Children With Special Needs
Presenters: Liew, Jess, Jill, Azad, & Nuaim
(Behavior and Emotional Disorders) and (vision impairment)
Behavior Disorders
Behaviors that deviate so much from the norm that they interfere with the children`s own growth and development and/or the lives of others. The deviation that is consistent across different time and in different situations.
Inappropriate behaviors, unhappiness or depression, fears and anxieties, and trouble with relationship.
Emotional disorders
Disruptive behavior disorders
Behavior and Emotional Disorders
Eating disorders
Tic disorders
Character disorder
Anxiety disorders
Mood/affective disorders
Examples of Behavior and Emotional
Disorders
Eating disorders
o Anorexia nervosa o Bulimia
Mood/affective disorders
o Depression o Bipolar disorder/ maniac depression extreme mood swing
Character disorder - there is guilt/remorse after aggressive or hurtful behavior
Anxiety disorders = experience an overwhelming sense of fear or dread.
o obsessive-compulsive disorder (OCD) o Posttraumatic stress disorder (PTSD)
Tic disorders involuntary, rapid, stereotyped movements of specific muscle group
o Tourette syndrome mild/severe include facial, physical or vocal tics
Disruptive behavior disorders = 3 types
o Attention deficit-hyperactivity disorder (ADHD) inattention, over-activity and impulsivity or combination o Oppositional defiant disorder (ODD) students are defiant with adults and vindictive or blaming with peers to an excessive degree over a long period of time o Conduct disorder students who are repeatedly break serious rules, display cruelty to animals or people , bullying or fighting.
Approaches, strategies and methods
Terri Swanson`s method (2005) 1. Structure the environment
o Clear visual boundaries between areas where behaviors are expected
2. Structure schedule
o Monthly/daily schedule, clear procedure and clear starting and ending
3. Structure the activities
o Use color-coding, verbal and visual prompts
4. Structure rules routines
o Writing rules in positive ways, prepare student for changes in routines using reviewing pictures of what will be happening
5. Offer choices
o Providing a short list of alternatives for completing a task
Guidelines in teaching them: Be more aware of the things that trigger the disorder Careful not to violate due process rights of students Punishments for student with emotional problems must serve a clear educational purpose Never exposure their condition to humiliate them
Make sure rules and the punishments are reasonable Keep good record and work collaboratively so all involved are informed Always use positive consequences in conjunction with negative ones avoid using world like don`t Be careful on works that relate with family matters and living situations
Positive reinforcement programs
Contingency contracting - a contract between the teacher and student specifying what the student must do to earn a particular reward or privilege Primack principle stating that a more-preferred activity can serve as a reinforcement for a lesspreferred activity Token reinforcement system tokens earned for academic work and positive classroom behavior can be exchanged for some desired reward
Vision impairments
Vision impairments
Amblyopia
Legally blind
Partially sighted/ low vision
Partially sighted/low vision
o means that a person has enough vision to read regular print or large print. o shortsightedness (myopia)- eyesight abnormality resulting from the eye's faulty refractive ability; distant objects appear blurred o Farsightedness (Hyperopia) - is a sight problem that affects your ability to see close-up objects. People who are longsighted can usually see distant objects clearly, but nearby objects appear blurred
Legally Blind
o A person is legally blind (sometimes called 20/200) when, with the best correction of vision, can see at 20 feet what a normally-sighted person can see at 200 feet. o receive orientation and mobility (O&M) training at a young age from professionals who help the child learn to get around
Amblyopia
o called lazy eye, occurs when the image from one eye is suppressed as it travels to the brain. o Sometimes this condition is treated by putting a patch on the stronger eye so the "lazy" eye is forced to work harder. o This patch may need to be worn for a few months or even a year, and sometimes glasses also are needed. o Early treatment is essential; the younger a child is, the more quickly his eye will respond to treatment.
Colour blind
precise term is Color Vision Deficiency (CVD) to describe a lack of perceptual sensitivity to certain colors
Other vision impairments are blind spot, different sensitivity toward light No correction between vision problem and intelligence, but it can affect how a child learns
Identification:
Often hold book close/very far form their eyes Rub, squint their eyes frequently Complain about eyes burn or itch May have swollen, red, or incrusted eyes Misread materials on chalkboard Very sensitive to light Hold their head at an odd angle Have less facial responses and does not make eye contact
Teaching the vision impaired students: Teaching aids
o Large-print books o Substantiate with audio materials o software that converts printed material to speech or Braille o Teaching material must with clear, big / bold word, size, colour and contrast background & less words
Strategies and methods o When writing use larger words and read out loud o use lots of communication so the child knows what will be happening. This is called "providing cues." o Use Braille in reading material for blind students o Need more time to complete certain task o Focus on coordination concepts like "You dropped your mitten on the floor in front of your right foot."
