Communication disorder
A speech disorder is an impairment of voice, articulation of speech sounds, and/or fluency. These impairments are observed in the transmission and use of the oral symbol system.
A language disorder is therefore the impairment or deviant development of comprehension and/or use of a spoken, written, and/or other symbol system. The disorder may involve: the form of language, the content of language, and/or the function of language in communication in any combination
A communication disorder is an inability to understand or use speech and language to relate to others in society. This can be divided into four areas:
*Language - this involves listening, speaking, reading and writing
*Articulation - the pronunciation of sounds and words
*Voice - the sound produced by vibration of the vocal cords
*Stuttering - a disruption in the normal flow or rhythm of speech
Expressive language disorder is generally a childhood disorder. There are two types of expressive language disorder: the developmental type and the acquired type. Developmental expressive language disorder does not have a known cause and generally appears at the time a child is learning to talk. Three to 5% percent of all children will possess expressive language disorder. Problems with receptive skills begins before the age of 4 where the child has difficulty understanding and using language. The cause of this disorder is unknown.
Acquired expressive language disorder is caused by damage to the brain. It occurs suddenly after events such as stroke or traumatic head injury.
Many children have mild/moderate speech problems which often disappear with age.
However, even mild problems in spoken language can have an impact on learning in school. A child should enter first grade with the language needed for learning. All communication disorders carry the potential to isolate individuals from their social and educational surroundings, so it is essential to intervene as early as possible.
Speech-language pathologists assist children who have communication disorders in various ways. They provide individual therapy for the child; consult with the child's teacher about the most effective ways to facilitate the child's communication in the class setting; and work closely with the family to develop goals and techniques for effective therapy in class and at home.
Technology can help children whose physical conditions make communication difficult. The use of electronic communication systems allow nonspeaking people and people with severe physical disabilities to engage in the give and take of shared thought. Children with severe communication disorders are those who cannot make themselves understood or be understood by others.
*Students who speak dialects different from standard English may have communication problems that represent either language differences or, in more severe instances, language disorders.
Communication with parents is the first step in helping these kids. Sometimes parents become accustomed to the manner of speech their children use and may not be aware of the problem or the extent of the problem. It can be addressed by comparing speech patterns of a typically developing child vs. their own.
In my preschool classroom language is being developed daily, so I encourage speech through various centers free play, and teacher directed activities.
*It is most important to watch for the teachable moments and not let them slip by. If a child
asks for a book to be read, that is an opportune time to interact with language.
*Model appropriate language. Rather than correcting grammar or pronunciation, simply
repeat the phrase correctly.
*Give children with language difficulties a longer response time.
*Ask open ended questions.
*Story retelling-flannel board, puppet shows, magnetic story board
*Board games which require verbal exchange
*Circle time games-roll the ball around the circle and introduce yourself.
*Weather helper-listens to the temperature on the phone, checks conditions out the window,
and relays the information to the class.
*Would you rather questions are asked to each child. Ex. "Would you rather ride a giraffe or a
whale?" - child answers and tells why
*Songs and fingerplays
*Make up silly rhyming words - they don’t have to be real words.
*Sign language/symbols
*Speech to object matching - child chooses an item from the mystery bag. "What did you find
in the bag? Yes, you found a car."
*Pictures of objects/letters are placed on the floor. Child tosses a beanbag onto an item and
tells what the item is.
*Child has his own book with pictures to point to in order to communicate his wants/needs.
Annotations
http://www.kidsource.com This website has useful information regarding the benefits of
computers in the classroom
www.childdevelopmentinfo.com I like the language development chart provided on this
website. Good handout for parents.
McCauley, R., & Fey, M. (2006).Treatment of Language Disorders in Children.Maryland:
Paul Brooks Pub. This book comes with a DVD which has many teaching methods on it.
Dodge, D., & Colker, L., ((1997) The Creative Curriculum,DC:Teaching Strategies Inc. This
book is the "bible" in preschool settings.
Wait, Dee. Personal interview. 10 March 2009. Information from the speech pathologist was
interesting. She does many of the same things I do, but sometimes takes the child to a quiet
room for one on one play.
Saturday, March 14, 2009
Sunday, March 8, 2009
Autism Spectrum Disorder
Autism Spectrum Disorder
Autism (sometimes called "classical autism") is the most common condition in a group of developmental disorders known as the autism spectrum disorders (ASDs). Autism is characterized by impaired social interaction, problems with verbal and nonverbal communication, and unusual, repetitive, or severely limited activities and interests. Other ASDs include Asperger syndrome, Rett syndrome, childhood disintegrative disorder, and pervasive developmental disorder not otherwise specified (usually referred to as PDD-NOS). Experts estimate that three to six children out of every 1,000 will have autism. Males are four times more likely to have autism than females.
There are three distinctive behaviors that characterize autism. Autistic children have difficulties with social interaction, problems with verbal and nonverbal communication, and repetitive behaviors or narrow, obsessive interests. These behaviors can range in impact from mild to disabling.
Autism varies widely in its severity and symptoms and may go unrecognized, especially in mildly affected children or when it is masked by more debilitating handicaps. Doctors rely on a core group of behaviors to alert them to the possibility of a diagnosis of autism.
These behaviors are:
*impaired ability to make friends with peers
*impaired ability to initiate or sustain a conversation with others
*absence or impairment of imaginative and social play
*stereotyped, repetitive, or unusual use of language
*restricted patterns of interest that are abnormal in intensity or focus
*preoccupation with certain objects or subjects
*inflexible adherence to specific routines or rituals
Input from parents is essential for putting together an IEP for the autistic child. Knowing special personalities helps create an atmosphere that will benefit the autistic student as well as the rest of the student population.
Classroom setup
We use many visual labels throughout the room to help the child organize.
He can help make his own daily schedule through use of a digital camera. This is turned into a book which can be kept in his cubby and brought out when it is needed.
Symbols are placed on the floor to help children know where to stand when lining up to go out of the room.
A poster of classroom rules hangs on the wall. It is composed of visual icons and is kept very simple. As few rules as possible.
An icon is used to help the child with turn taking. When children are playing a board game the icon is placed in front of child when it is his turn. He is asked "whose turn is it now?" When it is in front of another child he is asked "whose turn is it now?" He is being prompted to interact.
All centers are visually labeled with photos, symbols, numbers, and words.
Timers are used to help with time concepts. Hourglasses are my favorite because they don’t startle with noise.
The room is set up so there is a quiet area where one can be alone (kind of).
The block center has numbered and lettered blocks in addition to help child visualize as well as build.
Outdoor play is utilized as a time when the child can have unrestricted gross motor fun, but also where interaction involving cooperation and turn taking is involved.
The child can sequence and tell stories with picture cards that have been cut out, colored, and laminated. Sometimes I don’t laminate them but add some texture by gluing on sand, yarn, rice, felt, etc.
Shaving cream to smear around on the table is great for prewriting, relaxing, and creativity.
Playdough is fabulous for artistic expression and stress management.
