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URDANETA CITY COLLEGE of UNIVERSITY Owned and operated by the City Government of Urdaneta TEACHER EDUCATION...

URDANETA CITY COLLEGE of UNIVERSITY Owned and operated by the City Government of Urdaneta TEACHER EDUCATION PROFESSIONAL ENHANCEMENT 2 ACADEMIC YEAR 2023-2024, FIRST SEMESTER FOUNDATION OF SPECIAL AND INCLUSIVE EDUCATION Chapter 1– Vision, Policy, Goal and Objectives of Special Education Lesson 1. Vision for Children with Special Needs The Department of Education clearly states its vision for children with special needs in consonance with the philosophy of inclusive education, thus: “The state, community and family hold a common vision for the Filipino child with special needs. By the 21st century, it is envisioned that he/she could be adequately provided with basic education. This education should fully realize his/her own potentials for development and productivity as well as being capable of self-expression of his/her rights in society. More importantly, he/she is God-loving and proud of being a Filipino. It is also envisioned that the child with special needs will get full parental and community support for his/her education without discrimination of any kind. This special child should also be provided with a healthy environment along with leisure and recreation and social security measures” (Department of Education on Inclusive Education 2000) Lesson 2. Basic Philosophy of Special Education Is derived from the premise that in a democracy, every individual is valuable in his own right and should be afforded equal opportunities to develop his full potential. Equal Educational opportunities do not mean the same educational experiences, but rather “Different” experiences based on the child`s unique needs. The right to education cannot be denied a person if only because of his disabilities. Goals and Objectives The ultimate goal of special education shall be the integration or mainstreaming of learners with special needs into the regular school system and eventually in the community. Special education shall aim to develop the maximum potential of the child with special needs to enable him to become self-reliant and shall be geared towards providing him with the opportunities for a full and happy life. The specific objectives of special education shall be the development and maximization of learning competencies, as well as the inculcation of values to make the learners with special needs a useful and effective member of society. Lesson 3. Special Education in the Philippines Special education started in the Philippines in 1907 with the establishment of the Insular School for the Deaf and the Blind, a residential school located in Pasay City, Metro Manila by Miss Delia Delight Rice, an American educator. This was later reorganized in 1970 into two separate government special schools: the Philippine National School for the Blind and the Philippine School for the Deaf. Other government and private special schools based on categorical disabilities were also set up. Special schools were first set up for people with: mental retardation and physical disabilities in 1927, cerebral palsy in 1953, and behavior problems and chronic illness in 1962. Such schools were few and private special schools were economically not accessible to many people with disabilities. Moreover, there was some social stigma attached to attending special rather than regular schools. In 1956, a more formal training of teachers for children with mental retardation, hearing impairment and visual impairment was offered at Baguio Vacation Normal School. Growing social concern for the welfare and integration of people with disabilities voiced by parents and advocates including legislations led to the enactment of Republic Act 5250 which established a 10-year training programs for teachers in 1968 and led to the admission of children with disabilities into regular public schools. However, without appropriate school and parental support, these children had difficulty coping with the regular classes and soon dropped out of school. SPED programs got a boost in October 1993 when the DECS Secretary was instructed by the President to: Expand the enrolment of CSNs in regular classes but assisted by SPED teachers; Establish more SPED centers nationwide based on needs, in consultation with leaders of disabled sectors; and review the possibility of providing incentives to SPED teachers to discourage brain drain. Another significant development during the mid-1990s was the Social Reform Agenda (SRA) which has one of its foci the disadvantaged sectors including the disabled as priority beneficiaries, drawing together all efforts to improve access to quality education by children with disabilities. Legal Bases of Special Education Republic Act No.5250 - Establishing Ten-Year Teacher Training Program for teachers of Special and Exceptional Children (1968) Republic Act No.3562 - An act to promote the education of the Blind in the Philippines Presidential Decree No. 603 - Child and Youth Welfare Code/ Rights of the Child Presidential Decree No. 1509 - National Council for the Welfare of the Disabled Persons 1983, Batas Pambansa Bilang 344 - An act to enhance the mobility of disabled persons 1989, Republic Act No. 6759- White Cane Safety Day in the Philippines 1992, Republic Act No. 7610 - An act providing strong deterrence and special protection against child abuse, exploitation, and discrimination, providing penalties for its violation and other purposes. Republic Act No, 9288 – The New-born Screening Act of 2004 Lesson 4. Public Policy Support for Inclusive Education The Philippine Constitution of 1987 reflects the educational effectiveness of the United Nations Convention on the Rights of the Childs that it signed in 1990. In Article XIV, Sec. 2, it is provided that the “State shall… establish and maintain a system of free public education in the elementary and high school levels” with elementary education being compulsory for all children. The Constitution also mandates the State to “encourage non-formal, informal and indigenous learning system, as well as self-learning, independent and out-of-school study programs, and to provide adult citizens, the disabled and out-of-school youths with training on civics, vocational efficiency and other skills.” The Philippines adopted the policy on inclusion education after the World Conference on Special Needs Education held in Salamanca, Spain in June 1994. This conference gave rise to the Salamanca Statement and Framework of Action on Special Needs Education that subscribes to the fundamental principle that “all children should learn together, wherever possible, regardless of any difficulties or differences they may have.” The integration and mainstreaming of children with special needs into the regular school systemin the country commenced in the 1970s. A mainstreaming model for children with disabilities was implemented in one of the schools in Manila in 1974. Prior to 1994, the Philippine government had already undertaken a number of legislative, policy and program initiatives related to special needs education. These include, among others, adoption of the Philippine Plan of Action for the Asian and Pacific Decade of Disabled Persons: 1993-2002, the preparation of a Handbook on Policies and Guidelines on Special Education in 1987, and the Child and Youth Welfare Code (PD 603) which is replete with specific provisions intended for the welfare of exceptional children. As cited in Article 3, Rights of the Child, the emotionally disturbed or socially maladjusted child shall be treated with sympathy and understanding and shall be entitled to treatment and competent care; and the physically or mentally handicapped child shall be given the education and care required by his condition. Equally important is Article 74, which provides for the creation of special classes. The Article reads: Where needs warrant, there shall be at least one special class in every province, and if possible, special schools for the physically handicapped, the mentally retarded, the emotionally disturbed and the specially gifted. The private sector shall be given all the necessary inducement and encouragement. Other important laws in support of inclusion education are the Education Act of 1982 and the Magna Carta for Disabled Persons of 1992 (Republic Act 7277). The Education Act provides for a multi-sectoral thrust in the implementation of inclusion education by mandating the schools to provide for the establishment of appropriate bodies that would discuss issues and promote their interest. The Magna Carta for Disabled Persons on the other hand, likewise, provides that the State shall (i) ensure that disabled persons are provided with adequate access to quality education and ample opportunities to