Classroom o More space in the classroom o Near to chalkboard can hear easily / easy can keep an eye o Arrangement of furniture and seat must be consistent to make them are familiar with the classroom arrangement o Monitor obstacles and sharp angles
Attention o Arrange a buddy for fire drills and emergencies o Praising using verbal praise because they can not see body language of approval o Guide for unfamiliar place arm guide/ verbal cues o Do not keep him on his desk lead to sense of helplessness and resistance called o Need more time to complete certain task
Speech Disorder and Hearing Impairment
CHARACTERISTICS
DEFINITION
APPROACH/ STRATEGIES
SPEECH DISORDER
WHAT IS SPEECH DISORDER?
Cannot produce sounds effectively for speaking.
About 5% of school age children have some form of speech impairment.
CHARACTERISTICS:
4 types: Receptive Expressive
Articulation
Voice
RECEPTIVE LANGUAGE DISORDERS:
Difficulty deciphering the sounds they are hearing. Inability to organize and understand the meaning of what is spoken to them. This affect the ability to follow direction.
EXPRESSIVE LANGUAGE DISORDERS
People with expressive language disorders have difficulty retrieving words. They know what they want to say but cant think of the exact words to use. So, they often pause or repeat the preceading phrase, or add verbal fillers such as umm or well.
They often substitute words with less precise meaning. Eg: stuff for clothes
ARTICULATION DISORDERS
Substituting 1 sound to another Distorting a sound Adding a sound Omitting sounds
However, most children are 6-8 years usually have difficulties in pronouncing the right words. (Mispronunciation) Also, there are dialects differences based on geography that do not represent articulation problems.
Articulation conditions that are known to be organically based:
Dysarthria
-weakness in some muscles of the face Oral apraxia
-difficultiy coordinatiing the muscles of the face
Voice Disorders
Inappropriate : 1. pitch, 2. quality/loudness 3. in a monotone.
(Hallahan & Kauffman, 2006)
Approach/ Method:
Understanding the student
Talking with the student
Be alert for students who have such qualities. Does her problems affect her reading, spelling, thoughts & participation?
Pay attention to students who seldom speak. Do role playing/ modeling & teach her how to stay focus on speaker. Expressive language disorders : Allow enough time for students to respond. Articulation disorders : Notice how many directions can she/he understand at one time.
Curriculum
Provide concrete & visual examples of what you are teaching. Eg. Multiplication have sets of item such as beans or blocks.
Social Relationships
Deal directly with teasing. Explain to the other students about the issues & be very clear that no teasing will be tolerated.
CHARACTERISTICS
DEFINITION
APPROACH/ STRATEGIES
HEARING IMPAIRMENT
WHAT IS HEARING IMPAIRMENT?
Impaired ability to hear sounds. Can be permanent or intermittent.
CHARACTERISTICS:
Difficulty with auditory discrimination or hearing the slight differences between sounds. Affect language meaning. Eg; These students might not differentiate the vowel sounds in the words bat, bit, bet, and but.
Confusion in understanding abstract words (eg. preposition).
Eg; a) Why do we get in a car but on a bus? b) What does Hes driving me up the wall mean?
Approaches/ Method
Communication
Speak clearly & at a normal volume and pace. Dont exaggerate words. Create some visual cueing system that allows your students to signal you if they dont understand . Check with parents about any use of sign.
Setting up the Classroom
Be aware of the noise level in the classroom. Be aware of the students position in classroom to ensure that she/he stay focus.
Curriculum
Use visual cues in classroom. Provide written directions/ pictures on the board or desk for work that is expected for the students. Use buddy system help each other in understanding & able to work together.
Ask the students & their parents if they/ someone else wants to come & speak about hearing loss can increase their knowledge/ awareness & make them more empathetic.
Social relationships with peers
DYSLEXIA AND SLOW LEARNERS
What is Dyslexia?
A learning disability that effects a persons ability to deal with, acquire, and a process language. Researchers believe that it is an inherited, neurologically based condition. Takes different forms and differs widely in levels of severity.