Musical instruments carefully introduced so as not to startle, but stimulate the child.
Singing helps develop communicative skills. Exciting, action filled songs work to catch her attention like 5 Little Monkeys .....teasing Mr. Alligator. He SNAPS (clap hands together) the monkey right out of that tree.
Modifications
I try to eliminate annoying distractions and noises. For example-the fluorescent light that is trying to burn out is changed. The humming noise emitted from the light is terribly irritating.
The children are told in advance of changes to their daily schedules.
I try to be physically close to the child during group time to help them with focus and maintain attention. I also work on establishing eye contact by close proximity.
Technology
An audio tape of animal sounds to correspond with pictures is good to develop listening skills.
Headphones in listening center are used with tape books or music.
Computers are used WITH a teacher or peer to provide interaction and time is monitored carefully to avoid overuse.
Annotations
http://www.ninds.nih.gov/disorders/autism/detail_autism.htm This website has great information and leads into many more which I think will be beneficial for other exceptionalities.
http://autism.lovetoknow.com/Slideshow:Activity_Ideas_for_Autistic_Kids~7 I liked this little presentation that I stumbled across.
Janert, Sibylle. (2000). Reaching The Young Autistic Child. London: Free Association Books
Collection of ideas and games for working with autistic children.
Quill, Kathleen.(1995). Teaching Children With Autism.NY: Delmar Publishers I learned some new methods and strategies from this book.
Autism (sometimes called "classical autism") is the most common condition in a group of developmental disorders known as the autism spectrum disorders (ASDs). Autism is characterized by impaired social interaction, problems with verbal and nonverbal communication, and unusual, repetitive, or severely limited activities and interests. Other ASDs include Asperger syndrome, Rett syndrome, childhood disintegrative disorder, and pervasive developmental disorder not otherwise specified (usually referred to as PDD-NOS). Experts estimate that three to six children out of every 1,000 will have autism. Males are four times more likely to have autism than females.
There are three distinctive behaviors that characterize autism. Autistic children have difficulties with social interaction, problems with verbal and nonverbal communication, and repetitive behaviors or narrow, obsessive interests. These behaviors can range in impact from mild to disabling.
Autism varies widely in its severity and symptoms and may go unrecognized, especially in mildly affected children or when it is masked by more debilitating handicaps. Doctors rely on a core group of behaviors to alert them to the possibility of a diagnosis of autism.
These behaviors are:
*impaired ability to make friends with peers
*impaired ability to initiate or sustain a conversation with others
*absence or impairment of imaginative and social play
*stereotyped, repetitive, or unusual use of language
*restricted patterns of interest that are abnormal in intensity or focus
*preoccupation with certain objects or subjects
*inflexible adherence to specific routines or rituals
Input from parents is essential for putting together an IEP for the autistic child. Knowing special personalities helps create an atmosphere that will benefit the autistic student as well as the rest of the student population.
Classroom setup
We use many visual labels throughout the room to help the child organize.
He can help make his own daily schedule through use of a digital camera. This is turned into a book which can be kept in his cubby and brought out when it is needed.
Symbols are placed on the floor to help children know where to stand when lining up to go out of the room.
A poster of classroom rules hangs on the wall. It is composed of visual icons and is kept very simple. As few rules as possible.
An icon is used to help the child with turn taking. When children are playing a board game the icon is placed in front of child when it is his turn. He is asked "whose turn is it now?" When it is in front of another child he is asked "whose turn is it now?" He is being prompted to interact.
All centers are visually labeled with photos, symbols, numbers, and words.
Timers are used to help with time concepts. Hourglasses are my favorite because they don’t startle with noise.
The room is set up so there is a quiet area where one can be alone (kind of).
The block center has numbered and lettered blocks in addition to help child visualize as well as build.
Outdoor play is utilized as a time when the child can have unrestricted gross motor fun, but also where interaction involving cooperation and turn taking is involved.
The child can sequence and tell stories with picture cards that have been cut out, colored, and laminated. Sometimes I don’t laminate them but add some texture by gluing on sand, yarn, rice, felt, etc.
Shaving cream to smear around on the table is great for prewriting, relaxing, and creativity.
Playdough is fabulous for artistic expression and stress management.
Musical instruments carefully introduced so as not to startle, but stimulate the child.
Singing helps develop communicative skills. Exciting, action filled songs work to catch her attention like 5 Little Monkeys .....teasing Mr. Alligator. He SNAPS (clap hands together) the monkey right out of that tree.
Modifications
I try to eliminate annoying distractions and noises. For example-the fluorescent light that is trying to burn out is changed. The humming noise emitted from the light is terribly irritating.
The children are told in advance of changes to their daily schedules.
I try to be physically close to the child during group time to help them with focus and maintain attention. I also work on establishing eye contact by close proximity.
Technology
An audio tape of animal sounds to correspond with pictures is good to develop listening skills.
Headphones in listening center are used with tape books or music.
Computers are used WITH a teacher or peer to provide interaction and time is monitored carefully to avoid overuse.
Annotations
http://www.ninds.nih.gov/disorders/autism/detail_autism.htm This website has great information and leads into many more which I think will be beneficial for other exceptionalities.
http://autism.lovetoknow.com/Slideshow:Activity_Ideas_for_Autistic_Kids~7 I liked this little presentation that I stumbled across.
Janert, Sibylle. (2000). Reaching The Young Autistic Child. London: Free Association Books
Collection of ideas and games for working with autistic children.
Quill, Kathleen.(1995). Teaching Children With Autism.NY: Delmar Publishers I learned some new methods and strategies from this book.
Sunday, March 1, 2009
Emotional/Behavioral Disorder
Emotional/Behavioral Disorder
"Emotional or behavioral disorders" means an established pattern of one or more of the
following emotional or behavioral responses:
A. withdrawal or anxiety, depression, problems with mood, or feelings of self-worth
B. disordered thought processes with unusual behavior patterns and atypical communication styles
C. aggression, hyperactivity, or impulsivity
The Disorders
Below are descriptions of particular emotional and behavioral disorders that may occur during childhood and adolescence. All can have a serious impact on a child's overall health. Some disorders are more common than others, and conditions range from mild to severe. Often, a child has more than one disorder (U.S. Department of Health and Human Services, 1999).
Anxiety Disorders
Young people who experience excessive fear, worry, or uneasiness may have an anxiety disorder. Anxiety disorders are among the most common of childhood disorders. According to one study of 9- to 17-year-olds, as many as 13 of every 100 young people have an anxiety disorder (U.S. Department of Health and Human Services, 1999).
Anxiety disorders include:
Phobias, which are unrealistic and overwhelming fears of objects or situations.
Generalized anxiety disorder, which causes children to demonstrate a pattern of excessive, unrealistic worry that cannot be attributed to any recent experience.
Panic disorder, which causes terrifying "panic attacks" that include physical symptoms, such as a rapid heartbeat and dizziness.
Obsessive-compulsive disorder, which causes children to become "trapped" in a pattern of repeated thoughts and behaviors, such as counting or hand washing.
