Chapter 1
Educating Young Children with Special Needs: The Challenge
OUTLINE
I. Viewing the Child with Special Needs as a Child First
II. Inclusion of Young Children with Special Needs in Community-Based Settings
III. Philosophy of This Text
IV. Early Childhood Special Education: An Evolving Field
A. Pioneering influences
B. Casa dei Bambini
C. Piaget’s Theory of Cognitive Development
D. Recognition of the Role of Early Experiences
E. Project Head Start: A breakthrough
F. Doubts
G. Impact of early intervention
H. Early Intervention for Children with Disabilities
I. Relationship-Focused Models of Early Intervention
V. Changing Policies: The Enabling Impact of Public Pressure and Legislation
A. Development of professional groups
B. The power of private citizens
C. The First Chance Program
D. Public Law 94-142: The Education for All Handicapped Children Act of
1975
E. Public Law 99-457: The Education of the Handicapped Act
VI. Evolving Trends in Early Childhood Special Education
A. Family-Centered Services
B. Community-Based Inclusive Settings
C. Interdisciplinary Collaboration
D. Culturally Responsive Practices
VI. Building on Best Practices
A. Collaboration Between Early Childhood Education and Early
Childhood Special Education Professionals
B. A Cautionary Note
VII. Service Delivery
A. Child-Focused Approaches
B. Caregiver-Focused Approaches
C. Services for Infants and Toddlers
D. Special Considerations for Infant and Toddler Group Care
E. Services for Preschoolers
VIII. Meeting Young Children’s Needs in Inclusive Settings
A. Unique Challenges Involved in Supporting Early Childhood Inclusion
IX. Summary
X. Discussion Topics and Activities
ESSENTIAL CONCEPTS AND VOCABULARY
Americans with Disabilities Act
Best practices
Developmentally appropriate practices
Early intervention
Family-centered approach
Free appropriate public education
Inclusion
Inclusion settings
Inclusion support
Course Assignment
Person First Language Essay Reflection Rubric Grading Sheet
Person First Language Essay Reflection
Rubric Grading Sheet
Assignment directions:
Students will read the article Person First Language by Kathie Snow and will write a 2-3 page reflection essay.
Accessing the article:
Essay will consist of answers to the following questions:
Introduction:
• What concepts did you find interesting or important from this article? How do you relate personally to this
article? What thoughts and feelings came up for you as you read the article?____
Body:
1. Discuss what Kathie Snow believes is the greatest obstacle facing people with disabilities. Do you agree?
Why or why not? ____
2. What does the author mean by this statement, “people with disabilities are not broken?” How do you feel
about that statement? ____
3. Give two other examples of how a “problem” can actually be rephrased into a need for a person who has a
disability. ____
4. Why do you think Kathie Snow chose to call her company Disability Is Natural? ____
5. What does the author mean when she says that, “a diagnosis may be constant, but whether it’s a disability is
more a consequence of the environment…?” Can you think of other examples of how a disability is often a
consequence of the environment? ____
Individuals with Disabilities Education Act
Individuals with Disabilities Education Improvement Act
Interdisciplinary collaboration
Least restrictive environment
Mainstreaming
Natural environments
Relationship-focused intervention model
Transactional
Transdisciplinary approach
6. Kathie Snow explains that, “history tells us that the first way to devalue a person is through language.”
Think about the history of racism and sexism. Has terminology and language of these two concepts
Conclusion:
• How do you currently use person first language when talking about people with disabilities? Or, if this is a
new concept, then what can you do to help change your perception and use more respectful terminology for
people with disabilities? How might you act or think differently? ____
• How has your thinking been reinforced, altered, or transformed as a result of this class and assignment. __
Rubric:
A
Exceeds standards
B
Meet standards
C
Majority meet standards some below standard
D
A few meet standards some below standards
F
Below standard
Exceeds Standard
Meets standard
Below standard
__Essay is thoughtful, based on
class content and readings; tied to
__Essay is “surface level” tied to
class content and readings. Some
__Essay lacks evidence of
commitment to personal growth
CHAPTER 1
Multiple Choice
1. At the present time it is thought that the best way to provide learning opportunities for
children with special needs is
a. In classrooms called non-categorical
b. In classrooms with typically developing children
c. In classrooms for developmentally delayed
d. In classrooms especially equipped for their disability
2. Children
a. May not be able to learn spontaneously from play
a. Learn in exactly the same way that other children do
b. Always learn more slowly and with great difficulty
c. Need highly structured lessons to learn
3. The least restrictive environment is
a. In a regular classroom if appropriate
b. Always in a regular classroom
c. Usually in a special education classroom
d. Never in a special education classroom
4. Strong parent organizations that aided children with special needs were first created
a. After World War I
b. After World War II
c. In the 1990s
d. In 2004
5. Inclusion support activities for the ECE who has a child with special needs in the class
might include
a. Ongoing observation and assessment of the child
b. Inservice information to staff members about the child’s disability
c. Demonstration of specific intervention techniques
d. All of the above
6. Early childhood curricula usually include experiences in
a. Exploration
b. Sharing
c. Interaction with peers
d. All of the above
7. Today children with any disabling condition should
a. Always be placed in regular classrooms with special help
b. Be educated in the least restrictive appropriate environment
c. Be taught from the earliest possible time by teachers who are trained in special
education
d. Be evaluated and identified according to disabling conditions
8. Legislation requires that __________ of children in Head Start be children with
disabilities.
