Ch31 day 2 disorders pg 756 765

31 Guiding
Children with
Special Needs
DISORDERS
Pages 756-765

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

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

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 Disabilities
PAGE 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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