develop their skills, (ii) take appropriate steps to make such education accessible to all disabled persons, and (iii) take into consideration the special requirements of disabled persons in the formulation of education policies and programs. It also mandates the State to encourage learning institutions to consider the special needs of disabled persons with respect to the use of school facilities, class schedules, physical education requirements and other pertinent considerations. The adoption of inclusion education, in effect, provided a synthesizing force for past and current efforts as well as a common platform for new initiatives directed at children with disability and those requiring special education. Moreover, in response to the Copenhagen Declaration and the EFA Declaration and Framework, the Philippine government through Proclamation No. 855 issued on January 31, 1992, launched the EFA Philippine Plan of Action which provided the national policy framework for a universally accessible educational system. The EFA strategy seeks to address the problems of limited access to basic education for groups that are at least served by the educational system and those who enter the system but drop out, or at high risk of dropping out before achieving basic literacy and numeric skills. Also in 1992, the Philippine Plan of Action for Children (PPAC) was formulated to translate the country’s obligations as party to the United Nations Convention on the Rights of the Child and its commitment under the Child and Youth Welfare Code (PD 603). Chapter 2 – Special Education Programs and Services Lesson 1 Concepts and Meaning of Special Education Special Education is the design and delivery of teaching and learning strategies for individuals with disabilities or leaning difficulties who may or may not be enrolled in regular schools. Students who need special education may include students who have hearing impairment or are deaf, students who have vision impairment or are blind, students with physical disabilities, students with intellectual disability, students with learning difficulties, students with behavior disorders or emotional disturbance, and students with speech or language difficulties. Some students have several disabilities and learning difficulties. There are students who require special education of some kind in most elementary and primary school classes, and with changing social values, increased acceptance and tolerance, and growth in the provision of services and resources for special education across the country and the world, it is likely that the numbers of students with special needs attending regular schools will increase rapidly. Consequently, it is essential that all teachers develop practical and effective special educational skills so that they may ensure that all students in their classes, including those with special educational needs, learn effectively. Special Education is the design of teaching and learning strategies for individuals with disabilities or learning difficulties. It is also about attitude, because teacher need a positive attitude to be effective special educators (that mean teachers need that students have, including the different types of disability and learning difficulties. Put simply, whenever a teacher makes any kind of adaptation to their usual program so that they can assists a student with a special need, that teacher is implementing special education. The most effective teacher have an attitude that helps them to be successful with all their students. Which can be stated as follows: “All of my students will learn when I find the right way to teach.” Effective teachers don’t blame their students for not learning and they don’t exclude students who don’t learn well. They “blame” their instruction and try to alter it so that it works better. This kind of positive attitude is an essential part of special education and is the path to success for all students and their teachers. Special Education Terminologies Advocacy groups, and others representing people with disabilities in recent years, have asked that professional, the media and schools discontinue the use of disability terminology that devalues people with disabilities. People with disabilities do not wish to be known as ‘a Down Syndrome person’ or ‘the handicapped’, or by any such term. They wish to be recognized as valued members of society, that is, people, who have a disability. People with disabilities therefore prefer terms such as: A person with a disability, People with disabilities, The child with cerebral palsy, He has a physical disability, Do you have a hearing impairment? The principle to be followed is people first, disability second (Foreman, 2000) People with disabilities do not wish to be seen as the object of a punishment or blight, or as victims, either. Nor do they wish to be seen as continually suffering or in need of sympathy. They don’t like terms such as ‘suffers from’, ‘afflicted with’, ‘physical problem’, etc. They prefer their disability to be referred to as something that they just have. Foreman (2000,p.21) provides a list suggested terms: The World Health Organization (1980) determined the following definition, which have been generally accepted throughout the world: Impairment – an abnormality in the way organs or systems function Example: a medical condition, eye disease, a heart problem Disability - the functional consequences of an impairment Example: an intellectual disability due to brain impairment; low vision; deafness Handicap - the social or environmental consequence of a disability Example: a person with a wheelchair is not handicapped when paths and buildings are wheelchair accessible. Lesson 3: SPED Programs Educational services for children with special needs (CSNs) come in several forms. These include: 1. Resource Room Plan - Under this scheme, the child is enrolled in the regular school program but goes to a resource room to use the specialized equipment either in a tutorial situation or in a small group. The resource room teacher functions both as an instructor and as a consultant. The usual procedure is for the trained resource room teacher to serve the area of exceptionality. However, occasionally, in small communities, necessity may dictate that the resource room teacher serves children with a variety of learning disabilities. 2. Itinerant Teacher Plan - Under this plan, an itinerant or traveling teacher serves one or more regular schools depending on how many pupils need special help. The teacher gives direct and consultative services to children and in addition, observes, diagnoses, makes referrals and evaluates performance. 3. Special Class Plan (Self-contained with provision for mainstreaming) - This plan is aimed at children with more severe problems which make it difficult for them to learn in a regular classroom setting. At times, they may be with their normal peers, but are usually not in an academic situation.  4. Special Education Center - This adopts the “school-within-a-school” concept. The Center is administered by a principal and operated according to the rules and regulations that govern a regular school. The Center functions as a Resource Center to support children with special needs in regular schools, assists in the conduct of school-based INSET, produces appropriate teaching materials, and conducts continuous assessment of CSNs. 5. Special Day School - This type of school serves specific types of children with moderate to severe disabilities. A comprehensive array of medical, psychological, and social assessment and the presence of a trained special educator are services that this school offers. 6. Hospital Instruction - This type of instruction is for the severely emotionally disturbed, the profoundly retarded who are bedbound, the crippled, those with chronic and/or serious health disabilities, and recovering patients. Services include both bedside tutoring and group instructions. When a patient has recovered and returned home, he/she is enrolled in a regular school. 7. Community-based delivery system - CBDS is for children with special needs who reside in distant communities and cannot avail themselves of existing special education programs. They are reached by teachers, para-teachers or volunteers who were trained to teach the basic 3 Rs and self-help activities to prepare them for useful and independent living. Alternative Educational Models for Children with Special Needs 1. Home-based Instruction. Has been conceptualized to reach more children with special needs who cannot be served in a school- based or center-based program. This scheme utilizes parents as a primary means in intervention strategy for early and compensatory measure of education and rehabilitation of the mentally retarded. An offshoot of this program is the continuing parent education that improved family’s involvement in the education of the retarded member, while enhancing his opportunities in experiencing success in an educational program. 