Selective mutism is defined as a failure to speak in specific s ocial situations despite speaking in other situations, and it is typically a symptom of an underlying anxiety disorder. Children with selective mutism can speak normally in certain settings, such as within their home or when they are alone with their parents. However, they fail to speak in other social settings, such as at school or at other places outside their home. Other symptoms associated with selective mutism can include excessive shyness, withdrawal, dependency upon parents, and oppositional behavior. Most cases of selective mutism are not the result of a single traumatic event, but rather are the manifestation of a chronic pattern of anxiety. Mutism is not passive-aggressive behavior. Mute children report that they want to speak in social settings, but are afraid to do so.
Eating Disorders
Children or adolescents who are intensely afraid of gaining weight and do not believe that they are underweight may have eating disorders. Eating disorders can be life threatening. Young people with anorexia nervosa, for example, have difficulty maintaining a minimum healthy body weight. Anorexia affects one in every 100 to 200 adolescent girls and a much smaller number of boys (National Institutes of Health, 1999). http://journal.naeyc.org/btj/200611/BTJFoxSupplementalActivities.asp
Youngsters with bulimia nervosa feel compelled to binge (eat huge amounts of food in one sitting). After a binge, in order to prevent weight gain, they rid their bodies of the food by vomiting, abusing laxatives, taking enemas, or exercising obsessively. Reported rates of bulimia vary from one to three of every 100 young people (National Institutes of Health, 1999
Post-traumatic stress disorder
which causes a pattern of flashbacks and other symptoms and occurs in children who have experienced a psychologically distressing event, such as abuse, being a victim or witness of violence, or exposure to other types of trauma such as wars or natural disasters.
Severe Depression
Many people once believed that severe depression did not occur in childhood. Today, experts agree that severe depression can occur at any age. Studies show that two of every 100 children may have major depression, and as many as eight of every 100 adolescents may be affected (National Institutes of Health, 1999).
The disorder is marked by changes in:
Emotions—Children often feel sad, cry, or feel worthless.
Motivation—Children lose interest in play activities, or schoolwork declines.
Physical well-being—Children may experience changes in appetite or sleeping patterns
and may have vague physical complaints.
Thoughts—Children believe they are ugly, unable to do anything right, or that the world or
life is hopeless.
It also is important for parents and caregivers to be aware that some children and adolescents with depression may not value their lives, which can put them at risk for suicide.
Bipolar Disorder
Children and adolescents who demonstrate exaggerated mood swings that range from extreme highs (excitedness or manic phases) to extreme lows (depression) may have bipolar disorder (sometimes called manic depression). Periods of moderate mood occur in between the extreme highs and lows. During manic phases, children or adolescents may talk nonstop, need very little sleep, and show unusually poor judgment. At the low end of the mood swing, children experience severe depression. Bipolar mood swings can recur throughout life. Adults with bipolar disorder (about one in 100) often experienced their first symptoms during their teenage years (National Institutes of Health, 2001).
Conduct Disorder
Young people with conduct disorder usually have little concern for others and repeatedly violate the basic rights of others and the rules of society. Conduct disorder causes children and adolescents to act out their feelings or impulses in destructive ways. The offenses these children and adolescents commit often grow more serious over time. Such offenses may include lying, theft, aggression, truancy, the setting of fires, and vandalism. Current research has yielded varying estimates of the number of young people with this disorder, ranging from one to four of every 100 children 9 to 17 years of age (U.S. Department of Health and Human Services, 1999).
Schizophrenia
Young people with schizophrenia have psychotic periods that may involve hallucinations, withdrawal from others, and loss of contact with reality. Other symptoms include delusional or disordered thoughts and an inability to experience pleasure. Schizophrenia occurs in about five of every 1,000 children (National Institutes of Health, 1997).
Tourette syndrome
Gilles de la Tourette syndrome (Tourette Syndrome or TS) is a neurological disorder which becomes evident in early childhood or adolescence before the age of 18 years. Tourette syndrome is defined by multiple motor and vocal tics lasting for more than one year. The first symptoms usually are involuntary movements (tics) of the face, arms, limbs or trunk. These tics are frequent, repetitive and rapid. The most common first symptom is a facial tic (eye blink, nose twitch, grimace), and is replaced or added to by other tics of the neck, trunk, and limbs.
Although the symptoms of TS vary from person to person and range from very mild to severe, the majority of cases fall into the mild category. Associated conditions can include attentional problems (ADHD/ADD, impulsiveness (and oppositional defiant disorder), obsessional compulsive behavior, and learning disabilities. There is usually a family history of tics, Tourette Syndrome, ADHD, OCD. Tourette Syndrome and other tic disorders occur in all ethnic groups. Males are affected 3 to 4 times more often than females.
Mental health disorders in children and adolescents are caused by biology, environment, or a combination of the two. Examples of biological factors are genetics, chemical imbalances in the body, and damage to the central nervous system, such as a head injury. Many environmental factors also can affect mental health, including exposure to violence, extreme stress, and the loss of an important person.
Most often, the first indications that an infant may be experiencing significant problems will be delays in normal development. An infant who is unresponsive to his or her environment (doesn't show emotion such as pleasure or fear that is developmentally appropriate, doesn't look at or reach for objects within reach or respond to environmental changes such as sound or light), who is over-responsive (easily startled, cries), or who shows weight loss or inadequate weight gain that is not explainable by a physical problem (failure to thrive), should have a thorough evaluation.
Toddlers may have a tremendous range of behaviors that would be considered developmentally appropriate, depending on the child's own history. However, any significant delays (six months or more) in language development, motor skills or cognitive development should be brought to the attention of the child's pediatrician. Children who become engrossed in self-stimulating behavior to the exclusion of normal activities or who are self-abusive (head banging, biting, hitting), who do not form affectionate relationships with care providers such as baby-sitters or relatives, or who repeatedly hit, bite, kick or attempt to injure others should be seen by their pediatrician or family physician and, if indicated, by a competent mental health professional.
Characteristics
Impulsive.
Inattentive, distractible.
Appears pre-occupied.
Disregards all classroom rules.
Poor concentration.
Extreme resistance to change and transitions.
Speaks out, repeatedly.
Is aggressive.
Bullies and intimidates others.
Regular truancy from school.
Dishonest, consistently blames others.
Low self esteem.
Unable to work in groups.
Engages in self injurious behavior.
Has no regard for personal space and belongings.
Persistently tries to manipulate situations.
Best Practices and Accommodations
Develop consistent behavior expectations.
Involve the student in setting academic and personal goals.
Engage in role playing situations.
Communicate with parents so that strategies are consistent at home and school.
Set limits and boundaries.
Apply established consequences immediately, fairly and consistently.
Acknowledge and reinforce acceptable behavior.
Avoid confrontation and power struggles.
Provide a highly structured classroom environment.
Clearly post rules and expectations.
Establish a quiet cool off area.
Provide and teach opportunities for the student to use self control/self monitoring techniques to control behavior.
