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Semelhante a Ch31 day 2 disorders pg 756 765 (20)
Ch31 day 2 disorders pg 756 765
- 1. 31 Guiding
Children with
Special Needs
DISORDERS
Pages 756-765
- 2. 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
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- 3. Individualized
Education Plans
The purpose of an Individualized Education
Plan (IEP), is to ensure that each child with a
disability receives an appropriate education
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- 4. 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
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- 5. 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
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- 6. 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
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- 7. 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
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- 8. ADD DEFINITION:
Hearing impairment: a problem in one or
more parts of the ear that prevents the child
from hearing adequately
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- 9. 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
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- 10. Teaching Suggestions
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
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- 11. Teaching Suggestions
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
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- 12. Speech and Language
Disorders PAGES 759-762
Identification
Articulation problems
Voice (phonation) disorders
Stuttering
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- 13. 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
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- 14. 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
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- 15. ADD DEFINITION:
Articulation problems are most often
omissions, distortions, or substitutions of
vowels or consonants or both
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- 16. 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
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- 17. 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
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- 18. 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
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- 19. 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
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- 20. 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
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- 21. ADD DEFINITION:
visual impairments –
ANY NERVE OR EYE
PROBLEM THAT
PREVENTS PEOPLE
FROM SEEING
NORMALLY
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- 22. 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
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- 23. Early Identification
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
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- 24. Early Identification
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
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- 25. Types of Visual Disabilities
PAGE 764
Amblyopia
Glaucoma
Nearsightedness
Farsightedness
Color deficiency
Uncorrectable conditions
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- 26. Teaching Suggestions
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
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- 27. Teaching Suggestions
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
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- 28. 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
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- 29. Closure:
1. Page 783 #
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- 31. Closure:
1. Page 783 #
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- 33. Closure:
1. Page 783 #
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- 35. Closure:
1. Page 783 #
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- 37. Closure:
1. Page 783 #
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