2. Hospital-based Instruction. Provision of instructions to children with special needs confined in hospitals is made available in coordination with the DepEd. Special Education teachers are assigned to the UP-PGH (University of the Philippines-Philippine General Hospital) Medical Center for such special education program. 3. Community-based Special Education Program. Basically aimed at providing equity of access to quality education, the community-based SPED program was piloted in 3 regions. The primary goal of this program is to provide basic literacy, numeracy and livelihood skills to out-of-school handicapped children ages 6-15 years through community services and resources. 4. Vocational Program. Training for livelihood skills for the adult mentally retarded can be done through apprenticeship program. This on-the-job training under the supervision of trained personnel who understands the nature of mental retardation and other disabilities. Training on vocational skills is also conducted by the non-formal education in the elementary level. 5. Other programs include the hospital school such as the National Orthopedic Hospital School for Crippled Children (NOH-SCC) and the special classes at the UP-PGH Medical Center for children with impaired health. Chapter 3 – Inclusive Education Lesson 1. Inclusive Education in the Philippine In connection, The Philippine Professional Standards for Teachers, which is built on NCBTS, complements the reform initiatives on teacher quality from pre-service education to in-service training. It articulates what constitutes teacher quality in the K to 12 Reform through well-defined domains, strands, and indicators that provide measures of professional learning, competent practice, and effective engagement. This set of standards makes explicit what teachers should know, be able to do and value to achieve competence, improved student learning outcomes, and eventually quality education. It is founded on teaching philosophies of learner- centeredness, lifelong learning, and inclusivity/inclusiveness, among others. The professional standards, therefore, become a public statement of professional accountability that can help teachers reflect on and assess their own practices as they aspire for personal growth and professional development. (PPST, 2020) Lesson 2. What Is an Inclusive School? The following definition provides an initial answer to the compatibility of inclusive schools and segregated gifted programs. Stainback and Stainback (1990) define an inclusive school as one that educates all students in the mainstream... providing [them with] appropriate educational programs that are challenging yet geared to their capabilities and needs as well as any support and assistance they and/or their teachers may need to be successful in the mainstream. But an inclusive school also goes beyond this. An inclusive school is a place where everyone belongs, is accepted, supports, and is supported by his or her peers and other members of the school community while having his or her educational needs met (p. 3). One of the essential features of an inclusive school is a cohesive sense of community, accepting of differences and responsive to individual needs. And it is this sense of community that is disrupted by the practice of pulling out gifted children for special services. This disruption takes several forms. The message that “if you're different, then you have to leave” may seriously challenge children's sense of a secure place in the classroom. Removing children who are publicly identified as different makes it more difficult to promote multicultural education and a positive response to differences. Cohesive communities require open communication about differences. Not discussing differences openly—for example, why only some children have been selected for the gifted program—can create a climate of distrust and alienation (Sapon-Shevin 1994). Children's coming and going from gifted classes can disrupt the classroom flow and make it difficult for teachers to establish a cohesive group. Taking children away from the regular classroom to meet their special needs challenges teachers' sense of themselves as responsible for or capable of teaching toward diversity (Sapon-Shevin 1994). It is important to emphasize that moving toward and embracing inclusion is a process and not a singular act (Stainback and Stainback 1990). Districts that say “We did inclusion last year” will likely be districts that also say “We tried inclusion, and it didn't work!” The reality is that inclusion involves changes in philosophy, curriculum, teaching strategy, and structural organization. Changes such as these go far beyond affecting only those students labeled as “handicapped” and far beyond the purview of what has traditionally been considered special education. Each of these changes has the capacity to affect the kinds of changes and support needed by gifted students as well. Chapter 4 – Gifted and Talented Lesson 1. Basic Principles of Gifted and Talented The idea of multiple intelligences leads to new ways of thinking about students who have special gifts and talents. Traditionally, the term gifted referred only to students with unusually high verbal skills. Their skills were demonstrated especially well, for example, on standardized tests of general ability or of school achievement. More recently, however, the meaning of gifted has broadened to include unusual talents in a range of activities, such as music, creative writing, or the arts (G. Davis & Rimm, 2004). To indicate the change, educators often use the dual term gifted and talented. Gifted learners are least likely to receive special attention from teachers. Research shows when teachers differentiate instruction, they are most likely to do so with students who are struggling academically, because they perceive this group to be most in need of help. Additionally, not all teachers are prepared to support gifted students. A national study by the Fordham Institute found that 58 percent of teachers have not received training focused on teaching academically advanced students in the past few years. Definition of Gifted and Talented Several of the more common definitions in use today are presented below: In 1972 Sidney Marland, then the U.S. Commissioner of Education proposed the following: Gifted and talented children are those identified by professionally qualified people, who by virtue of outstanding abilities are capable of high performance. These are children who require differentiated educational programs and /or services beyond those normally provided by the regular school program to realize their contribution to self and society. Children capable of high performance include those with demonstrated achievement and /or potential ability in any of the following areas, singly or in combination: general intellectual ability specific academic aptitude creative or productive thinking leadership ability visual and performance arts psychomotor ability (later removed in 1997) This would be termed an “omnibus” definition (Getzels & Dillon, 1973) because it specifies a broad range of areas of giftedness, as well as potential, in each. Another omnibus definition (Getzels & Dillon, 1973) is that of Abraham Tannenbaum (2003) who states that: “Giftedness in children denotes their potential for becoming critically acclaimed performers or exemplary producers of ideas in spheres of activity that enhance the moral, physical, emotional, social, intellectual, or aesthetic life of humanity. Chapter 5 –Learners with Difficulty Seeing (Visual Impairment) Vision plays avital role in school learning and itis essential that teachers understand the visual abilities of their students. Serious vision problems are not common in schools but there are some students who have serious vision loss or who are blind. Many students who have mild to moderate vision impairments are not identified as such, so teachers have an important role in detecting vision impairment. As is the case with hearing impairment and some other disabilities, students with vision impairment can sometimes be mistaken for students with intellectual disability or learning difficulties, so when a teacher finds that a student is struggling at school, they should always check the student’s vision and hearing. When vision impairment is not addressed at school, it can lead to learning difficulties and even behavioral problems, as the student misses important information, struggles to keep up with other students, loses confidence and becomes frustrated. Many types of vision impairments are inherited and cannot be prevented. However, some vision impairments can be prevented, as