Teach self talk to relieve stress and anxiety.
Teach and provide time for relaxation techniques.
Establish cues as reminders for inappropriate behavior.
Redirect to avoid situations that may increase anxiety levels.
Remain calm and aware of your body language when addressing the student.
Provide a positive and encouraging classroom environment.
Use a study carrel.
Use visually stimulating material for assignments/learning presentations.
Use specialized technology and software.
Develop and use behavior contracts.
Give frequent feedback.
Practices in my preschool classroom:
Bal-A-Vis-X is a series of Balance/Auditory/Vision eXercises, of varied complexity, all of which are deeply rooted in rhythm.Exercises are done with sand-filled bags and racquetballs, sometimes while standing on a balance board.
A training on Bal-A-Vis-X taught me the benefits of using this technique with my kids.
Bal-A-Vis-X is effective for:
Learning disabled: Results include improved cognitive integration.
Behaviorally deficit disordered/attention deficit hyperactive disordered: Results include decreases in impulsivity and increases in attention span for behaviorally disordered students -- BEHAVIOR "SETTLES
Calming techniques:
The Pretzel and Balloon are both breathing exercises which are fun for all of us to do together. When I see the child becoming upset during the day I prompt him to do the "pretzel" to relieve stress.
Self talk- I coach the children to take three deep breaths, count to five, and say "calm down"
Relaxation thermometer- a hand out from the "mental health lady" (this is the expert called into my facility when I really, really, need a specialist for a child). The colorful thermometer helps the child visualize his feelings on the chart.
Recommended reading for helping children establish emotional vocabulary - courtesy of
Head Start.
Annie, Bea, and ChiChi Delores by Donna Maurer
Do You Want To Be My Friend by Eric Carle
Guess How Much I Love You by Sam McBratney
Lucky Song by Vera Williams
Oh My Baby, Little One by Kathi Appelt
Owl Babies by Martin Woddell
The Temper Tantrum Book by Edna Mitchell Preston
Alexander and the Terrible, Horrible, No Good Very Bad Day by Judith Viorst
And My Mean Old Mother Will Be Sorry by Martha Alexander
Andrew’s Angry Words by Dorthea Lachner
I read a lot to my kids and we discuss, act out, make graphs, and create our own books which are so beneficial for increasing their ability to verbalize their feelings.
Modifications include:
a "safe place" for the child to retreat to when feels the need to calm down and regroup.
visual cues placed throughout the room to help the child understand visually where toys belong and how many people are allowed in each center.
When needed the child is given heavy objects (dictionary, medicine ball, weighted jug) to carry down the hall. This helps him get back in control of himself. This is done with him understanding how "important" this job is that he is being asked to perform. Works wonders!
Technology
Timers are used so child has auditory cues as to when his turn is over at certain centers.
Annotations
http://www.bags-balls-and-brains.com/%20-%20fun%20activities%20involving%20gross%20motor%20and%20cooperative%20skills.
http://www.candicosgrove.com/what/balavisx/balavisx.html - information regarding the BAVX method.
http://mentalhealth.samhsa.gov/publications/allpubs/CA-0006/
www.vanderbilt.edu/csefel/modules/module2/script.pdf - excellent source for handouts
feelings wheel; temperature chart
http://journal.naeyc.org/btj/200611/BTJFoxSupplementalActivities.asp - super website for expanding children’s emtional vocabularies through fun activities
"Emotional or behavioral disorders" means an established pattern of one or more of the
following emotional or behavioral responses:
A. withdrawal or anxiety, depression, problems with mood, or feelings of self-worth
B. disordered thought processes with unusual behavior patterns and atypical communication styles
C. aggression, hyperactivity, or impulsivity
The Disorders
Below are descriptions of particular emotional and behavioral disorders that may occur during childhood and adolescence. All can have a serious impact on a child's overall health. Some disorders are more common than others, and conditions range from mild to severe. Often, a child has more than one disorder (U.S. Department of Health and Human Services, 1999).
Anxiety Disorders
Young people who experience excessive fear, worry, or uneasiness may have an anxiety disorder. Anxiety disorders are among the most common of childhood disorders. According to one study of 9- to 17-year-olds, as many as 13 of every 100 young people have an anxiety disorder (U.S. Department of Health and Human Services, 1999).
Anxiety disorders include:
Phobias, which are unrealistic and overwhelming fears of objects or situations.
Generalized anxiety disorder, which causes children to demonstrate a pattern of excessive, unrealistic worry that cannot be attributed to any recent experience.
Panic disorder, which causes terrifying "panic attacks" that include physical symptoms, such as a rapid heartbeat and dizziness.
Obsessive-compulsive disorder, which causes children to become "trapped" in a pattern of repeated thoughts and behaviors, such as counting or hand washing.
Selective mutism is defined as a failure to speak in specific s ocial situations despite speaking in other situations, and it is typically a symptom of an underlying anxiety disorder. Children with selective mutism can speak normally in certain settings, such as within their home or when they are alone with their parents. However, they fail to speak in other social settings, such as at school or at other places outside their home. Other symptoms associated with selective mutism can include excessive shyness, withdrawal, dependency upon parents, and oppositional behavior. Most cases of selective mutism are not the result of a single traumatic event, but rather are the manifestation of a chronic pattern of anxiety. Mutism is not passive-aggressive behavior. Mute children report that they want to speak in social settings, but are afraid to do so.
Eating Disorders
Children or adolescents who are intensely afraid of gaining weight and do not believe that they are underweight may have eating disorders. Eating disorders can be life threatening. Young people with anorexia nervosa, for example, have difficulty maintaining a minimum healthy body weight. Anorexia affects one in every 100 to 200 adolescent girls and a much smaller number of boys (National Institutes of Health, 1999). http://journal.naeyc.org/btj/200611/BTJFoxSupplementalActivities.asp
Youngsters with bulimia nervosa feel compelled to binge (eat huge amounts of food in one sitting). After a binge, in order to prevent weight gain, they rid their bodies of the food by vomiting, abusing laxatives, taking enemas, or exercising obsessively. Reported rates of bulimia vary from one to three of every 100 young people (National Institutes of Health, 1999
Post-traumatic stress disorder
which causes a pattern of flashbacks and other symptoms and occurs in children who have experienced a psychologically distressing event, such as abuse, being a victim or witness of violence, or exposure to other types of trauma such as wars or natural disasters.
Severe Depression
Many people once believed that severe depression did not occur in childhood. Today, experts agree that severe depression can occur at any age. Studies show that two of every 100 children may have major depression, and as many as eight of every 100 adolescents may be affected (National Institutes of Health, 1999).
The disorder is marked by changes in:
Emotions—Children often feel sad, cry, or feel worthless.
Motivation—Children lose interest in play activities, or schoolwork declines.
Physical well-being—Children may experience changes in appetite or sleeping patterns
and may have vague physical complaints.
Thoughts—Children believe they are ugly, unable to do anything right, or that the world or
life is hopeless.