a. 10%
b. 15%
c. 20%
d. 25%
9. Public Law 94-142 was enacted in:
a. 1935
b. 1955
c. 1975
d. 1979
10. Montessori developed a:
a. Nursery school for children who are gifted
b. Day-care center for young Italians in New York City
c. Casa dei Bambini in Rome
d. A test to determine if children are retarded
11. The far-reaching law that guarantees equal opportunity in employment, public
accommodation, transportation, state and local government services, and
telecommunications is:
a. Americans with Disabilities Act (ADA) of 1990
b. The Education of the Handicapped Act Amendments of 1990
c. The Education of the Handicapped Act Amendments of 1990 Part H
d. The First Chance Program (HCEEP) in 1968
12. Public Law 99-457, The Education of the Handicapped Act Amendments of 1986,
a. Authorized Individual Family Services Plans (IFSPs)
b. Requires statements about mental retardation
c. Tightened eligibility requirements for infants and toddlers
d. All of the above
13. The term “natural environments” means
a. The least restrictive environment
b. And environment where technology is available
c. An environment where children without disabilities participate
d. Services provided in the home
14. When caring for young children in groups it is not important to create
a. Small group sizes
b. A bond between a child and an instructor of the same gender
c. Continuity of care
d. Cultural and familial continuity
15. An example of a community-based inclusive setting would be:
a. Head Start
b. Neighborhood play group
c. Child development center
d. All of the above
True-False
1. Children learn many skills from each other.
2. By 2005, the majority of schools had developed curriculum standards for 3- to 5-year-
olds.
3. The range of “normalcy” in children 0–5 is quite narrow.
4. Children with special needs do not need to have a program with educational experiences
individualized.
5. During the early years, the educational focus is more on the process than on the content
of learning.
6. The parent of a child with special needs can be assured that there will be a program in the
least restrictive environment available for that child in the community.
7. Itard’s contribution to child development was the theory of inborn adaptation.
8. Teachers in a Montessori program use sequenced lessons.
9. Research has shown that a factor significantly associated with positive child development
is maternal responsiveness.
10. Most child-focused programs are currently directed by the teacher.
11. The main purpose of P.L. 94-142 was to establish free appropriate public education.
12. Best practice stipulates that evaluation should rely on a single instrument for continuity.
13. An excellent model of an inclusive setting is Head Start.
14. Piaget believed that each child’s capacity to learn is uniquely experientially based.
15. A current paradigm shift in ECSE is the focus on the caregiving environment rather than
on the infant or child.
Short Answer
1. Describe what is meant by the least restrictive environment.
2. Explain how, during the early years, the educational focus is more on the process of
exploration, manipulation, expression, sharing, and active involvement than on the
content or products of learning.
3. What are the theoretical assumptions of child-focused programs?
4. Give two examples of kinds of caregiver-focused programs.
5. Name two significant mandates of P.L. 94-142.
6. Name two significant mandates of IDEA.
7. Why should we be cautious in accepting all recent ideas in early childhood special
education?
8. What does the term “natural environments” mean?
9. What is the theory behind the transactional approach?
10. ECE has recognized the importance of some ECSE practices. What are they?
Comprehensive Essay
1. Discuss the arguments in favor of educating children with disabilities with children
without disabilities in early childhood. What are the pros and cons of these arguments?
2. Suppose a parent said to you: “I don’t want my child in the same classroom with those
retarded kids.” Write your appropriate reply.
3. Johnny wears a brace on one leg and has limited visual abilities. Johnny’s parents insist
that he be educated with “normal” children. Martha is hard of hearing but has acquired
some speech and imitates readily. The multidisciplinary diagnostic team thinks that she
will learn from observing typical peers. What steps will you take to integrate these two
children into our early education center? Consider the children, their families, and the
children and parents you are already serving. Be specific in stating exactly what you will
do and when.
4. Give three reasons why the early years are considered to be optimal ones for inclusion of
children with disabilities.
5. Give three examples of when full inclusion might not be the best educational alternative
for a child.
6. Early childhood special educators are expected to have the skills necessary to work with
all children. However, additional skills and competencies are needed as an ECSE. Name
five of those skills and/or competences and explain why they are important.
7. Outline the dramatic changes in attitudes toward young children with disabilities that
have taken place over the last century.
8. Describe the major features of IDEA.
9. Compare and contrast child-focused and caregiver-focused programs. What are the
strong and weak points of each?
Explain what is meant by “a child with special needs is a child first” and how that
statement relates to the federal legislation terminology change from the Education for All
Handicapped Act to Individuals with Disabilities Education Act.
Chapter 1: