Families of Children with Special Needs
In recent decades, families of children with special physical, social/emotional, and cognitive needs have become significantly more empowered by the passage of federal laws supporting them. Over time, these laws have come to include even the youngest children, as was explained in Chapter 2. In addition, research over the same decades has demonstrated that, rather than separating children from typically developing peers, it is most advantageous when they are included in the regular setting, “that is, places where they would be found if they did not have a disability” (Copple & Bredekamp, 2009, p. 331). Such an approach is termed inclusion and its popularity signifies that you will more than likely have children with disabilities placed in your care. It is also likely that, due to the young age of these children, it will be during their time with you that their disabilities will be observed, documented, and assessed. If special needs are identified, a program of early interventions may be developed through collaboration with the family and early childhood special educators.
As you might expect, the chil-
Young learners with disabilities can benefit developmentally by dren’s families, at this challengbeing placed in regular classrooms. What can you do to help ing period, may well be under create an inclusive environment for all your early learners? unusual stress. Thus, the teach er’s or caregiver’s role is a sensiAssociated Press tive and important one.
Among the categories of special needs or exceptionalities are those children who are identified as gifted. Although giftedness is generally not a major consideration before kindergarten or the primary grades, you may be sure that parents are ever alert for this definition of specialness and will want to talk about it. For help with all these children, those who have difficulty keeping up and those who are ahead, here are some suggestions from professionals in the field (Parette, Meadan, & Doubet, 2010; Ray, Pewitt-Kinder, & George, 2009).
· Keep good notes, with dates, of observations and assessments as soon as you have questions about a child’s development and/or performance. These should be objective, nonjudgmental, and accurate regarding specific behaviors. Such matter-of-fact reporting will help parents appreciate your help and professionalism.
· Before talking with parents the first time about concerns or observations of possible giftedness, speak with your administrator for advice and information that he or she may already have.
· Be supportive of the family’s decisions for their child, whatever intervention or program they may choose or decide to reject.
· Suggest web-based sources to families such as “Learn the Signs/Act Early” at www.cdc.gov/ncbddd/actearly/.
· The Individuals with Disabilities Education Act (IDEA) uses specific terms to identify children who are entitled to special services. Two to use are children with disabilities and children with special needs. Using them will help children receive services. Do remember that some children with disabilities may also be classified as gifted.
· Encourage parents to involve their extended family in the life of a child with special needs . . . and that includes children who are gifted. Added encouragement and support go a long way toward helping children develop to their full capacity.
· Encourage parents to play with their children in ways that encourage development in an area of challenge or in ways that promote giftedness. (You will learn more specifics about this in an upcoming course.)