English

Examples of Adaptations for Special Needs Physical Limitations (Office of Head Start, 2012) Visual Impairments (Cox & Dykes, 2001; Monahan, 2011) Speech and/ or Hearing Impairments (Anderson, 2012) Learning Disabilities and Behavioral Issues (Office of Head Start, 2012) Gifted and Talented (Cook & Cook, 2005) Modify equipment for access (e.g., raising or lowering easel, taping […]

Adapting for Children with Special Needs Adaptations for children with disabilities are intended to provide as normal a school or child care setting experience for the child as possible. An adaptation is something we do to alter the physical environment, curricular materials, and/or teaching strategies to include the child in the daily life and learning

Special Needs Special Need Description Physical (orthopedic) conditions Physical limitations caused by birth defects or injury that prevent or impair mobility and/or dexterity. Visual impairment Many potential causes that result in partial to total blindness or limited sight requiring corrective lenses. Hearing impairment Any condition that results in less than normal hearing; may be permanent

Developmental Delays and Special Needs When we observe that young children do not seem to be following the generally expected path of development in one or more domains, evaluation may be indicated to determine whether the child has a special need. Special needs include any kind of needphysical, emotional, or cognitivethat differs substantially from the

Cognitive Development Our views of intelligence, thinking, and understanding of neurological functions are changing as a result of significant research conducted over recent decades. We know that the brain receives, processes, and stores different kinds of information in specific locations. Neural connections, the development of hard and soft “wiring,” and brain density increase dramatically from

Affective Development Affective development describes how children behave and feel. Social competence, emotional character, and personality develop in highly individualized patterns influenced by the interplay of nature (biological processes) and nurture (environmental influences). Over time and as children acquire language, their affective responses become less outwardly focusedon physical needs (e.g., crying when hungry, tired, or

  Typically Developing Children iStockphoto / Thinkstock Children in any particular age group exhibit generally similar developmental characteristics, but with many variations for which teachers must adapt. Typically developing children are those considered to be representative of most children in a population. The developmental progression of typically developing children is often expressed in terms of

Universal Expectations vs. Individual Variations You already know that developmentally appropriate practice (DAP) addresses both the general characteristics of groups of children as well as unique variations from child to child at any particular point in time. A good curriculum will be one that is flexible enough to allow the teacher to use insights and