David Garcia Project Inspired … Disability Awareness for Early Childhood Professionals
Michigan Division for Early Childhood Conference – 2019
Corrina Anderson – Central Michigan University
Chawarska, K., & Volkmar, F. R. (2013). Autism in Infancy and Early Childhood. Handbook of Autism and Pervasive Developmental Disorders, 223-246. doi:10.1002/9780470939345.ch8
David Garcia Project. (n.d.). Central Michigan University Mary Ellen Brandell Volunteer Center, Mount Pleasant, MI.
Hart, S., Hoffman, H., Ph.D., & Wirz, J., Ph.D. (2012). Facing Their Fears: Addressing Concerns of Pre-Service Teachers. Central Michigan University, Mount Pleasant, MI.
Olusanya, B. O., Davis, A. C., Wertlieb, D., Boo, N., Nair, M., Halpern, R., . . . Kassebaum, N. J. (2018). Developmental disabilities among children younger than 5 years in 195 countries and territories, 1990–2016: A systematic analysis for the Global Burden of Disease Study 2016. The Lancet Global Health, 6(10). doi:https://doi.org/10.1016/S2214-109X(18)30309-7
Sawyer, D. J., Ph.D., & Jones, K. M., Ed.S. (2008). Testing and Evaluation. Retrieved April 16, 2019, from https://dyslexiaida.org/testing-and-evaluation/
Comfortability Survey Results
What is the David Garcia Project?
- Many early childhood professionals will work with children with disabilities in their careers.
- The most common type of disability among children in early childhood is developmental disabilities.
- Developmental disabilities is an umbrella term that encompasses a large range of different disabilities that can affect a child’s physical, learning, or behavioral functioning (Olusanya et al., 2018).
- In 2016, the total number of children under the age of 5 with developmental disabilities worldwide was an estimated 52.9 million (Olusanya et al., 2018).
- 8.37% of the population of children under the age of 5
- According to Olusanya et al. (2018), not only are children with developmental disabilities at risk for suboptimal health and wellbeing, but also for suboptimal educational attainment.
- With greater awareness and training for professionals, optimal services can be provided to children with disabilities.
- Early childhood professions that may benefit from greater awareness: general and special education teachers, physical and occupational therapists, speech-language pathologists, child life specialists, physician assistants, along with many others.
- From a previous study done at Central Michigan University, it was found that approximately 45% of pre-service teachers stated they were very concerned (8.28%) or somewhat concerned (36.98%) about working with students with disabilities (Hart, Hoffman & Wirz, 2012).
- Participants will read story about Katy Perry and attempt to answer questions about what they read.
- Provides understanding that someone with a learning disability can do the work assigned, they just may need more time and assistance.
- Dyslexia is classified as an intellectual disability and can start being detected in kindergarten and first grade (Sawyer & Jones, 2008).
- Adaptations: reading to the child or allowing the child more time to read what is assigned to them
- Participants will be in a group of four performing the tasks indicated for them. Following, person 1 will be asked to answer questions about the stories that were read to them.
- Provides understanding on how multiple stimuli, that may not affect others, can affect children with Autism Spectrum Disorder in negative ways.
- Adaptations: a quiet room or one-on-one work time
- The participant would put on large gloves and attempt to complete fine motor tasks such as stringing beads on a string or writing their name.
- Motor skills are just one aspect of development that Autism Spectrum Disorder can affect. Others include, but are not limited to, social skills and behavior management.
- With the information known about ASD now, it is becoming increasingly easier to detect it in children under the age of 4 (Chawarska & Volkmar, 2013).
- Adaptations: allowing the child more time or hand-over-hand assistance
- Majors included: Child Development, Communication Sciences and Disorders, Early Childhood Development and Learning, Exercise Science, Elementary Education, Psychology, Special Education, Social Work and Therapeutic Recreation
- Pre-professional concentrations included: physical therapy, speech-language pathology, occupational therapy, audiology and physician assistant
- 1 to 10 scale, 1 being least comfortable and 10 being most comfortable
- 38.28% of people answered with a 7 or lower when asked their comfortability with working with children with disabilities, 0-8 years old. (Chart 1)
- 62.60% of people answered with a 7 or lower when asked about their confidence about providing adaptations for children with disabilities, ages 0-8. (Chart 2)
Tips for providing awareness programs:
- Center the program around the target group
- Promote empathy instead of sympathy
- Make the awareness program interactive to better engage participants
- Allow for frequent discussion and debriefing
The David Garcia Project (DGP) is a program through the Mary E. Brandell Volunteer Center at Central Michigan University. It is an experiential learning program facilitated by student volunteers. DGP’s main goal is to provide disability education across campus and throughout the community via activities that simulate different types of disabilities. The types of disabilities DGP currently targets include; physical, developmental, learning, visual, auditory, psychological, and communication disorders. DGP is designed to promote empathy, not sympathy. This means they are focused on providing an understanding of what people with disabilities are experiencing, instead of feeling sorry for them. DGP has gained much appreciation on Central Michigan University’s campus throughout the years.
Student Coordinator: Kelsey Bogrow
Graduate Assistant: Bianca Gleton
If you have any inquiries about the David Garcia Project you can contact:
volunteer.center@cmich.edu
Or call (989) 774-7685