follows: Students need to be educated to never throw stones, sticks or other small or sharp objects at other children. Students need to be educated about keeping chemicals such as lime, cement, petrol, and cleaning products away from their hands and eyes. Students and parents need to be educated about hygiene, especially keeping eyes, faces and hands clean. Eyes should only be cleaned with clean water; no chemicals should be placed in or nearthe eye. Children should always be taken to ahealth clinic if they have any kind of eye problemor irritation. Children and mothers need a diet that is rich in Vitamin A. The best foods for vitamin A are leafy vegetables, cassava, paw paw and other yellow and orange vegetables. Girls should be vaccinated against rubella (German measles). Intervention: Children with visual impairments should be assessed early to benefit from early intervention programs, when applicable. Technology in the form of computers and low-vision optical and video aids enable many partially sighted, low vision and blind children to participate in regular class activities. Chapter 6- Learner with Difficulty Hearing (Hearing Impairment) Lesson 1. Description of Hearing Impairment Some children are born with hearing loss while others develop hearing loss at some time. Many children have a mild hearing loss while some have severe or profound hearing loss. Severe or profound hearing loss is known as deafness. Children who are deaf before they learn language (2 to 3 years old) are known as prelingually deaf. Deafness is an uncommon disability in children, but many children have a mild or moderate hearing loss. There are no exact data about how many children have hearing impairments, but special education resource center workers have suggested that up to 50% of students could have some hearing loss in many areas. In any case, teachers should expect to have some students with mild and moderate hearing impairments in their classes and that some students in the local community and school may be deaf. Prelingual deafness can be caused by a number of different conditions, including exposure of the pregnant mother to German measles or certain drugs or chemicals, cerebral palsy and some genetic conditions. However, most hearing loss is caused by ear infections or injury in the early years of childhood. Mild or moderate hearing loss can be a temporary condition in many children due to ear infections, but ear infections often also lead to permanent damage. Teachers should check regularly to see whether students have developed ear problems as ear infections can occur very quickly. The best ways to prevent ear infections or other ear damage include: avoid swimming or bathing in dirty water never place any object in the ear keep the outside parts of the ear clean avoid loud noises always use the BBC (blowing, breathing, coughing) strategy. 1. Mild hearing loss. Students with mild hearing loss might not be able to hear soft sounds (such as whispering) or they might not be able to hear certain types of sound. For example, many children cannot hear high frequency sounds, such as some of the consonant sounds in speech (e.g., `k’, `s’, `p’, `t’). Students with mild hearing loss often miss many of the words spoken by their teacher and other students and they often miss word endings, such as `sticks’, ‘playing’, `played’, and so on. These students often appear to have learning difficulties and can become frustrated and upset at school as a result. Teachers need to ensure that these students are placed near the teacher where they are most likely to see and hear most clearly. These students do not usually require special materials, but the teacher does need to check regularly that the student has understood their lessons. Teachers need to ensure that they use clear communication, always face the children when talking and always use complete sentences. Effective teachers also use natural gestures and body language to assist children’s understanding. 2. Moderate hearing loss. Students with moderate hearing loss cannot hear normal speech properly without wearing expensive hearing aids. Unless these students have hearing aids, the teacher will need to pay special attention to these students, repeat instructions very clearly and closely and use written material, gestures, and body language more frequently. Teachers would usually recognize moderate hearing loss easily but there have been plenty of cases where students with moderate hearing loss stay very quiet and their hearing loss has not been identified. Teachers should always check the hearing of all students from time to time. Vaughn et al (2000, p. 262) suggest the following practices for teachers to use when teaching students with mild or moderate hearing loss: Use visual cues and demonstration Face the student directly when you talk Use natural gestures Use modeling to demonstrate how to do different procedures and tasks Do not try to talk to students while writing on the chalkboard Use pictures, diagrams and graphs Use experiential learning strategies. 3. Severe or profound hearing loss. Deaf students can be taught in regular classes, but the teacher will need to acquire some special skills. Deaf students need to be communicated with using a combination of clear speech and sign language, in addition to extensive use of written materials. Older students, who already know sign language and who can read, can usually operate reasonably well in a regular classroom if their teacher provides appropriate materials and plenty of assistance. Peer tutors and cooperative learning strategies are very useful for assisting these students, especially if the student’s classmates have learned some sign language. However, young students who are learning sign language need very specific kinds of assistance from their teacher so teachers will need to seek assistance from the student’s parents or siblings, and the special education resource center, to find out what language signs to use and what special materials and strategies may be required. Hearing Aids A hearing aid is a small piece of equipment that makes sounds louder. Hearing aids are used for children with hearing impairment. Hearing aids can be worn in one or both ears, depending on the type of hearing loss a child has. They can help a child who hears some sounds to hear sound better. If a child cannot hear any sounds, a hearing aid will probably not help. Teachers need to support and encourage students in class to use their hearing aids. A student might be shy to use their hearing aid, or afraid other children will tease them. It is useful for the teacher to explain to all the other students about hearing problems and why some people use a hearing aid. Playing the game described below with all the students in class can help them understand and prevent teasing or name calling of a student with hearing impairment. Chapter 7 – Learners with Learning Disabilities The students with special educational needs that teachers are most likely to come across in their classes are students with learning difficulties. These are students who do not necessarily have any disability but, for some reason, have difficulty with learning. Usually, these students have difficulty in only some areas of their learning, such as literacy, mathematics, and receptive language (understanding instructions or directions, following stories, and so on). Put simply, students with learning difficulties are students who are experiencing significant difficulties with at least one area of their learning at school. Learning difficulties are often called learning disabilities or specific learning disabilities, and trainee teachers will often find references to students with learning disabilities in textbooks. Some school systems regard students as having learning disabilities if there is a major difference between their intellectual ability and their actual academic performance (see Vaughn et al, 2000, pp. 133-5). However, this definition requires an accurate assessment of the student’s intellectual ability, to be useful. Intellectual assessment tools and specially trained personnel are generally not yet available in some parts of the country, and, in any case, there is no practical advantage for the teacher or the student in having this kind of information. The term learning difficulties is used in some school systems overseas and is a more general definition that is more suited to Philippine Educational systems. It refers to students who are having significant difficulties with at least one area of their learning at school. Trainee teachers should not ignore textbooks about learning disabilities, however, as learning difficulties and learning disabilities are much the same thing and most of the practical information provided for use with students with learning disabilities is useful for