Unique Characteristics of students with dyslexia
Have average or above average intelligence. Bright and highly creative, with a good sense of humor and the ability to see things in new ways. Maybe immature in physical and social development but somehow they will be mature although it will take times.
Have other learning difficulties, that are attention deficit disorder (ADD) and attention deficit hyperactive disorder (ADHD).
How to help them?
Structure and Organization Students with dyslexia often relax when things are structured and predictable. Curriculum Learn their interests and use these as much as you can in curriculum. Take an active role in helping your student gain skills (being a personal manager).
Social relationships with peers Find a private time to speak to them and show them explicitly which behaviours and actions are helpful.
Slow Learners
Do not fall into the category of special education, do well outside the classroom, and show no evidence of having a medical problem. They simply do not do well in school or in particular subject.
Characteristics of a slow learner
Immature in their relationship with others and do poorly in school. Cannot do complex problems and work very slowly. Lose track of time and cannot transfer what they have learned from one task to another well.
Do not easily master skills that are academic in nature (timetables or spelling rules). Their inability to have long-term goals. Have significant problems with time management probably due to a short attention span and poor concentration skills.
How to help them?
Provide a quiet place to work Keep homework sessions short Provide them activity times before and during homework sessions. Add a variety of tasks Be patient but consistent. Challenge the children.
Hyperactivity disorder(ADHD) and Autism
Hyperactivity Disorder (ADHD)
About 9% of children in a school may have ADHD. Kids who have ADHD usually start having problems in preschool. A kid might have a greater chance of developing ADHD if one of his or her relatives already has ADHD or another type of behavior problem.
ADHD can cause kids to act in different ways, depending on who has it. Girl - having problems in paying attention Boys - behavioral problems
Sign of ADHD
Easily distracted In constant motion
Do not seem to listen
Often talk excessively Unfinished task Having difficulty playing quietly
ADHD children cannot maintain concentration and face difficulty in completing task and have poor memory. They may wiggle around in their seats, move around a lot, talk too much, or interrupt other people's conversations.
It's important to remember that everybody does these things once in a while. If a child shows this kind of attitude, it doesnt mean that he or she has ADHD. In order to overcome this, ADHD children can perform relaxation therapy, with the assistance of their teachers.
Giving reward
Relaxing different muscle groups
Teach kids on how to relax
Stay calm by doing deepbreathing exercise
Relaxation Therapy
Autism
Autism causes kids to experience the world differently from the way most other kids do. Kids who have autism usually keep to themselves and many can't communicate without special help. They also may react to what's going on around them in unusual ways. Being touched, even in a gentle way, may feel uncomfortable.
Warning Sign That a Child May Have Autism
Does not babble or coo by 12 months of age.
Does not gesture, such as point or wave, by 12 months of age. Does not say single words by 16 months.
Does not say two-word phrases on his or her own (rather than just repeating what someone else says) by 24 months.
Symptoms of Autism
Difficulty with verbal communication, including problems using and understanding language.
Inability to participate in a conversation, even when the child has the ability to speak. Lack of imagination.
Preoccupation with unusual objects or parts of objects
Kids with autism often can't make connections that other kids make easily. A kid with autism may have trouble connecting a smile with a person's happy feelings. A kid who has autism also has trouble linking words to their meanings. Imagine trying to understand what your mom is saying if you didn't know what her words really mean.
Autism causes kids to act in unusual ways. Most kids with autism don't like changes in routines. They also may insist that their toys or other objects be arranged a certain way and get upset if these items are moved or disturbed. They might flap their hands, say certain words over and over, have temper tantrums or spin themselves.
Treatment for autism may include a combination of the following:
Special education: Education is structured to meet the child's unique educational needs. Behavior modification: This includes strategies for supporting positive behavior and decreasing problem behavior by the child.
Speech, physical, or occupational therapy: These therapies are designed to increase the child's functional abilities. Medication: There are no medications currently approved to treat autism, but medications may be used to treat specific symptoms, such as anxiety, hyperactivity, and behavior that may result in injury. A recent study found that a drug often used to treat schizophrenia in adults, called Risperdal, might benefit children with autism.
Besides that, by using pictures and sign languages, it allows autism children learn to talk. Also, therapists can helps these children to learn social skills, such as how to greet people, wait for a turn, and follow directions.
