delivering services to young children

8/8/2019 Delivering Services to Young Children

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PLANNING AND ORGANIZING

EDUCATIONAL PROGRAMS

-Delivering Services to Young Children with Special Needs-Curriculum for Young Children with Special Needs

-Designing Learning Environments for Young Children withSpecial Needs-Strategies for Teaching Young Children with Special Needs


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Delivering Services to Young

Children with Special Needs Service Delivery Approaches

Should occur in the natural environment

What is the natural Environment?

Book natural environment is the locations viewed as

normal or typical for individuals of similar age withoutdisabilities

x What are some normal and not normal settings?


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Service Delivery Models should be

Integrated placements

Comprehensive

Normalized

Adaptable

Peer and Family References

Outcome-Based


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Division of Early Childhood of the Council for

Exceptional Children Task Force recommends

these 5 general principles Placement in the LRE

Family-Focused

The use of transdisciplinary service delivery approach

The inclusion of both developmental and individuallyappropriate practices

The inclusion of empirically sound as well asvalue0driven practices


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What are the 3 Service

Models

Home Based

Services are provided in the home

Advantages

Disadvantages


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Center-Based

Services are located in the center

Advantages

Disadvantages


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Combination

This is using both home and center based

Look at Pg 155

Do any stick out to you?


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What are some Inclusive

Setting? Mainstreaming or Inclusion

LRE

REI Full Inclusion


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The setting must be!

It must provide the student with an appropriateeducation based on the unique needs of the child.

It is meant to enhance the childs education

through provision of a normalized social contextof learning

IDEA never envisioned all children to beintegrated----WHY?

Settings benefit the child with the disability,children without disabilities, communities, andthe families with and without children withdisabilities.


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Todum Pole of LRE activity


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Regular Education Initiative

(REI) It is not directly aimed at young children with

special needs

First introduced in 1986 by former AssistantSecretary of Education MadelineWill

It is a partnership between regular and special

education

Which partnership is it?

Misunderstood and misrepresented


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Full Inclusion

All children are taught in general Ed classrooms

Placement Option Timeline.


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Transitions

When do they occur?

Infant program to toddler program


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These are the goals of a

transition from DEC TaskForce Ensure continuity of service

Minimize disruption of the family system

Promote child functioning in the natural

environment of the LRE

Involve planning, preparation,implementation and evaluation with and

between programs and with the family


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Transition Continued

Both the child and family must be involved in

the transition

Follow the 3 Cs

Collaboration

Communication

Comprehensive Planning


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5 Steps to undertake for a

transition Plan a field trip to the new school

Read stories about the fun and new

adventures Help the child create a scrapbook of the new

grade

Role play going to the new school Invite the childs new teacher in


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Professional Teaming and

Collaboration

Multidisciplinary

Interdisciplinary

Transdisciplinary


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What is in the IFSP

Statement of the infants or toddlers present levels of physical, cognitive,communication, social or emotional and adaptive development

Statement of the familys resources, priorities and concerns

Statement of the major outcomes expected to be achieved forthe infant or toddler and the family including criteria, procedures, and timelines

used to assess progress toward outcomes Statement of early intervention services necessary to meet the

unique needs of the infant or toddler and the family

The projected dates for initiation of services and the anticipatedduration of such services

The name of the service coordinator

A statement of the natural environments in which earlyintervention services shall be provided or justification if services are not provided

in said environment

The steps supporting the transition of the toddler with adisability to services provided under partB


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Curriculum for Young

Children with Special Needs Definition of curriculum

5 Different phases of curriculum development Phase 1 - Determine what goals of outcome are desired for each

child Phase 2 Determine what skills each child must learn in order to

achieve these goals or outcomes

Phase 3 Determine the expectations of the environment andthe functional skill requirements

Phase 4 Determine how the skills will be taught based on eachchilds learning style, activity preferences, and experiences Phase 5 Determine how the goals or outcomes will be

evaluated

Result Information that can be used to make decisions aboutthe curriculum


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What should You consider

when determining curriculum

Read and discuss Pg 215 and 217


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Things to consider

Broad enough to address the wide range ofabilities of the children

One in which the childrens IEP or IFSPobjectives can be addressed

Generated based on the interests andexperiences of the children

Selected based on the availability ofresources and materials necessary

Designed based on the interests of theteacher and other team members


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According to Bredekamp and

Rosegrant these should beevident The childrens interests are acknowledge

The activities are meaningful and relevant tothe childrens everyday experiences

Social interaction is encouraged

Activities draw on childrens previous

knowledge Many forms of participation for active

engagement are provided for whilepromoting the acquisition of skills and

knowledge


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DAP

Established by NAEYC and has 3 important

dimensions

Age appropriateness

Individual appropriateness

Cultural appropriateness


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DAP continued

It was not until 1993 that DEC published DECRecommended practices in Early Intervention / Earlychildhood Special Education It outlined

Educational experiences should be family-based

Educational experiences should be researched-based or value-based

Educational experiences should be consistent with amulticultural perspective

Educational experiences should provide for multidisciplinaryinput

Educational experiences should be developmentally andchronologically appropriate

Educational experiences should be normalized


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Designing the Learning

Environment for YoungChildren with Special Needs

Look at handouts anything in particular?

What should be considered when designing thelearning environments?

What are the typical activity areas in the learning

environment? Equipping Developmentally Appropriate Centers.


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The Learning Environment

The efficacy of every lesson introduced by theteacher and the degree of learningdemonstrated by the child is dependent upon

the engagement of the child in theenvironmental interaction.Bailey andWolery(1992) suggest these guidelines to promoteengagement Provide appealing materials

make participation a privilege rather than a duty Give children immediate roles in activities use instructions to initiate or prompt interactions identify childrens preference for materials


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Other things to Consider

Stimulus Control

Premacking

Responsivity Behavior Trapping


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Considerations for

purchasing InstructionalMaterials

Cost and durability

target population

research and field-test dates

Sequencing of skills

organizational of materials

effective teaching practices space/time

extent of teacher involvement

interest levels

reinforcement needed


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Checklist for Accessible

Environment Look at handouts 26-263


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Strategies for Teaching

Young Children with SpecialNeeds Teacher Mediated

Different techniques that the adult can use topromote child engagement

Types

Environmental Arrangements

x

What are some?

Promote acceptance

Provision of prompts and praise


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Continues

Peer Mediated Strategies

Use other classmates to promote learning andengagement

Types

Peer-initiation interventions

Cooperative learning


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Continued

Routine-Based strategies

Take advantage of already occurring events suchas play, predictable routine activities such as snacktime and transitions

Types

Activity based strategies

Transition based instruction


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Continued.Again

Specific Naturalistic (Milieu) Strategies

Idea in early childhood setting that they reflectdevelopmentally appropriate practice by usingprocedures that are child-directed and teacherguided

Types

x Incidental teaching

x The model and expansion

x The Mand-model

x Time Delay

x Interrupted routine


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Adapting the Home and school

Vision

Hearing

Motor Development and Heath Impairments Cognitive

Social and Emotional

Communication and Language


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Reference

Gargiulo, Richard and Kilgo, Jennifer.

Young Children and Special Needs 2nd Ed.

New York: Thompson Delmar Learning,2005.Print.

delivering services to young children

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