students with learning difficulties. Students with learning difficulties are most likely to have difficulties in the following areas of school learning: General difficulties difficulties in understanding and following directions difficulties remembering things (short- term and long-term memory problems) a short attention span &being easily distracted being overactive or impulsive difficulties organizing work and time; difficulties `getting started’ lack of confidence; reluctant to attempt difficult or new tasks difficulties with tasks that require rapid responses lack of effective learning strategies 1. Difficulties in reading Difficulties in reading are sometimes called dyslexia (which is a Latin word meaning can’t read!) if reading is the only area that the student has difficulties with. Reading difficulties are by far the largest area of learning difficulties, with over 80% of students with learning difficulties having reading difficulties as their area of need (Vaughn et al, 2000). Particular areas of need are likely to be: difficulties remembering sight words and patterns difficulties identifying the separate sounds in spoken words difficulties blending sounds confuses similar letters and words (e.g., b and d; man and name) difficulties decoding words (i.e., working out how written words sound and what they might mean) 2. Difficulties in Mathematics If mathematics is the only area of difficulty, this area of difficulty is sometimes (but rarely) called dyscalculia (meaning can’t do math’s!). Students with mathematics difficulties often have difficulty with counting and sorting groups of objects to match numbers difficulty remembering number facts (e.g., addition facts, times tables) difficulties with arithmetic operations. Sometimes students develop difficulties in the early primary years, but this is often a result of problems they are having with reading and comprehension. Understanding the order in equations, number sentences and so on, is also an area where students frequently experience difficulty. 3. Difficulties in writing Any children have difficulty forming letters, holding a pencil correctly, tracing shapes with fingers, recognizing shapes, copying from the blackboard, drawing, and so on (dysgraphia). In many cases, this is the only particular difficulty that the student has. Teachers need to be careful not to assume that students with poor handwriting have other difficulties. Teachers also need to judge whether the student has difficulty understanding what or how to write, or physically forming the letters. Chapter 8 – Learners with difficulty Walking/Moving (Physical Disabilities) Physical disabilities place some limitation on a person’s ability to move about, use their limbs or hands or control their own movement. Physical disabilities are the most obvious disabilities, as a rule, although there are some conditions that limit movement and mobility in less obvious or inconsistent ways (e.g., epilepsy, cystic fibrosis, diabetes). Students with more severe physical disabilities often have related health problems and, of course, physical disabilities are often a symptom of health problems. For an excellent review of types of physical disabilities and ideas on identification and treatment, see Werner (1987). Physical disabilities most likely to be encountered in schools are: Disability due to injury or other trauma Accidents, natural disasters, abuse, or neglect can cause children to have amputated limbs, impaired limbs or spinal column, or many other physical impairments. Burns victims, for example, often have a loss of mobility in hands or feet. At Ai tape, following the devastating tsunami of 1998, there were many children who lost limbs or suffered such severe fractures and other injuries, that their limbs were amputated. Other children have lost limbs or suffered spinal injuries through bone infections (osteomyelitis) or other diseases, or complications following other injuries. 1. Cerebral palsy Cerebral palsy is a form of brain damage that can cause arrange of different physical disabilities, and, sometimes, intellectual disability. Cerebral palsy can result from the pregnant mother having an infection, rubella, shingles, or diabetes, or from problems at birth in which the child is deprived of oxygen or suffers a head injury; prematurity; or problems after birth, such as a very high fever, a head injury, poisoning or anear drowning, a brain tumor or a circulatory problem. In many cases of cerebral palsy, the cause remains unknown. Cerebral palsy is one of the most common forms of physical disability. About 1in 300 babies are born with or develop some form of cerebral palsy (Werner, 1987) but, in most cases, the symptoms are relatively mild. The major types of cerebral palsy are: Spasticity- Very stiff muscles or high muscle tension. Some parts of the body are rigid so movement can be very awkward. Athetosis- Uncontrolled muscle movement. Parts of the body move and inconsistently. If the muscles needed for speech are affected, the child may have difficulty communicating, even though their intellectual ability may be normal. Ataxia- Poor balance and unusual clumsiness. The child with ataxia may have difficulty walking and may be teased by other children when clumsy, as children with ataxia may not obviously appear to have a disability. 2. Epilepsy Epileptic seizures (commonly called fits) are caused by brain damage or an abnormal brain condition. Brain injury causes about 30% of cases of epilepsy and many children with cerebral palsy also have epilepsy. High fever, dehydration, poisoning, and meningitis can cause epilepsy but about 30% of cases of epilepsy are inherited. In many cases of epilepsy, no cause can be identified. Some children only ever have one or a few seizures, but some other children develop chronic epilepsy. Seizures in young children can be a symptom of other serious disease so medical assistance should always be sought if a child has a seizure. 3. Spina bifida Spina bifida is a medical condition that develops in some children before birth. When the vertebrae of the spine do not properly enclose the spinal cord, a soft, unprotected area can be left, and the spinal cord can bulge through the skin. This `bag of nerves’ looks like a dark bag and can leak fluid from the brain and spinal cord. The cause of spina bifida is unknown but about 1 in 1000 children are born with spina bifida (Vaughn et al, 2000, p. 267). It is not known how to prevent spina bifida although the effects of the condition can be reduced through surgery and good management. Spina bifida can be mild or severe and children with spina bifida are at high risk of developing other serious diseases, such as meningitis. Nowadays, most children born with spina bifida have surgery to correct the condition. Nevertheless, even when surgery has been performed to place the exposed nerves back within the spinal column, many children with spina bifida continue to experience the muscle weakness, continence problems and paralysis associated with spina bifida. Werner (1987, p. 167) provides an excellent description of spina bifida and its effects. Chapter 9 – Learner with difficulty remembering and focusing/Intellectual Disability Intellectual disability is a substantial limitation in cognitive functioning (i.e., thinking skills). People with intellectual disability usually have limited communication skills, limited self-care skills, poor social skills, and very limited academic skills. Most importantly, people with intellectual disabilities have great difficulty with learning and usually require special teaching methods to learn efficiently. A person with mild intellectual disability usually has severe learning difficulties, limited or poor conversational skills and would usually have a history of slow personal development. Most people with mild intellectual disability learn independent living skills and are usually involved in productive work at home, in the community or in workplace. A person with moderate intellectual disability usually has very severe learning difficulties, very poor communication skills and very slow personal development. For example, it may take a student with moderate intellectual disability up to several years to learn very simple academic skills such as writing their own name, recognizing 50 sight words, counting, and counting objects, and performing simple arithmetic operations. People with moderate intellectual disabilities do not usually learn all the living skills they need to live independently, without the support of family or other carers. However, people with moderate intellectual disabilities often learn some productive role in their home or village and some have been able to gain limited employment. A person with a severe intellectual disability is usually not able to perform academic tasks, is