Mild Mentally disabled and Gifted and talented
Mild Mentally Disabled
Definition
Also known as Intellectual disability or mental retardation. A disability characterized by significant limitations in both intellectual functioning and adaptive behaviour as expressed in conceptual, social, and practical adaptive skills.
Characteristics
They have different types of intelligences: Gardners Multiple intelligent: a) Linguistic b) Logical-mathematical c) Spatial d) Bodily-kinesthetic e) Musical f) Interpersonal g) Intrapersonal Person score below 70 in IQ test.
Characteristics
Originates before age 18. Learn slowly than their peers. Need more time and practice to learn Have a difficulty transferring learning from one setting to another or putting small skills together to accomplish a more complex task.
Approaches, strategies and methods
Determine readiness. Find their strengths. Review what have been presented before. Use as many different cues as possible such as visual, tactile and kinesthetic.
Learn about students development level and types of intelligence. create situation where your students is an active learners. Make yourself familiar with instructional tools. Guide them to manage themselves.
Teaching and Learning objectives
1. Students get appropriate research-based instruction and support as soon as possible. 2. To make sure teachers are systematic in documenting what interventions they have tried with these students and how well each intervention worked.
Reading Books Practical Lerning Playing Games
Test
Planning of Activities
Doing Drills
Quiz
Visit a Place Homework
Teaching aids
Computers Slides
Picture
Music
Motivation
Praise her for her attempts and successes and make light of mistakes. Expect students to accomplish what she is capable of doing.
Gifted and Talented
Definition
They give evidence of high performance capability in intellectual, creative, artistic, leadership, or specific academic areas and who need services or activities not ordinarily provided in a regular school program in order to fully develop such capabilities. No longer limited to having a high IQ.
Characteristics
Larger, Stronger, and Healthier than the norm. Walked sooner and were more athletic More emotional stable than their peers Became better-adjusted adults than the average individual. Had lower rates of delinquency, emotional difficulty, divorce, and drug problems. Ask a lot of questions.
Like to create their own processes for solving problems, often coming up with unique and different solutions. Can have uneven development. They are very sensitive. (demand of perfection)
Approaches, strategies and methods
Enrichment method giving the students additional, more sophisticated, and more thought-provoking work. Curriculum compacting assessing students knowledge of the material in the instructional unit, then teaching only for those goals not yet reached. Skipping grades but need to accelerate student in one or two particular subject.
Encourage abstract thinking, creativity, reading of high-level and original texts and independence. Teacher must be imaginative
Motivation
Not force children to stop investigating their talent. Avoid destroying intrinsic motivation with heavy doses of pressure and external rewards.
References
Greenstein, D. B. (1998). Caring for children with special needs: Visual impairments: Visual impairments. Retrieved from http://www.lbcma.org.uk/newsArticles/NAvisual.as p on 21.2.2012 Haliza Hamzah, Joy N. Samuel, & Rafidah Kastawi. (2008). Child development for program perguruan pendidikan rendah pengajian empat tahun. Kuala Lumpur, KL: Kumpulan Budiman Sdn. Bhd. Haskvitz, A. (n.d). Retrieved from http://www.reacheverychild.com/feature/slowlear ners.html
Leighton Buzzard Childminding Association. (n.d). Caring for Children with Special Needs: Hearing Impairments. Retrieve from http://www.lbcma.org.uk/newsArticles/NAhearing. asp Polloway, E. A., Patton, J. R. & Serna, L. (2001). Strategies for teaching learners with special needs. New Jersey : Prentice-Hall Inc. PubMed Health. (2010, Sept 28) .Speech disorders children. Retrieved from http://www.ncbi.nlm.nih.gov/pubmedhealth/PMH0 002403/
Sarcone, G. A. (2011). Color blindness or color vision deficiency. Retrieved from http://www.archimedes-lab.org /colorblindnesstest.html on 21.2.2012 Steven D. (2009). Autism. Retrieved from http://kidshealth.org/kid/health_problems/brain/aut ism.html# Steven D. (2009). What is Hyperactivity?. Retrieved from http://kidshealth.org/kid/health_problems/learning_ problem/adhdkid.html#
Stowe, C. N. (2005). Understanding special education, a helpful handbook for classroom teachers. New York, NY: Scholastic Inc. Woolfolk, A. (2010). Educational psychology: Student with intellectual ability and student who are gifted and talented (pp. 140-148). The Ohio State University: Pearson Education International.
