Gordon Biddle, Early Childhood Education: Becoming a Professional Instructor Resource
Chapter 7
Children with Exceptional Needs in Early Care and Education
The field of special education has evolved from one that segregated children in private
state institutions for mentally retarded, blind, or deaf to one that now attempts to integrate
children into classrooms with nondisabled peers. This field has come a long way in a short time.
Federal laws have mandated that all children should have access to a free and appropriate public
education in the least restrictive environment. Children with special needs now have access to
regular classrooms, as long as their individual needs are being met.
A special education teacher, with a multidisciplinary team, will work together to ensure
that a child with special needs is getting their needs met in an appropriate way. Families are
required to be an integral part of the team, so that they better understand their child’s needs.
Services are available for all age groups and assistive technology exists that can better assist the
child in their learning. Gifted and talented students also fall into the category of having
exceptional needs. There are approaches available to assist these students as well, including
acceleration and enrichment. One of the most important things to remember when working with
children who have exceptional needs is that communication is extremely important. A
relationship with open communication can help the parent as well as the teacher learn more and
obtain resources.
How has the Field of Special Education Evolved?
• Individuals with Disabilities Education Act (IDEA) was the first federal law to ensure
that students who qualified for special education services received free and appropriate
public education (FAPE).
• From Segregation to Inclusion
• From Segregation to Integration
o Education for All Handicapped Children Act mandated states to provide a free
and appropriate public education to all students with special needs ages 5 to 18.
▪ Least restrictive environment (LRE) emphasized the importance of
providing children with special needs instruction in the regular classroom.
To the maximum extent possible.
Gordon Biddle, Early Childhood Education: Becoming a Professional Instructor Resource
▪ Mainstreaming is based on the idea that children with special needs can
participate in the regular classroom during specific times to the extent that
it meets their individual needs.
o Individuals with Disabilities Act (IDEA) required all early childhood programs be
prepared to provide services to children with special needs. Autism and traumatic
brain disorder were two new disability categories.
o Individuals with Disabilities Education Improvement Act extended services to
infants and toddlers who are at-risk of experiences substantial developmental
delays.
What is the Spectrum of IDEA Childhood Disability Categories?
• Disability categories: There is a chart in the text book that lists disability categories and
how many children are identified with that disability by age.
What is the Role of the Regular Education Teacher in the Special Education Cycle?
• The Special Education Cycle shows what is involved in the process, including screening
and eligibility for special needs to services and developing an Individualized Education
Program (IEP).
Gordon Biddle, Early Childhood Education: Becoming a Professional Instructor Resource
student study team, who will evaluate the student’s performance, make
recommendations, and develop a plan to ensure student success.
• A multidisciplinary team then begins a comprehensive evaluation to determine if the
student meets state eligibility criteria for special education.
• Eligibility criteria vary from state to state.
o A significant discrepancy formula requires that the student have a significant
• Students who are not eligible may still quality for modifications or accommodations.
• Individualized Education Programs (IEP) includes:
o Disability eligibility
• Individual Family Service Plan is written for infants and toddlers and must include the
What Types of Special Education Services are Available to Children with Special Needs?
• Early Intervention services for infant and toddlers are built into the IFSP. Services are
encouraged to be provided in the home environment. A list of services is provided in the
textbook.
• Special education programs and services for school age children.
o Resources Specialist Program is a special education teacher who provides
instructional support services to students diagnosed with a specific learning
disability.
Gordon Biddle, Early Childhood Education: Becoming a Professional Instructor Resource
How has Assistive Technology Improved Access and Removed Barriers for Children with
Exceptional Needs?
• Assistive Technology Act provides federal funds for states to develop training and to
increase their capacity to provide assistive technology devices and services (a list of
devices is found in the textbook).
• Augmentative and Alternative Communication systems are designed to facilitate or
compensate, temporarily or permanently, for severe speech or language impairments of
students who have difficulty communicating verbally or in writing.
• Early literacy development through assistive technology: assistive technology can
promote early literacy among preschool children with special needs.
How does Inclusion of Children with Special Needs in Early Care and Education Settings
Promote Learning?
• Inclusive preschool programs promote classrooms as learning communities where each
member is valued and respected. There should be high expectations set for the children.
How do Schools Respond to the Needs of Gifted and Talented Children?
Gordon Biddle, Early Childhood Education: Becoming a Professional Instructor Resource
• Howard Gardner proposed the theory of multiple intelligences and argues that there is no
single intelligence.
• Programs for gifted and talented students include acceleration and enrichment.
What are the Best Practices for Communicating with Families of Children with Exceptional
Needs?
• Communicating with parents of gifted and talented children is key to successful
programs.
• Communicating with parents of children with special needs helps build positive
relationships.
o Develop effective communication with parents.
o Seek and use parents’ knowledge.
• Help families access needed resources by arranging for workshops and have handouts
and other resources available.