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Working with Children with Special Needs:Inclusion andUniversal Designfor Learning
Adapted from Who Am I in the Lives of ChildrenFeeney, Christensen, Moravcik
CAST and NAEYCPrepared by Dr. Carla Piper
Special Needs
Everyone has special needs!You will find as many distinctive needs
as there are children Every child requires attention to his/her
individual characteristicsAn individualized approach is required
for every child
The Exceptional Child
A child with special needsA child who is different enough from the
“standard” or “average” child to require special methods, services, and possibly equipment in order to attain desired learning objectives.
May differ at rate at which they learnMay learn in different ways
McCormick 1994
Guidelines for Reference to Disabilities
Speak of the child first and the disability second
Do not demean or stereotype Emphasize child’s abilities, not
disabilities Refer to disability only when that
information is relevant in a situation Use “people first” language
Refer to child by name Don’t label child by disability
Identifying a Child with Special Needs
Use your knowledge of child development and your observation skills
Early identification and appropriate intervention can avoid developmental problems that become more difficult to remedy as child gets older.
Not your role to diagnose a disabilityBegin with observation
Observation Steps Note the child’s strengths Look at the ways he/she is functioning with
others Pinpoint ways that child’s behavior or skills
concern you Make written anecdotal records Make objective statements about what you
observe the child doing Evaluate the problem behavior:
When is it occurring? In what context does it occur? Is it age appropriate?
Getting HelpShare concerns and observation notes
with a co-worker or supervisorHave your colleagues conduct
independent observationsBe careful not to come to conclusions
too quicklyEnlist the support of program
administratorsAsk for ideas on community resources
Individuals with Disabilities Education Act (IDEA) Mandates a free and appropriate education for
all children ages 3-21 Educational services are to be provided in the
“least restrictive environment” Educate each child in the same school he/she would
attend if no disability existed Children with disabilities to be included with typically
developing peers Educated in regular school programs
Inclusion
All children benefit by having children with range of abilities together in the classroom
Assumes that all children differ in: Abilities Interests Needs
Classroom environment can be designed to provide learning experiences for every child.
Provides valuable lessons in caring and helping Involves making some modifications in the
curriculum and in the classroom
Preparing for InclusionBest source of information to help you
learn about the child – family membersConsult with child’s doctor, therapist, and
former teachers to find out What types of therapy child is taking part in Precautions you must take Limitations or requirements you need to
knowMaintain regular communication with
family and other specialists
Suggestions for Inclusion
Find out what services are available to support your work with the child
Brainstorm with experts and consultants on how you can best support the development of the child
Ask yourself: “How can I make group time relevant to this child and also meet needs of the other children?”
Be patient – the child may have to be told or shown many times
Be flexible and open to learning new things
Preparing Your Students Use simple explanations of the disability Answer other children’s questions
honestly and directly Help them understand any differences
they observe Assure them that a disability isn’t
“catching” Treat the special needs child as much
like any other child Help children understand that no one can
do everything and each of us has strengths and weaknesses
Suggested Teaching Strategies
With ALL Students: Respond to their interests Focus on what they are intending to communicate
rather than their actual work Arrange the learning environment to promote
engagement and interactions with peers Use open-ended and thought-provoking questions to
assist them in interacting successfully with people and materials.
Use modeling and assist them to learn through observation and interaction with their peers
Developmentally Appropriate Practice: Inclusion
NAEYC’s Position Statement on Inclusion Inclusion, as a value, supports the right of all children, regardless of their diverse abilities,
to participate actively in natural settings within their communities. A natural setting is one in which the child would spend time had he or she not had a disability. Such settings
include, but are not limited to, home and family, play groups, child care, nursery
schools, Head Start programs, kindergartens, and neighborhood school classrooms.
Developmentally Appropriate Practice: Inclusion Desired Results Access – State of California
Program Standards for Child Development Division - http://www.draccess.org/
The program is inclusive of children with exceptional needs and consistent with their
Individualized Family Service Plan or Individual Education Plan and provides an
environment of acceptance.
Circle of Inclusion
http://www.circleofinclusion.org/ Guidelineshttp://www.circleofinclusion.org/english/guidelines/index.html
Reproducible Forms Index http://www.circleofinclusion.org/english/formsarticles/forms/formsindex.html
Universal Design for LearningUDL for Inclusion
Multiple means of representation to give learners various ways of acquiring
information and knowledge Multiple means of action and expression
to provide learners alternatives for demonstrating what they know
Multiple means of engagement to tap into learners' interests offer appropriate challenges increase motivation CAST
UDL – Teaching Diverse Learners
Learning disabilities such as dyslexia English language barriers Emotional or behavioral problems Lack of interest or engagement Sensory and physical disabilities
One-size-fits-all approach to education simply does not work!
How can teachers respond to individual differences?
CAST
Three Primary Brain Networks Recognition networks
Gathering facts How we identify and categorize what we see, hear, and read Identifying letters, words, or an author's style are recognition
tasks—the "what" of learning Strategic networks
Planning and performing tasks How we organize and express our ideas Writing an essay or solving a math problem are strategic
tasks—the "how" of learning Affective networks
How students are engaged and motivated How they are challenged, excited, or interested These are affective dimensions—the "why" of learning
CAST
UDL Changes Teaching Children with disabilities fall along a
continuum of learner differences rather than constituting a separate category.
Teachers adjust for learner differences for ALL children, not just those with disabilities
Curriculum materials should be varied and diverse including digital and online resources not merely a single resource
Teachers allow for flexibility to accommodate learner differences rather than set curriculum
The Universal Design of Early Education: Moving Forward for All Children
UDL in Early Education
A one-size-fits-all approach to education simply will not work!
Need to design curricula to meet the needs of diverse classroom populations
ALL children who attend early education programs will be successful in their development and learning.
The Universal Design of Early Education: Moving Forward for All Children
Physical, Social, Emotional, Cognitive Learning Environments
Does every child: Feel welcome as a full and equal
member in your classroom? Access and engage in all learning
opportunities during your day? Learn according to his or her individual
strengths and interests? Demonstrate his or her learning in ways
that reflect individual’s strengths?
The Universal Design of Early Education: Moving Forward for All Children
UDL in Preschool Environments The physical environment
Enables all children to have access and equitable opportunities for full participation in all program activities.
Includes structures, permanent and movable equipment and furnishings, storage, and materials.
Health and safety components Promote wellness and minimize risks and hazards for all
children. All children, regardless of health status or conditions, have
ongoing access to learning without interruptions due to illness and injury
The social-emotional environment Offers all children equitable access to and full membership
in the social-emotional life of the group Supports their social-emotional development
The Universal Design of Early Education: Moving Forward for All Children
UDL in Preschool Settings The teaching environment
Gives all children equitable access to learning opportunities information and activities in multiple formats multiple means for engagement, expression, and learning.
Includes the curriculum, teaching practices, materials, and activities
Individual assessment and program evaluation practices Provide multiple approaches to finding out what children
know and can do Equitably assess individual learning, development, and
educational progress Family involvement practices
Support the equitable access and engagement of all families in the full range of experiences
Includes ongoing communication, learning opportunities, and program involvement activities
The Universal Design of Early Education: Moving Forward for All Children
Physical EnvironmentHow can the space be arranged to
accommodate everyone?How will children be seated to
accommodate different motor abilities and activity levels so that everyone can move about or attend as needed?
What materials are needed to allow for the range of motor abilities?
The Universal Design of Early Education: Moving Forward for All Children
Physical Environment Expand the group meeting area so that all
children can be present and focus their attention on the activities.
Provide varied seating options so each child may lie on the floor, sit on a mat or chair, or use specialized seating.
Use other materials of different sizes, textures, and shapes to help each child actively manipulate the objects for learning.
The Universal Design of Early Education: Moving Forward for All Children
Health and Safety PracticesHow should the physical space
be arranged to ensure that all children can safely move around?
Is the flooring safe for all children to move about and be seated?
Do the planned activities accommodate all individual energy levels and health conditions?
The Universal Design of Early Education: Moving Forward for All Children
Health and Safety Practices Provide clear, wide paths throughout the
classroom so each child may safely and easily reach the meeting area.
Ensure safe floor covering for safe passage for any child, including for example a child who is in a hurry, has visual impairments, or uses a wheeled stander.
Consider each child’s energy level and health conditions in planning activities.
The Universal Design of Early Education: Moving Forward for All Children
Social-Emotional Environment What strategies will ensure that all
children are included, eliminating any barriers that might segregate or stigmatize a child?
How will I communicate necessary rules and expectations for behavior so that all children can understand?
How can I support children in interacting with, learning from, and helping one another?
The Universal Design of Early Education: Moving Forward for All Children
Social-Emotional Environment Invite and encourage all children to join in, using
multiple means of communication (e.g., speaking English and/or children’s home language, signing, displaying symbols).
Give simple directions using multiple means (e.g., verbally, signed, in print, modeled) so each child may see, hear, and understand any rules and expectations.
Use books, songs, and communication that involve and represent all children, regardless of cultural predominance or linguistic and skill levels.
The Universal Design of Early Education: Moving Forward for All Children
Teaching Environment
What goals do I have for the activity so that all children are engaged and learning?
What different ways do I need to present information so that everyone understands and is engaged?
What kinds of support or encouragement will be needed to engage and ensure learning among all children?
The Universal Design of Early Education: Moving Forward for All Children
Teaching Environment Vary your expectations for participation and
performance Example: If children are listening to a story and
are asked to recall events some may attend to and repeat back key words others may recall the names of characters by
pointing to pictures or using signs and gestures even others may predict what will happen next
using complete sentences in English
The Universal Design of Early Education: Moving Forward for All Children
Teaching Environment Present content in multiple formats
verbal, print, video, or concrete objects repeating key words/phrases in
children’s home language using simple sentences with gestures
Use physical cues to focus children’s attention pointing to the picture in the book giving verbal prompts to help children
begin a response offering language models for children to
imitate encouraging children to keep thinking
and trying
The Universal Design of Early Education: Moving Forward for All Children
Individual Assessment andProgram EvaluationWhat are some different
ways to assess what all children are learning from the activity?
What are some different ways children can demonstrate their engagement and learning?
The Universal Design of Early Education: Moving Forward for All Children
Individual Assessment andProgram Evaluation Request information or action in various ways
complex questions simple phrases emphasis and repetition of key words or phrases
Identify the multiple ways children can show what they learn during activities Examples:
the child waits for another child to respond to a teacher’s request
to handle a show-and-tell object being passed around to choose the song demonstrates turn taking
Some children may respond to the request using complete and accurate sentences spoken in English, while others may need to point, sign, or use words in their home language.
Others may point to the object or event in the book in response to simple questions.
The Universal Design of Early Education: Moving Forward for All Children
Family Involvement What information will I share with
families about this activity, and what forms of communication will I use?
What reading levels and languages should I keep in mind?
What opportunities for involvement can I provide that accommodate varied work demands and time constraints?
The Universal Design of Early Education: Moving Forward for All Children
Family Involvement Share information with families through a newsletter
written at an appropriate level Have key phrases translated into families’ home
languages, and include photographs of children engaged in an activity.
Provide multiple opportunities for families to be involved
Bilingual parents might be willing to translate the information for monolingual families
Families could support their child’s involvement by asking specific questions about the activity and/or the book read to the group.
The Universal Design of Early Education: Moving Forward for All Children