It also is important for parents and caregivers to be aware that some children and adolescents with depression may not value their lives, which can put them at risk for suicide.
Bipolar Disorder
Children and adolescents who demonstrate exaggerated mood swings that range from extreme highs (excitedness or manic phases) to extreme lows (depression) may have bipolar disorder (sometimes called manic depression). Periods of moderate mood occur in between the extreme highs and lows. During manic phases, children or adolescents may talk nonstop, need very little sleep, and show unusually poor judgment. At the low end of the mood swing, children experience severe depression. Bipolar mood swings can recur throughout life. Adults with bipolar disorder (about one in 100) often experienced their first symptoms during their teenage years (National Institutes of Health, 2001).
Conduct Disorder
Young people with conduct disorder usually have little concern for others and repeatedly violate the basic rights of others and the rules of society. Conduct disorder causes children and adolescents to act out their feelings or impulses in destructive ways. The offenses these children and adolescents commit often grow more serious over time. Such offenses may include lying, theft, aggression, truancy, the setting of fires, and vandalism. Current research has yielded varying estimates of the number of young people with this disorder, ranging from one to four of every 100 children 9 to 17 years of age (U.S. Department of Health and Human Services, 1999).
Schizophrenia
Young people with schizophrenia have psychotic periods that may involve hallucinations, withdrawal from others, and loss of contact with reality. Other symptoms include delusional or disordered thoughts and an inability to experience pleasure. Schizophrenia occurs in about five of every 1,000 children (National Institutes of Health, 1997).
Tourette syndrome
Gilles de la Tourette syndrome (Tourette Syndrome or TS) is a neurological disorder which becomes evident in early childhood or adolescence before the age of 18 years. Tourette syndrome is defined by multiple motor and vocal tics lasting for more than one year. The first symptoms usually are involuntary movements (tics) of the face, arms, limbs or trunk. These tics are frequent, repetitive and rapid. The most common first symptom is a facial tic (eye blink, nose twitch, grimace), and is replaced or added to by other tics of the neck, trunk, and limbs.
Although the symptoms of TS vary from person to person and range from very mild to severe, the majority of cases fall into the mild category. Associated conditions can include attentional problems (ADHD/ADD, impulsiveness (and oppositional defiant disorder), obsessional compulsive behavior, and learning disabilities. There is usually a family history of tics, Tourette Syndrome, ADHD, OCD. Tourette Syndrome and other tic disorders occur in all ethnic groups. Males are affected 3 to 4 times more often than females.
Mental health disorders in children and adolescents are caused by biology, environment, or a combination of the two. Examples of biological factors are genetics, chemical imbalances in the body, and damage to the central nervous system, such as a head injury. Many environmental factors also can affect mental health, including exposure to violence, extreme stress, and the loss of an important person.
Most often, the first indications that an infant may be experiencing significant problems will be delays in normal development. An infant who is unresponsive to his or her environment (doesn't show emotion such as pleasure or fear that is developmentally appropriate, doesn't look at or reach for objects within reach or respond to environmental changes such as sound or light), who is over-responsive (easily startled, cries), or who shows weight loss or inadequate weight gain that is not explainable by a physical problem (failure to thrive), should have a thorough evaluation.
Toddlers may have a tremendous range of behaviors that would be considered developmentally appropriate, depending on the child's own history. However, any significant delays (six months or more) in language development, motor skills or cognitive development should be brought to the attention of the child's pediatrician. Children who become engrossed in self-stimulating behavior to the exclusion of normal activities or who are self-abusive (head banging, biting, hitting), who do not form affectionate relationships with care providers such as baby-sitters or relatives, or who repeatedly hit, bite, kick or attempt to injure others should be seen by their pediatrician or family physician and, if indicated, by a competent mental health professional.
Characteristics
Impulsive.
Inattentive, distractible.
Appears pre-occupied.
Disregards all classroom rules.
Poor concentration.
Extreme resistance to change and transitions.
Speaks out, repeatedly.
Is aggressive.
Bullies and intimidates others.
Regular truancy from school.
Dishonest, consistently blames others.
Low self esteem.
Unable to work in groups.
Engages in self injurious behavior.
Has no regard for personal space and belongings.
Persistently tries to manipulate situations.
Best Practices and Accommodations
Develop consistent behavior expectations.
Involve the student in setting academic and personal goals.
Engage in role playing situations.
Communicate with parents so that strategies are consistent at home and school.
Set limits and boundaries.
Apply established consequences immediately, fairly and consistently.
Acknowledge and reinforce acceptable behavior.
Avoid confrontation and power struggles.
Provide a highly structured classroom environment.
Clearly post rules and expectations.
Establish a quiet cool off area.
Provide and teach opportunities for the student to use self control/self monitoring techniques to control behavior.
Teach self talk to relieve stress and anxiety.
Teach and provide time for relaxation techniques.
Establish cues as reminders for inappropriate behavior.
Redirect to avoid situations that may increase anxiety levels.
Remain calm and aware of your body language when addressing the student.
Provide a positive and encouraging classroom environment.
Use a study carrel.
Use visually stimulating material for assignments/learning presentations.
Use specialized technology and software.
Develop and use behavior contracts.
Give frequent feedback.
Practices in my preschool classroom:
Bal-A-Vis-X is a series of Balance/Auditory/Vision eXercises, of varied complexity, all of which are deeply rooted in rhythm.Exercises are done with sand-filled bags and racquetballs, sometimes while standing on a balance board.
A training on Bal-A-Vis-X taught me the benefits of using this technique with my kids.
Bal-A-Vis-X is effective for:
Learning disabled: Results include improved cognitive integration.
Behaviorally deficit disordered/attention deficit hyperactive disordered: Results include decreases in impulsivity and increases in attention span for behaviorally disordered students -- BEHAVIOR "SETTLES
Calming techniques:
The Pretzel and Balloon are both breathing exercises which are fun for all of us to do together. When I see the child becoming upset during the day I prompt him to do the "pretzel" to relieve stress.
Self talk- I coach the children to take three deep breaths, count to five, and say "calm down"
Relaxation thermometer- a hand out from the "mental health lady" (this is the expert called into my facility when I really, really, need a specialist for a child). The colorful thermometer helps the child visualize his feelings on the chart.
Recommended reading for helping children establish emotional vocabulary - courtesy of
Head Start.
Annie, Bea, and ChiChi Delores by Donna Maurer
Do You Want To Be My Friend by Eric Carle
Guess How Much I Love You by Sam McBratney
Lucky Song by Vera Williams
Oh My Baby, Little One by Kathi Appelt
Owl Babies by Martin Woddell
The Temper Tantrum Book by Edna Mitchell Preston
Alexander and the Terrible, Horrible, No Good Very Bad Day by Judith Viorst
And My Mean Old Mother Will Be Sorry by Martha Alexander
Andrew’s Angry Words by Dorthea Lachner
I read a lot to my kids and we discuss, act out, make graphs, and create our own books which are so beneficial for increasing their ability to verbalize their feelings.