unlikely to develop or learn self-care skills and may not learn or develop ordinary communication skills. Pictorial communication systems (using pictures to communicate) have been successful, in some cases, in teaching students with severe intellectual disabilities to communicate choices and needs. People with severe intellectual disabilities do not learn to live independently and require ongoing support for their survival. Causes and Prevention of Intellectual Disability Intellectual disability is the result of damage to the brain. Damage to the brain can be a result of a developmental or genetic disorder (such as Down syndrome (see Hall, 1994, pp.40- 41), a disease before or after birth, or a trauma before or after birth. In individual cases it is often not possible to identify the cause of intellectual disability. Some known causes are: Genetic conditions Abnormalities in genes inherited from parents, errors when genes combine or damage to genes during or before pregnancy from disease, radiation, or poisoning. Examples include Down syndrome and Fragile X syndrome. During Pregnancy Poisoning of the unborn baby from alcohol or other drugs; malnutrition; illnesses of the mother (e.g., rubella, toxoplasmosis, venereal disease, HIV, cytomegalovirus) Prematurity; low birth weight; injury at birth due to complications. Problems at birth/ Problems after birth Diseases such as whooping cough, chicken pox, measles, meningitis, malaria, encephalitis; head injury from accidents or abuse; oxygen deprivation from near drowning; poisoning; ingestion of pollutants; malnutrition; high fever. Some of these causes also cause other disabilities so some people have multiple disabilities. For example, students with Down syndrome usually have intellectual disability but often also have medical problems. Students with cerebral palsy, often caused by fever of oxygen deprivation before or during birth, usually have significant physical disabilities but sometimes also have intellectual disability. Babies born with intellectual disability due to the mother having rubella during pregnancy, often have deafness or blindness, or both. Prevention Preventative measures that parent and others can take to reduce the risk of intellectual disability include: Before birth Avoid alcohol, smoking and other drugs Avoid HIV and other sexually transmitted diseases Have a good diet and a healthy lifestyle Obtain plenty of rest and avoid strain and overwork Seek medical assistance for any illness or infection After birth Eliminate child abuse or neglect Avoid accidents and injury Obtain proper immunization against disease Avoid malaria Ensure that the child has a healthy diet and a healthy, active lifestyle Avoid dirty or polluted water Prevent infections by only using clean food and have good hygiene practices. Chapter 10. Learner with difficulty with self-care (autism spectrum disorder) Autism spectrum disorder (ASD) is a development disability that can cause significant social, communication and behavioral challenges. There is often nothing about how people with ASD look that sets them apart from other people, but people with ASD may communicate, interact, behave, and learn in ways that are different from most other people. The learning, thinking, and problem-solving abilities of people with ASD can range from gifted to severely challenged. Some people with ASD need a lot of help in their daily lives; others need less. A diagnosis of ASD now includes several conditions that used to be diagnosed separately: autistic disorder, pervasive developmental disorder not otherwise specified (PDD-NOS), and Asperger syndrome. These conditions are now all called autism spectrum disorder. Signs and Symptoms People with ASD often have problems with social, emotional, and communication skills. They might repeat certain behaviors and might not want change in their daily activities. Many people with ASD also have different ways of learning, paying attention, or reacting to things. Signs of ASD begin during early childhood and typically last throughout a person’s life. Children or adults with ASD might: not point at objects to show interest (for example, not point at an airplane flying over) not look at objects when another person points at them have trouble relating to others or not have an interest in other people at all avoid eye contact and want to be alone have trouble understanding other people’s feelings or talking about their own feelings prefer not to be held or cuddled, or might cuddle only when they want to appear to be unaware when people talk to them, but respond to other sounds Chapter 10–Learner with Difficulty with Self-Care (ASD) be very interested in people, but not know how to talk, play, or relate to them repeat or echo words or phrases said to them, or repeat words or phrases in place of normal language have trouble expressing their needs using typical words or motions not play “pretend” games (for example, not pretend to “feed” a doll) repeat actions over and over again have trouble adapting when a routine changes have unusual reactions to the way things smell, taste, look, feel, or sound lose skills they once had (for example, stop saying words they were using) Diagnosis Diagnosing ASD can be difficult since there is no medical test, like a blood test, to diagnose the disorders. Doctors look at the child’s behavior and development to make a diagnosis. ASD can sometimes be detected at 18 months or younger. By age 2, a diagnosis by an experienced professional can be considered very reliable. However, many children do not receive a final diagnosis until much older. This delay means that children with ASD might not get the early help they need. In addition, treatment for symptoms, such as speech therapy for language delays, often does not need to wait for a formal ASD diagnosis. Causes and Risk Factors We do not know all of the causes of ASD. However, we have learned that there are likely many causes for multiple types of ASD. There may be many different factors that make a child more likely to have an ASD, including environmental, biologic and genetic factors. Most scientists agree that genes are one of the risk factors that can make a person more likely to develop ASD. Children who have a sibling with ASD are at a higher risk of also having ASD. Individuals with certain genetic or chromosomal conditions, such as fragile X syndrome or tuberous sclerosis, can have a greater chance of having ASD. When taken during pregnancy, the prescription drugs valproic acid and thalidomide have been linked with a higher risk of ASD. There is some evidence that the critical period for developing ASD occurs before, during, and immediately after birth. Children born to older parents are at greater risk for having ASD. ASD continues to be an important public health concern. Like the many families living with ASD, a lot of organizations wants to find out what causes the disorder. Understanding the factors that make a person more likely to develop ASD will help us learn more about the causes. They are looking at many possible risk factors for ASD, including genetic, environmental, pregnancy, and behavioral factors. Chapter 11. DOWN SYNDROME Down syndrome is a disability that was first described one hundred and thirty-five years ago. Evidence in paintings and sculptors from thousands of years ago have however supported the idea that Down syndrome was not new from the 19th century (Wishart 1998). It has nonetheless been a controversial disorder since Down's paper on it was first published. Since then, Down syndrome has been referred to by a variety of names and our understanding of the disorder has developed increasingly with the years. Initially referred to as Mongolism, followed by Down's syndrome and finally by either Trisomy 21 or Down syndrome, the disorder will refer to by the latter has had much light shed on it because of years of research and an understanding of what it is as well as what it not. The following discussion will describe some historical facts that date back to Down's description of the disorder, followed by current prevalence rates, it's known and assumed causes, characteristics, and finally teaching strategies for the inclusion of individuals with Down syndrome. History Down syndrome and its characteristics were first described by John Langdon Down in a paper entitled "Observations of an ethnic classification of idiots." It was in 1866, at a time when Charles Darwin's theory of evolution had gained quite some attention; the British scientist, Darwin had proposed the concept of natural selection as well as the concept of ancestral descent -(Encarta 2000). Down's observations on what he called "Mongolian type of idiocy" (Down 1866: 260) emphasized the disorder's source was the result of racial degeneration. It is clear to see that this was a period when racist