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Positive and Strengths-Based

Happy U.N. Disabilities Day! Dec. 3!
(Created in 1992)
People-First Language (with a few exceptions):
“person with autism” or “autistic person”
dIS ABLE: focus on abilities
Diversability: new term reflecting emphasis on strengths

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My Story

Including all children in my classroom
Getting into Early Intervention/Early Childhood Special Education
Importance of play-based assessments and therapies
Naturalistic observations
Working with special services in the home and classroom
Working with families; home visits
Power of peer support: reciprocal!

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Categories (IDEA, USA)

Note: EI/ECSE (birth-5years) are often too young for many of these categories and can qualify for services as “developmentally delayed”.
The Individuals with Disabilities Education Act (IDEA) requires public schools to provide special education and related services to eligible students. But not every child who struggles in school qualifies. To be covered, a child’s school performance must be “adversely affected” by a disability in one of the following 13 categories:
1. Specific learning disability (SLD)
The “specific learning disability” (SLD) category covers a specific group of learning challenges. These conditions affect a child’s ability to read, write, listen, speak, reason, or do math. Here are some examples of what could fall into this category:
Dyslexia
Dyscalculia
Written expression disorder (you may also hear this referred to as dysgraphia)
SLD is the most common category under IDEA. In the 2018–19 school year, around 33 percent of students who qualified did so under this category.

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2. Other health impairment

The “other health impairment” category covers conditions that limit a child’s strength, energy, or alertness. One example is ADHD , which impacts attention and executive function.

3. Autism spectrum disorder (ASD)

ASD is a developmental disability. It involves a wide range of symptoms, but it mainly affects a child’s social and communication skills. It can also impact behavior.

4. Emotional disturbance

Various mental health issues can fall under the “emotional disturbance” category. They may include anxiety disorder, schizophrenia, bipolar disorder, obsessive-compulsive disorder, and depression . (Some of these may also be covered under “other health impairment.”)

5. Speech or language impairment

This category covers difficulties with speech or language . A common example is stuttering. Other examples are trouble pronouncing words or making sounds with the voice. It also covers language problems that make it hard for kids to understand words or express themselves.

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6. Visual impairment, including blindness

A child who has eyesight problems is considered to have a visual impairment. This category includes both partial sight and blindness. If eyewear can correct a vision problem, then it doesn’t qualify.

7. Deafness

Kids with a diagnosis of deafness fall under this category. These are kids who can’t hear most or all sounds, even with a hearing aid.

8. Hearing impairment

The term “hearing impairment” refers to a hearing loss not covered by the definition of deafness. This type of loss can change over time. Being hard of hearing is not the same thing as having trouble with auditory or language processing.

9. Deaf-blindness

Kids with a diagnosis of deaf-blindness have both severe hearing and vision loss. Their communication and other needs are so unique that programs for just the deaf or blind can’t meet them.

10. Orthopedic impairment

An orthopedic impairment is when kids lack function or ability in their bodies. An example is cerebral palsy.

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11. Intellectual disability
Kids with this type of disability have below-average intellectual ability. They may also have poor communication, self-care, and social skills. Down syndrome is one example of a condition that involves an intellectual disability.
12. Traumatic brain injury
This is a brain injury caused by an accident or some kind of physical force.
13. Multiple disabilities
A child with multiple disabilities has more than one condition covered by IDEA. Having multiple issues creates educational needs that can’t be met in a program designed for any one disability.

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Causes

Genetic – cystic fibrosis, ASD (some types), some learning disabilities

Congenital – present at birth, e.g. cerebral palsy

Teratogenic – prenatal exposure to chemicals, alcohol, drugs

Chromosomal – abnormality, e.g. Down Syndrome

Environmental – malnourishment, lead poisoning, etc.

Unknown causes

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Don’t Shoot the Messenger!

ASQ and ASQ-SE and other screening tools can identify concerns
If child scores 6 months or more behind in development, they can be referred for further assessment and evaluation, and can receive services
If parents resist and deny, we can keep working with the child, keep giving the ASQ and continue being supportive and encouraging with the family
Early Intervention works well and preventively. Eventually most parents agree to services, especially speech and physical therapies. Occupational therapy, social skills coaching, behavior consultation and other specialties as needed can be included

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We all have goals! �Ins and outs of IFSPs and IEPs

Once the child qualifies for special services:
Team meeting happens with family to determine placement and developmental goals
Age Birth-3 years (or 5, depending on location): Individualized Family Service Plan (IFSP) is written. Strengths-based family involvement approach
Age 5-18 years (or 21, depending on disability): Individualized Education Plan (IEP) is written. Education, school plan for modifications and adaptations
Least Restrictive Environment (LRE) and Free and Appropriate Public Education (FAPE) are key elements to consider
Full inclusion in regular classrooms – example of Head Start class where everyone (teachers included) has goals!

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Inclusion Strategies

Reciprocal – everyone benefits (example of 5 year old needing tonsils out)

Provide openended activities so children can be successful at their own levels

Compassion, support and empathy are encouraged and built

Teacher models positivity and patience

Keep environment and routines predictable

Provide for a variety of learning styles and multiple intelligences

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Embedding Learning Opportunities

According to the Division for Early Childhood Exceptional Children (2014), effective embedded learning opportunities in inclusive classrooms are:

based on a child’s participation in everyday activities and routines
target specific skills
embedded throughout daily activities and routines
delivered as planned in goal setting

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Example: Emma’s Day

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Talented and Gifted (TAG)

Often are all-around balanced students, with several talents and gifts

May need our support in socialization and underused activities

Two typical educational approaches: accelerated learning and enrichment

Include them in planning educational goals

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Nature as Healer

“Nature-deficit disorder (NDD) describes the human costs of alienation from nature, among them: diminished use of the senses, attention difficulties and higher rates of physical and emotional illnesses”.

-- Richard Louv,
Last Child in the Woods, 2008

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Harmony Home Nature Camp

Our strategies and adaptations with children with special needs:
Assign a “trail buddy”
Child with autism carries our daily schedule and keeps track
Camp counselor (older child) stays with child with ADD/ADHD
Snack schedule dependent on child with diabetes
Keep the day mellow and relaxed for all; frequent breaks
Nature games and activities designed in openended ways

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