Modifications include:
a "safe place" for the child to retreat to when feels the need to calm down and regroup.
visual cues placed throughout the room to help the child understand visually where toys belong and how many people are allowed in each center.
When needed the child is given heavy objects (dictionary, medicine ball, weighted jug) to carry down the hall. This helps him get back in control of himself. This is done with him understanding how "important" this job is that he is being asked to perform. Works wonders!
Technology
Timers are used so child has auditory cues as to when his turn is over at certain centers.
Annotations
http://www.bags-balls-and-brains.com/%20-%20fun%20activities%20involving%20gross%20motor%20and%20cooperative%20skills.
http://www.candicosgrove.com/what/balavisx/balavisx.html - information regarding the BAVX method.
http://mentalhealth.samhsa.gov/publications/allpubs/CA-0006/
www.vanderbilt.edu/csefel/modules/module2/script.pdf - excellent source for handouts
feelings wheel; temperature chart
http://journal.naeyc.org/btj/200611/BTJFoxSupplementalActivities.asp - super website for expanding children’s emtional vocabularies through fun activities
Sunday, February 22, 2009
Specific Learning Disability
Children whose poor achievement in school cannot be explained in terms of impaired intelligence, emotional disturbance, or lack of motivation are considered having a learning disability. In general, a learning disability is a problem in acquiring and using skills required for listening, speaking, reading, writing, reasoning, and mathematical ability. Some children have a ld in only one area. The more areas affected, the more serious the disability. The U.S. Dept. Of Education reports approximately 5% of a school’s population may be learning disabled.
Primary characteristics for early detection
1. Poor ability to associate sound with corresponding symbols.
2. Ignores details of words and has difficulty retaining the words in his mind.
3. Frequent word guessing-the child won’t look at the word but will seek pictorial clues.
4. Has confused spatial orientation. He reverses words, letters, and numbers. Mirror reading and writing is frequently encountered.
5. Has poor auditory discrimination.
6. Exhibits confusion of left and right.
7. Frequently loses his place on a page, and frequently skips lines.
8. Has difficulty working with jigsaw puzzles, holding a pencil, and walking straight on a chalk line.
9. Newly learned words are forgotten from day to day. Reading rhythm is usually poor and labored.
* It is important to note that not all learning disabled children are dyslexic, but all dyslexic children are learning disabled.
*Hypoactivity - many ld children are underactive. Everything they do takes much longer than feels appropriate to others. They are particularly prone to disconnecting from reality when they get near water (hand washing, doing dishes, etc.).
Learning disabilities, as defined by the Individuals with Disabilities Education Act (IDEA) cannot be reliably diagnosed until students have been formally taught in basic subject areas. Many psychologists recommend waiting until children are at least six years old before evaluating intelligence for more valid and reliable test scores. In my preschool classroom, learning disorders may be informally flagged by observing significant delays in the child's skill development.
With the preschoolers in my classroom I don’t label them, but I certainly have strong intuitions about potential problems based on observations and the IPP tool which I implement. Parent involvement through conferences, home visits, and notes home also give me a better understanding of what is happening in the home as well. Understanding the skills that need building in ld kids helps to better understand how to help them. At the early childhood level I teach the child in ways which might strengthen the suspected difficulty.
Activities to help an ld child :
*Sequencing - I make sequence cards which pertain to an interest the child has, such as dinosaurs. The pictorial cards would consist of an egg, a crack in the egg, a head emerging from the egg, a small dinosaur shaking off the eggshell, and a large dinosaur.
*flannel board/story telling
*water play while reciting familiar nursery rhymes
*encouraged gross motor-balance beam, stepping stones
*encouraged proper pencil grip - a fun variety of pens and pencils boosts interest in writing activities
*jigsaw puzzles large and small - it is possible to purchase blank jigsaw puzzles which the child can illustrate himself, thus stimulating ownership in this activity.
*Treasure hunt game - take something the child really loves and entice him to do a little planning to get it. Hide the toy and have the child use a simple map of the classroom to discover the treasure.
Modifications in the classroom setting:
*room organization
*few distractions
*peaceful areas to be alone
* child’s personal cubby for his belongings.
Technology:
*tape recording of his story telling and singing.
*calming/meditative music to listen to.
Annotations
1.Dee Wait Central Kansas co-op education therapist - personal discussion with Dee Wait. She is very informative and knowledgeable on the development of preschoolers.
2. Kirk, Mike. (2004). Misunderstood minds [Video]WGBH Boston Video. This video had different case scenarios which I found very interesting.
3. Pierangelo,R., & Jacoby, R.(1996).Parents’ Complete Special Education Guide.Simon and Schuster. This book contains many, many ideas and suggestions to try with children, both in school and at home.
4. Stevens, Suzanne. (1996). The LD Child and the ADHD Child: Ways Parents and Professional Can Help.http://www.psychologytoday.com/conditions/learning.htmlNC.John Blair pub. Great reference book and guide.
5. Greenspan, Stanley (2007, April). The Child Who Has Difficulty Organizing Ideas. Early Childhood Today, 22-23. As always I found this magazine a great resource - easy to read and full of ready to use advice.
Children whose poor achievement in school cannot be explained in terms of impaired intelligence, emotional disturbance, or lack of motivation are considered having a learning disability. In general, a learning disability is a problem in acquiring and using skills required for listening, speaking, reading, writing, reasoning, and mathematical ability. Some children have a ld in only one area. The more areas affected, the more serious the disability. The U.S. Dept. Of Education reports approximately 5% of a school’s population may be learning disabled.
Primary characteristics for early detection
1. Poor ability to associate sound with corresponding symbols.
2. Ignores details of words and has difficulty retaining the words in his mind.
3. Frequent word guessing-the child won’t look at the word but will seek pictorial clues.
4. Has confused spatial orientation. He reverses words, letters, and numbers. Mirror reading and writing is frequently encountered.
5. Has poor auditory discrimination.
6. Exhibits confusion of left and right.
7. Frequently loses his place on a page, and frequently skips lines.
8. Has difficulty working with jigsaw puzzles, holding a pencil, and walking straight on a chalk line.
9. Newly learned words are forgotten from day to day. Reading rhythm is usually poor and labored.
* It is important to note that not all learning disabled children are dyslexic, but all dyslexic children are learning disabled.
*Hypoactivity - many ld children are underactive. Everything they do takes much longer than feels appropriate to others. They are particularly prone to disconnecting from reality when they get near water (hand washing, doing dishes, etc.).
Learning disabilities, as defined by the Individuals with Disabilities Education Act (IDEA) cannot be reliably diagnosed until students have been formally taught in basic subject areas. Many psychologists recommend waiting until children are at least six years old before evaluating intelligence for more valid and reliable test scores. In my preschool classroom, learning disorders may be informally flagged by observing significant delays in the child's skill development.