theories of the evolution of man were quite common. As outlined by Lane and Stratford in their book 'Current Approaches to Down's Syndrome', in 1844, theorist Robert Chambers stated the brain's stages went "from that of a fish's, to a reptile's, to a mammal's, and finally to a human's". This last category, the human's brain, also went through stages from the "Negro, Malay, American, and Mongolian nations, and finally [the] Caucasian" (1987:4). It is no doubt that this period's ignorance was due to a lack of understanding of the two main observable characteristics of the disorder: the intellectual challenge associated to it as well as the physical appearance of the individuals. It was in the early 1950's that new scientific methods were discovered that could depict chromosomes in modern ways, and so in 1956, the 46 chromosomes within each human cell were discovered (Rynders 1987: 7- 8). By 1959 however a group of geneticists headed by a scientist named Jérôme Lejeune found that a chromosomal disorder was present within individuals with Down syndrome. Lejeune and his colleagues found that people with Down syndrome had an additional 47th chromosome. Prevalence Down syndrome, the most common genetic condition, occurs in approximately one in every eight hundred to one thousand live births, and this number is said to increase in women over the age of thirty-five (Britannica.com 2000, Wishart 1998, NDSS 2001). It has also been stated that eighty percent of Down syndrome births are to women under the age of thirty-five (Wishart 1998, NDSS 2001). Although this information may seem contradictory, it may be explained by the decrease in fertility levels in older women and the increase in births in younger women. The risks of giving birth to a child with Down syndrome do therefore increase with age. In fact, the incidence of Down syndrome births in women forty-five years of age and over is of approximately one in thirty-five (NDSS 2001, Encarta 2000, Britannica.com 2000) Cause Scientific advances from the 1950's have enabled us to get a more accurate understanding of the causes of Down syndrome. It has been found that a chromosomal disorder is rooted at the time of conception. Three forms of chromosomal disorders are present, all of which will be briefly discussed, as described by the National Down Syndrome Society (NDSS 2001). Before doing so however it is important to define meiosis - the process of cell division in which the number of chromosomes is reduced to half. Cells of the human species are diploid - doubles of chromosomes, and it is upon fertilization that the cells are haploid - divided in halves. The haploid cells of both the sperm and the ovum then come together. A disjunction - failure to disjoin, may take place at the level of meiosis, resulting in chromosomal Trisomy, referring to an extra 21st chromosome in each cell. Trisomy 21 is the most common cause of Down syndrome and accounts for ninety-five percent of cases (NDSS 2001, Lane & Stratford 1987: 27). The next possible chromosomal cause is that of Mosaicism which occurs when there is a nondisjunction within the 21st chromosome. This results in the presence of 46-chromosome-cells as well as 47-chromosome cells, the latter containing the extra 21st chromosome. Mosaicism accounts for 2% of cases. It is important to note that in any case, the 21st chromosome may originate from either the ovum or the sperm although there is only five-percent occurrence traced to the sperm cell (NDSS 2001). The last chromosomal cause is that of Translocation. It occurs when "a part of the number 21 chromosome breaks off during cell division and attaches to another chromosome" (NDSS 2001). The presence of a piece of the 21st chromosome results in Down syndrome. In the case of Translocation, it has been said that maternal age is not associated with this risk but that two-thirds of the chances are rather sporadic, and the rest are inherited from a parent (NDSS 2001). The effect of having an extra 21st chromosome cannot be ignored. The presence of abnormal "gene dosage" has been found to be disruptive in the development of the central nervous system from fertilization onwards (Wishart 1998). Literature and scientific research have supported the latter genetic factors although the etiology remains unknown. Some theories on non-genetic causes do however exist including x- radiation, radar, oral contraceptives, cigarette use, and alcohol consumption to name but a few (Jagiello et al 1987:23-24, Lane & Stratford 1987: 38). Despite the fact that these hypotheses are interesting, they remain just that and are unsupported by scientific research. 10 Tips for Educating Students with Down Syndrome 1. Know the Definition of Down syndrome. People with Down syndrome have 47 chromosomes in each cell instead of the typical 46. It is also known as “trisomy 21.” 2. Use people first language. People first language is putting the person before the disability. Don’t say “Down syndrome girl.” Use the child’s name and if needed, add that she has Down syndrome. The correct term is “Down syndrome,” not “Down’s.” A child does not have Downs. 3. Ensure that the child has access to a communication system. Many people with Down syndrome do not have adequate expressive verbal skills. In such cases, students benefit from augmentative and alternative communication (AAC) systems. 4. Pay attention to how you treat the child. You set the tone for others to follow. Include the student in all facets and routines of the school and classroom. Be respectful and don’t talk down to the the student. Assume competency rather than incompetency. 5. Explain Down syndrome to your students. Talk to your students about Down syndrome. Do an ability awareness lesson in your classroom. The Down Syndrome Connection of the Bay Area is happy to come to your class and assist with this. 6. Be aware of any health and safety concerns. Be sure you’re aware of any medical concerns and/or conditions. Find out if the student has any limitations for recess, PE and/or food. 7. Identify how the child learns. First and foremost, children with Down syndrome CAN learn, but all children learn differently. Figure out how your student learns, what motivates them and what their strengths are. Work with other team members to modify the classwork so that your student can succeed. Ask the Down Syndrome Connection of the Bay Area for input. 8. Partner with the child’s parents. No one knows your student better than his/her parents. Network and communicate with them regularly. Don’t wait for an IEP meeting. 9. Read your student’s IEP often. Read the student’s IEP regularly. Make a “Goals at a Glance.” Look for ways to incorporate your student’s goals into daily class routines and activities. 10. Realize that you play a big role in your student’s success! Create a successful environment for your student. Use strengths, interests, and positive feedback as motivators. It is a privilege to play such a vital role in someone’s life! Chapter 11 – Behavioral Disorder Behavioral and Emotional disorders fall under the rubric of "Emotional Disturbance," "Emotional Support," "Severely Emotionally Challenged," or other state designations. "Emotional Disturbance" is the descriptive designation for behavioral and emotional disorders in the Federal Law, the Individuals with Disabilities Education Act (IDEA). Emotional disturbances are those that occur over an extended period and prevent children from succeeding educationally or socially in a school setting. They are characterized by one or more of the following: An inability to learn that cannot be explained by intellectual, sensory, or health factors. An inability to create or sustain reciprocal relationships with peers and teachers. Inappropriate types of behavior or feelings in typical situations or environments. A pervasive mood of unhappiness or depression. Frequent occurrences of physical symptoms or fears attached to personal or school problems. Behavioral disabilities are those that cannot be attributed to psychiatric disorders such as major depression, schizophrenia, or developmental disorders such as autism spectrum disorders. Behavioral disabilities are identified in children whose behavior prevents them from functioning successfully in educational settings, putting either themselves or their peers in danger, and preventing them from participating fully in the general education program. 1st Conduct Disorders: Of the two behavioral designations, Conduct Disorder is the more severe. According to the Diagnostic and Statistical Manual IV-TR, Conduct Disorder: The essential feature of conduct disorder is a repetitive and persistent pattern of behavior in which the basic rights of others or major age-appropriate societal norms or rules are violated. Children with conduct disorders often are placed in self-contained classrooms or special programs until they have improved enough to return to general education classes. Children with conduct disorders are aggressive, hurting other students. They ignore or defy conventional behavioral expectations, and frequently. 