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Special Needs |
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Working with families and children with special needs can be a challenging, yet very rewarding experience for child care providers. Educating yourself and your staff, communicating with families and professionals, and accessing the resources you need are key factors when including children with special needs in your program. Working with Children who have special needsWorking with children with special needs brings up a host of feelings, attitudes, and fears, all of which are normal. It is helpful to talk about these things, and to prepare yourself and your staff before a child with special needs enters your program. Here are some key points to remember when working with children with special needs:
Strategies for Including Children with Special NeedsThe key to successful inclusion is to create an atmosphere of acceptance. Children with special needs have the right to be cared for and educated with their peers. In compliance with the Americans with Disabilities Act (ADA) all child care programs must accept applications from all families, regardless of a child's needs. Programs must attempt to include any child unless it would be a hardship financially, or would require them to significantly change their program.
Curriculum Related to Special NeedsInclude curriculum that relates to the needs of all the children in your group. When choosing books, photographs, dolls, or other materials, make an effort to represent people of different ability levels. For example, have a dollhouse in the dramatic play area that has a wheelchair ramp, or include a visual representation of the American Sign Language alphabet on a wall in the classroom. Many curriculum aids, such as adapted paintbrushes, scissors, or utensils, can be used by all of the children. Having visual symbols around the classroom and a visual representation of the daily schedule addresses many learning styles, and benefits all of the children. Curriculum that includes such lessons as "Similarities and Differences", "Likes and Dislikes", or "All About Me", can be rich in providing discussion around special needs. For example, make a chart about "What we are working on" and ask each child to contribute ideas. One child may be working on learning to tie her shoe and another child may be working on turning his wheelchair. Exploring the individuality and differences of the children in your care helps to create an atmosphere of acceptance. If you have concerns-Early Intervention ProgramsConcerned About a Child in Your Care?If you are concerned about a child in your care, first, discuss your observations with the parents. They may be concerned as well, and perhaps have already asked for their pediatrician's advice. If they are unaware that there may be issues with their child's development, approach the subject in a caring and sensitive way. Discuss your actual observations of the child. This could include behaviors (e.g., a child who is unusually aggressive or withdrawn) physical characteristics (e.g., a child with difficulties with coordination or skill development) social/emotional growth (e.g., child having severe separation anxiety or difficulty with social interaction) and/or learning issues (e.g., a child showing a poor attention span or problem following directions). If a parent shares these concerns, they may want to take them a step further. Let parents know about the local Early Intervention Program and provide contact information if they would like to arrange a developmental assessment. Early Intervention ProgramsEarly Intervention Programs serve families of children with special needs from birth through three years or, in some states, birth through five years. Public Law 102-119, the most recent amendment to the Individuals with Disabilities Education Act (IDEA), guarantees services to children with special needs. States differ as to how these services are delivered. Early Intervention programs employ a team of professionals who specialize in the identification and treatment of children with special needs. The team may include developmental educators, nurses, psychologists, social workers, occupational therapists, speech/language pathologists, physical therapists, pediatricians, and paraprofessionals. Early Intervention services are family focused. Services are specified in an IndividualizedFamily Service Plan (IFSP), which outlines goals and strategies for achieving them. These plans are designed in conjunction with parents and the early intervention team. Services are usually provided in the home, child care centers, family child care homes, Early Intervention centers, and community settings. Services offered include:
Find out what information parents of children with special needs want to share with other parents in the program, and how they would like to share it. Parents may have questions about how they can talk to their own children about their classmates with special needs, or have misconceptions that need to be clarified. You may encounter a range of responses from parents of children with special needs, often related to where they are in the process of learning and accepting that their child has special needs. Some parents may want to speak to other families on their own, and can do so informally at pick-up and drop-off times, or they can set up a more formal time to meet with other parents. Some parents may want to visit their child's classroom to talk with the children about their child's special needs, and help answer other children's questions. Other parents may not feel comfortable with staff sharing any information about their child with other parents. Parents' wishes need to be respected when it comes to this issue. Initially, sharing information may be difficult, but as relationships develop among the caregivers, children, and families, it may become easier. Just as staff members have fears and concerns about working with children with special needs, some parents may be worried that their children will be adversely affected by having a child with special needs as a classmate. It is important to provide them with accurate information that will ease their fears. Reassure them that you are committed to providing quality care for all of the children, and address their specific concerns to the best of your ability.
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This page last updated on
Monday, November 13, 2006 |