With the preschoolers in my classroom I don’t label them, but I certainly have strong intuitions about potential problems based on observations and the IPP tool which I implement. Parent involvement through conferences, home visits, and notes home also give me a better understanding of what is happening in the home as well. Understanding the skills that need building in ld kids helps to better understand how to help them. At the early childhood level I teach the child in ways which might strengthen the suspected difficulty.
Activities to help an ld child :
*Sequencing - I make sequence cards which pertain to an interest the child has, such as dinosaurs. The pictorial cards would consist of an egg, a crack in the egg, a head emerging from the egg, a small dinosaur shaking off the eggshell, and a large dinosaur.
*flannel board/story telling
*water play while reciting familiar nursery rhymes
*encouraged gross motor-balance beam, stepping stones
*encouraged proper pencil grip - a fun variety of pens and pencils boosts interest in writing activities
*jigsaw puzzles large and small - it is possible to purchase blank jigsaw puzzles which the child can illustrate himself, thus stimulating ownership in this activity.
*Treasure hunt game - take something the child really loves and entice him to do a little planning to get it. Hide the toy and have the child use a simple map of the classroom to discover the treasure.
Modifications in the classroom setting:
*room organization
*few distractions
*peaceful areas to be alone
* child’s personal cubby for his belongings.
Technology:
*tape recording of his story telling and singing.
*calming/meditative music to listen to.
Annotations
1.Dee Wait Central Kansas co-op education therapist - personal discussion with Dee Wait. She is very informative and knowledgeable on the development of preschoolers.
2. Kirk, Mike. (2004). Misunderstood minds [Video]WGBH Boston Video. This video had different case scenarios which I found very interesting.
3. Pierangelo,R., & Jacoby, R.(1996).Parents’ Complete Special Education Guide.Simon and Schuster. This book contains many, many ideas and suggestions to try with children, both in school and at home.
4. Stevens, Suzanne. (1996). The LD Child and the ADHD Child: Ways Parents and Professional Can Help.http://www.psychologytoday.com/conditions/learning.htmlNC.John Blair pub. Great reference book and guide.
5. Greenspan, Stanley (2007, April). The Child Who Has Difficulty Organizing Ideas. Early Childhood Today, 22-23. As always I found this magazine a great resource - easy to read and full of ready to use advice.
Sunday, February 8, 2009
Mental Retardation
A.
In my early childhood classroom the obvious differences between normal developing children and those with mild to moderate mental retardation are not always so noticeable. I have kids ranging in ages from 2 ½ to school age and the levels of development vary widely. However, to describe this exceptionality I would say that it means mentally retarded kids have trouble learning and performing certain skills that I would normally expect to see in children their age. The degrees of retardation vary according to IQ levels.
Mild or educable being in the 50-55 to 70 range
Moderate or trainable in the 35-40 to 50-55 range
Severely/multiply handicapped in the 20-25 to 35-40 range
Profound below 20 or 25 range
B.
In my classroom I work with the mild to moderately retarded. I begin with family interaction. Through parent/teacher conferences and home visits we discuss the students strong/weak points and set some goals for both school and the home. An inclusive environment is set up using books, dolls, posters, and a second step curriculum which all encourage empathy and better understanding of each others differences.
I will discuss the work that I do with my student "Bob." He is a 4 ½ year old with development skills typical of a 2 year old. Bob’s parents, Head Start interventionists, and myself have met and determined that Bob needs that structure and socialization opportunities which are offered in my classroom.
Social skills are so important to master and I work a lot in this area. I choose classroom helpers each week with the kids performing jobs such as book monitor, line leader, plant sprinkler, etc. this builds confidence and self worth. If Bob is hesitant to be a helper it becomes a two person job so that he has a buddy to help him carry out his duties.
To encourage his language/social skills Bob has created a photo album with me. He dictated to me some facts about the people in the pictures. He is able to look at the album and talk to others about his story.
To improve Bob’s memory skills I adapt lots of songs to prompt transitions and routine classroom activities.
To go outside:
This is the way we get our coats
Get our coats
Get our coats....
Before eating lunch:
This is the way we get our plates
This is the way we wash our hands....
Visual cues are used throughout the room to help with his comprehension of the different centers and the number of children allowed in each center. For example, in block center I have made a sign with the word blocks. Along with the word is a picture of three children, the number 3, and three raised dots. Bob has his name taped to his personal storage cubby with his picture on it as well. Colored dots are affixed on shelves where toys are kept, which coordinate with dots placed on the toys themselves. This allows bob to identify where to return the toys and to help with color recognition.
To encourage midline crossing I use colorful scarves to dance and sing with:
Did you ever see Bob go this way and that way, this way and that way... He is encouraged to hold the scarf in both hands and move his hands from left to right, crossing midline.
These lid streamers are another terrific and cheap way to include movement and get those brain pathways going. You need various sizes of plastic lids from coffee cans, utility blade, crepe paper and duct tape. Cut out the inside of a lid to make a ring. Attach crepe paper streamers to the ring with duct tape. Bob can move to music waving his streamer through the air.
Bob has poor fine motor skills. I like to use the following activity to help strengthen this area.
Push Pinning Activity
You create a push pinning pad made of the padding from under a carpet about 5 ½ inches square. Draw a simple outline on a piece of construction paper. Place the construction paper on the pad and using a push pin, Bob pokes along the line making the pokes close together. The end result is a perforated shape that can be pushed out or held up to the light to see the effect. Bob can only hold the push pin using a correct three finger grasp so it is excellent motor control. It also builds concentration.
Playdough is always available in my classroom. Manipulating the dough helps strengthen fingers, hands, and wrists which are important prewriting skills. Bob develops self-esteem because there is no right or wrong using this product. It is a great release for tension or angry feelings-squeezing, punching, poking, are all acceptable if done to playdough.I f extra sensory stimulation is desired I add kool-aid to the playdough for the aromatherapy benefit.
C.
I strive to meet the development of the whole child in my program and know that use of the computer is important. Physical, emotional, social and cognitive skills are generated when appropriate software is used. Eye hand coordination and fine motor skills are developed during computer experiences. Bob’s language skills are encouraged as well as turn taking when he is utilizing the computer.
Bob responds well to positive reinforcement and loves hearing his name used in songs, stories, fingerplays, etc. he thrives on repetition and consistency in the classroom setting. The learning activities and games (both indoor and outdoor) are chosen to be noncompetitive, therefore his opportunities to succeed are many and occur often during his day.
Bob is given extra one on one time through Head Start interventionists and the teachers in his
classroom. However, I want it understood that his interaction with the other children is the most important aspect of his day. Usually it is hard to distinguish Bob as the child with the disability.
Annotations
Elder, Misty. "I Am Moving, I Am Learning." Heartland Programs. Salina, Ks. 5 Jan. 2009
This workshop I attended offered activities for the classroom which can be used for children of varying developmental levels.
Moore, Lorraine. (1997). Inclusion: strategies for working with young children. Minnetonka, MN: Peytral Publications 1997.
Excellent resource book. While it may be slightly dated, it has great ideas to use in the classroom.
