3. 5.02 Learning Log • What are some effective ways to respond to children with special needs? • Use mini sticky notes or tagging 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 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. • You will then pair up and read and discuss what you’ve written. • Return to whole-group for follow-up discussion.

4. “I’m Special” PowerPoint Summary • Distribute copies of Appendix 5.02J, “I’m Special” PowerPoint Summary.” • Follow instructions on the handout as you view upcoming PowerPoint. • View PP “I’m Special.”

5. Key Terms:Sections will be divided between the groups

6. Hearing Impairments • Hearing impaired • A person who has at least some degree of hearing loss • Mild hearing loss • 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 • Profound hearing loss • A large amount of hearing loss with little understandable speech

7. Vision Impairments • Amblyopia • This disorder is the result of a muscle imbalance caused by disuse of the eye; also called lazy eye. • Glaucoma • 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) • Inability to see things that are far away • farsightedness (hyperopia) • Inability to see things that are close • color deficiency (color blindness) • A hereditary problem or inability to see a color, usually one or more primary colors • Tactile • The sense of touch • Olfactory • The sense of smell • Auditory • The sense of sound

8. “Special Olympics Qualifier Round”Qualifier Round—Impairments and DisordersAppendix 5.02AGame • Directions: • Class will be divided into 7 TEAMS. • Some may have to be a TEAM of 1…sorry!  • Each TEAM will receive the same amount of diamond’s and circles. • Member’s from each team will go to the shirts and tape a diamond or circle on the appropriate T-shirt. • Be ready to give a reason for putting each circle or diamond in that specific category.

9. Physical and Motor Impairments • Ambulatory • Able to move from place to place • Amputation • Removal of one of a person’s legs • augmentative communication device • A device used to help a child with cerebral palsy communicate; has pictures for the child to point to. • mild disabilities • Small or minor impairments that cause children to need more time to move about or do tasks • moderate disabilities • Medium-level impairments that mean a child can do some things for himself/herself, but still needs adaptations • severe disabilities • Serious disabilities that cause a child to be unable to move independently • Prosthesis • An artificial arm or leg • spina bifida • A condition in which the bones of the spine fail to grow together

10. Cognitive Impairments • attention deficit disorder (ADD) • A child who has trouble staying on task and is easily distracted • learning disability • A child who has a problem with one or more basic skills of learning • articulation problems • Omissions, distortions, or substitutions of vowels or consonants or both • lazy tongue • An articulation problem caused by inability of the tongue to form sounds as intended • baby talk • Use of incorrect words intended to “play” with children; not an appropriate model for children to emulate • breathy voice • A voice that sounds like a whisper and is weak and not clearly phonated • Expansion • A technique used to expand children’s mispronounced words into complete sentences • harsh voice • A voice that is louder than normal • Loudness • The amount of energy or volume used when speaking • Nasality • Sounds passing through the nasal cavities instead of the throat • Phonation • The passing of sounds across the vocal cords • Pitch • The lowness or highness of the voice • voice flexibility • A good speaking voice during routine conversation uses a variety of pitches and loudness levels • voice-quality disorders • Harshness, hoarseness, breathiness, and nasality

11. Giftedness • Acceleration • A process in which a gifted child is assigned to a class with older children • Giftedness • A child with exceptional skills and IQ in one or more of six specific areas of intelligence

12. Behavioral & Emotional Disorders • attention deficit hyperactivity disorder (ADHD) • An overactive, restless, and impulsive child who often becomes hostile and fails to observe classroom limits • Autism • A condition in which children are unable to interact socially with others

13. Health Conditions • Allergens • The offending substance in the environment to which a person is allergic • Arthritis • A condition brought on by inflammation that produces swelling of the joints and surrounding tissues • Asthma • A chronic inflammatory disorder of the airways • chronic health need • An illness that persists over a period of time • Contactants • Things that make contact with the body by touch • cystic fibrosis • A hereditary disease that occurs almost from birth; involves persistent and serious lung infections; failure to gain weight; and loose, foul-smelling stools • Desensitized • Injections of allergens in small amounts given by a doctor into the body over a period of time to reduce sensitivity to allergies • Diabetes • Insulin is not produced by the pancreas to burn or store foods as energy, causing the body’s sugar content to increase • Epilepsy • A convulsive disorder caused by damage to the brain • grand mal seizure • A seizure during which a child loses consciousness, jerks, thrashes, or becomes stiff • Hemophilia • A genetic bood disease in which the blood cannot clot normal • Lyingestants • Foods, drugs, or anything taken by mouth • Inhalants • Airborne substances that are inhaled • Injectables • Chemicals or drugs injected into the body • insulin reaction • An imbalance between physical activity, insulin, and diet of a person with diabetes • petit mal seizure • A seizure during which a child is unconscious for a very short period of timer • rheumatoid arthritis • The most common form of juvenile arthritis

14. Group projects • The following activities will be done working with a partner. • 2 per group • Adjustments will be made if we have student’s absent.  • 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!

15. 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.

16. 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.

17. 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.

18. Project #3 • Vision-impaired children • 10 minute research • 10 minute design slogan • Research and list strategies for working with vision-impaired children. • Refer to Appendix 5.02F, “Vision Impairments- Foldable 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.

19. 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.”

20. 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.

21. 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.

22. Sample test questions • Let’s see what you know…

23. 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

24. 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? • Behavioral disorder • Cognitive impairment • Hearing impairment • Physical impairment Answer: A