2nd Oppositional Defiant Disorder: Less serious, and less aggressive than a conduct disorder, children with oppositional defiance disorder still tend to be negative, argumentative, and defiant. Children with oppositional defiance are not aggressive, violent, or destructive, as are children with conduct disorder, but their inability to cooperative with adults or peers often isolates them and creates serious impediments to social and academic success. Both Conduct Disorders and Oppositional Defiant Disorder are diagnosed in children under 18. Children who are older than 18 are typically evaluated for antisocial disorder or other personality disorders. Chapter 12 – Inclusive Child Care In the field of early childhood education, inclusion describes the practice of including children with disabilities in a childcare setting with typically developing children of similar ages, with specialized instruction and support when needed. Federal law says that children with disabilities have a protected right to be educated in the least restrictive environment. For many children with special needs, being able to enjoy the experiences and relationships in a childcare program isn’t out of reach. Research has shown that inclusion, when done well, can be a very positive experience for both young children with special needs and their typically developing peers. Child care providers can play an important role in making inclusive child care successful. Benefits of Inclusive Child Care Inclusive child care can be beneficial, both for the child with a special need and for the other children in the inclusion classroom. Some of the benefits of inclusive child care for children with special needs include: Chances to learn by observing and interacting with other children of similar ages. Time and support to build relationships with other children. Chances to practice social skills in real-world situations. Exposure to a wider variety of challenging activities. Opportunities to learn at their own pace in a supportive environment. Chances to build relationships with caring adults other than parents. Typically developing children can also benefit from interacting with a child with a special need in their child care program. Benefits of inclusive child care for typically developing children include: Increased appreciation and acceptance of individual differences. Increased empathy for others. Preparation for adult life in an inclusive society. Opportunities to master activities by practicing and teaching others. The Role of a Teacher Children learn as much, and sometimes more, from the unintended example that adults set as they do from the learning activities that are planned. The same is certainly true when a child with disabilities is enrolled in the classroom. Children will form their knowledge, beliefs, and attitudes about individuals with disabilities based largely on the attitudes, words, and actions that they see from the adults around them. When providers and teachers are purposeful about what they are modeling for children, they can be more confident that they are having a positive impact. Providers/teachers make inclusion a positive experience for everyone by: Creating an environment, both physical and emotional, where everyone is invited to participate as much as they want to and everyone is treated with respect and kindness. Answering children’s questions with simple, straightforward honesty and encouraging open dialogue about disabilities (and abilities) among children (and parents). Helping children feel comfortable with each other and develop friendships based on their shared interests. Facilitating interactions and play between children who are differently abled, especially if the child with special needs has difficulty communicating in a way that another child can understand. Creating a sense of community in the classroom, where every person is valued as a unique individual who has something to contribute and where everyone is responsible for caring for one other. Giving children the freedom to explore their ideas about disabilities through play and conversation, while guiding them to be aware and respectful of the feelings and perspective of the child with special needs. Teachers in an inclusive classroom have a wonderful opportunity to help shape children’s attitudes and behavior toward people with disabilities. Studies have shown that children who have had repeated experiences with children with disabilities develop attitudes of acceptance and understanding that usually aren’t there in children who haven’t had that exposure. Shaping children’s attitudes while they are young is a tremendous responsibility and privilege that can have long-lasting effects. Talking with and about Children with Special Needs Needs Working with children who have special needs can be rewarding, and including children with special needs in your child care program can help all children learn. As a child care provider, you can set a tone of respect for all children by choosing your words carefully when you talk about children with disabilities. Choosing Your Words Carefully The words you use to describe special needs set the tone in your child care program. The children you care for will pick up the words you use, and will learn how to think about people who are different. The term “disability” or the phrase “special need” communicates more respect for a person with special needs than the word “handicap,” which focuses on something that is “wrong” with the person. In fact, many people like to speak in terms of children with “different abilities” rather than “disabilities.” Here are some guidelines childcare providers can use when talking with or about children who have special needs: Use “child-first” language. When talking about a special need, always put the child first, before the disability. Talking about a “child with a special need” is more appropriate than a “special-needs child,” because it emphasizes that he or she is a child first. Be sure to name or describe the disability, rather than label the child, when you talk about a child with a special need. Two specific examples may make this clearer. Rather than say: “I have a Down’s Syndrome child” say “I care for a child who has Down’s Syndrome.” The first example tends to make others think of the disability first, the second example seems to say that the disability is just one characteristic of the child. Rather than say “I care for a deaf child.” Say “I care for a child who doesn’t hear well.” The second example is better because children typically have a range of hearing loss. Every child is unique, and every disability impacts a child’s life a little differently.  Never ask, “What’s wrong with her?” Instead, ask, “What is her special need, and how can I help her?” Talk about strengths and abilities. Children with special needs have many unique abilities. Their disability is only one part of their lives, and does not define everything about them. Be sure you notice and talk about the things they do well and the ways they are growing and changing. Talking about strengths sends the message that children with special needs are capable. Everyone needs to hear this message clearly — the child with special needs, the other children and the families. Teach children in your child care program the appropriate words to talk about disabilities. Teach them how to speak respectfully to people with disabilities, and ways to offer help with courtesy. Encourage them to pay attention to what a child with a disability does well, instead of just the disability. Chapter 13 - Differentiated Learning and Individualized Educational Program Individual Education Plans (IEP) What is an Individual Education Plan (IEP)? An Individual Education Plan (IEP) is a plan that helps us understand what a student needs to succeed in school. First, it identifies the individual strengths and weaknesses of a student. Secondly, it sets out learning targets and methods to support a student’s participation in the classroom to ensure they can learn successfully alongside all other students. Why use an Individual Education Plan (IEP)? Each child is an individual. Teachers need to think about this when planning and facilitating lessons. Students with disabilities have different learning needs dependent on the type of disability. An IEP helps the teacher to plan and facilitate lessons in a way that ensures students with disabilities are included in classroom activities and can learn within the general curriculum system. IEPs are seen as good practice in many countries and are required by law in some countries.