Hayslip, Whitcomb. (2008, December). Preschool Inclusion. Teaching Young Children, Vol 2. 18-21.
I liked this article for its information on inclusion and team members. Illustrating that it takes more than one individual to teach children.
Heward, William. (2009). Exceptional children. Upper Saddle River, New Jersey: Pearson
Education, 2009
Pertinent, well organized, easy to understand information on the subject.
Greenspan, Stanley. (1998, Nov). Meeting Learning challenges: Working With Children Who Learn at a Different Pace. Scholastic [online] Available:http://teacher.scholastic.com/products/etc/
This article emphasized that children learn at different rates and can even "stall" for awhile. This information is good to know so one doesn’t get discouraged and is actually encouraged to try different techniques
In my early childhood classroom the obvious differences between normal developing children and those with mild to moderate mental retardation are not always so noticeable. I have kids ranging in ages from 2 ½ to school age and the levels of development vary widely. However, to describe this exceptionality I would say that it means mentally retarded kids have trouble learning and performing certain skills that I would normally expect to see in children their age. The degrees of retardation vary according to IQ levels.
Mild or educable being in the 50-55 to 70 range
Moderate or trainable in the 35-40 to 50-55 range
Severely/multiply handicapped in the 20-25 to 35-40 range
Profound below 20 or 25 range
B.
In my classroom I work with the mild to moderately retarded. I begin with family interaction. Through parent/teacher conferences and home visits we discuss the students strong/weak points and set some goals for both school and the home. An inclusive environment is set up using books, dolls, posters, and a second step curriculum which all encourage empathy and better understanding of each others differences.
I will discuss the work that I do with my student "Bob." He is a 4 ½ year old with development skills typical of a 2 year old. Bob’s parents, Head Start interventionists, and myself have met and determined that Bob needs that structure and socialization opportunities which are offered in my classroom.
Social skills are so important to master and I work a lot in this area. I choose classroom helpers each week with the kids performing jobs such as book monitor, line leader, plant sprinkler, etc. this builds confidence and self worth. If Bob is hesitant to be a helper it becomes a two person job so that he has a buddy to help him carry out his duties.
To encourage his language/social skills Bob has created a photo album with me. He dictated to me some facts about the people in the pictures. He is able to look at the album and talk to others about his story.
To improve Bob’s memory skills I adapt lots of songs to prompt transitions and routine classroom activities.
To go outside:
This is the way we get our coats
Get our coats
Get our coats....
Before eating lunch:
This is the way we get our plates
This is the way we wash our hands....
Visual cues are used throughout the room to help with his comprehension of the different centers and the number of children allowed in each center. For example, in block center I have made a sign with the word blocks. Along with the word is a picture of three children, the number 3, and three raised dots. Bob has his name taped to his personal storage cubby with his picture on it as well. Colored dots are affixed on shelves where toys are kept, which coordinate with dots placed on the toys themselves. This allows bob to identify where to return the toys and to help with color recognition.
To encourage midline crossing I use colorful scarves to dance and sing with:
Did you ever see Bob go this way and that way, this way and that way... He is encouraged to hold the scarf in both hands and move his hands from left to right, crossing midline.
These lid streamers are another terrific and cheap way to include movement and get those brain pathways going. You need various sizes of plastic lids from coffee cans, utility blade, crepe paper and duct tape. Cut out the inside of a lid to make a ring. Attach crepe paper streamers to the ring with duct tape. Bob can move to music waving his streamer through the air.
Bob has poor fine motor skills. I like to use the following activity to help strengthen this area.
Push Pinning Activity
You create a push pinning pad made of the padding from under a carpet about 5 ½ inches square. Draw a simple outline on a piece of construction paper. Place the construction paper on the pad and using a push pin, Bob pokes along the line making the pokes close together. The end result is a perforated shape that can be pushed out or held up to the light to see the effect. Bob can only hold the push pin using a correct three finger grasp so it is excellent motor control. It also builds concentration.
Playdough is always available in my classroom. Manipulating the dough helps strengthen fingers, hands, and wrists which are important prewriting skills. Bob develops self-esteem because there is no right or wrong using this product. It is a great release for tension or angry feelings-squeezing, punching, poking, are all acceptable if done to playdough.I f extra sensory stimulation is desired I add kool-aid to the playdough for the aromatherapy benefit.
C.
I strive to meet the development of the whole child in my program and know that use of the computer is important. Physical, emotional, social and cognitive skills are generated when appropriate software is used. Eye hand coordination and fine motor skills are developed during computer experiences. Bob’s language skills are encouraged as well as turn taking when he is utilizing the computer.
Bob responds well to positive reinforcement and loves hearing his name used in songs, stories, fingerplays, etc. he thrives on repetition and consistency in the classroom setting. The learning activities and games (both indoor and outdoor) are chosen to be noncompetitive, therefore his opportunities to succeed are many and occur often during his day.
Bob is given extra one on one time through Head Start interventionists and the teachers in his
classroom. However, I want it understood that his interaction with the other children is the most important aspect of his day. Usually it is hard to distinguish Bob as the child with the disability.
Annotations
Elder, Misty. "I Am Moving, I Am Learning." Heartland Programs. Salina, Ks. 5 Jan. 2009
This workshop I attended offered activities for the classroom which can be used for children of varying developmental levels.
Moore, Lorraine. (1997). Inclusion: strategies for working with young children. Minnetonka, MN: Peytral Publications 1997.
Excellent resource book. While it may be slightly dated, it has great ideas to use in the classroom.
Hayslip, Whitcomb. (2008, December). Preschool Inclusion. Teaching Young Children, Vol 2. 18-21.
I liked this article for its information on inclusion and team members. Illustrating that it takes more than one individual to teach children.
Heward, William. (2009). Exceptional children. Upper Saddle River, New Jersey: Pearson
Education, 2009
Pertinent, well organized, easy to understand information on the subject.
Greenspan, Stanley. (1998, Nov). Meeting Learning challenges: Working With Children Who Learn at a Different Pace. Scholastic [online] Available:http://teacher.scholastic.com/products/etc/
This article emphasized that children learn at different rates and can even "stall" for awhile. This information is good to know so one doesn’t get discouraged and is actually encouraged to try different techniques
Tuesday, January 20, 2009
Philosophy of Special Education
As a preschool teacher I believe children with special needs have the right to quality education in an inclusive setting. Children learn so much through interaction with their peers that such an environment is the ideal teaching atmosphere. Building relationships with families and involving them in their child's academic life is a very important element of the student's success. Teaming up with parents will help tailor the early childhood program to best fit the child's individual needs.
Description of myself
I have a bit of a type A personality with an occassional dip into the self-indulgent pool. I strive to be organized and ahead of schedule(really), but will take time to renew my soul. I admit I must plan this time but I recognize the importance to balance my life. I have taught preschool for 12 years. I have had the title Lead Teacher for 10 years and see myself in this position for many more years. I partner with Heartland Programs therefore I work with low income and special needs children as well as the general population. When I describe my work I say I educate the future of the world.
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