Identifying and Understanding Young Learners Special Needs

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1 Identifying and Understanding Young Learners Special Needs Robin Rettie, M.Ed., Special Education Lighthouse Learning Resources

2 LEARNING Critical vs. Sensitive Periods of Development o Nervous System prenatal and postnatal o Social/Emotional begins at birth o Binocular Vision - 3 and 8 months o Language birth to 3 years critical period (social language); sign Language difficult to develop fluency after 5 12 years sensitive period o Hearing directly associated with language development o Vestibular System first to develop in-utero Environment MATTERS

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4 Interruptions in Development GENETIC DELETIONS/MUTATIONS Chromosome difference, such as Down Syndrome NEUROLOGICAL Brain based, such as ADHD NEUROMUSCULAR Such as Cerebral Palsy PREGNANCY COMPLICATIONS Premature birth, illness, etc. ENVIRONMENTAL FACTORS Mother experienced physical trauma, toxins, poor prenatal care UNKNOWN CAUSES

5 CONCERNING CHARACTERICS Low Muscle Tone (hypothyroid - hypotonic) Lacks Social Awareness/Limited language Lacks Body/Self & Social Awareness awareness of feelings Clumsy Bull in a China Shop/poor coordination Withdrawn/quiet/spaces out/limited eye contact/flapping/humming/chewing Fearful/lacks fear/startled easily Picky eater/oral seeking input/packing food Narrow interest/doesn t share topics Ridged to schedule/routine/meltdown Doesn t respond to noise/name Milestones not met

6 Concerns Or Developmental Delay? Critical vs. Sensitive periods of development - every child develops within a range of time 1. Gross Motor Delay address early, could be a condition related to a permanent disability, such as cerebral palsy - neuromuscular *Handedness 1.5 years, if shown earlier, could be reason to investigate *Fine Motor 6 to 12 years and continues 2. Limited or no language, social responsiveness, reciprocal dialogue 3. Lack of eye-contact, eye tracking, eye weakness (after 4 months) 3. Withdrawn often overlooked 4. Exceptionally active

7 SENSORY PROCESSING Sensory Processing Disorder (SPD): Sensory Processing Disorder - difficulty receiving and responding to information that is processed through the senses. Think of SPD as you would an earth quake; what is seen on the surface, may not be indicative of what is brewing below. Diagnostic and Statistical Manual of Mental Disorders - DSMV - not a stand alone diagnosis Co-exists/exists with or without a disability

8 SENSORY SYSTEMS = 7!! 1.) Tactile or Somatosensory System sense of touch and tactile sensation on the body, including the mouth 2.) Visual System sense of sight 3.) Auditory System sense of hearing 4.) Gustatory System sense of taste 5.) Olfactory System sense of smell 6.) Vestibular System sense of balance/pull of gravity 7.) Proprioception System sense of body awareness/position

9 SOME SENSORY REACTIONS Auditory System: reacts to obvious noise and noise you can t hear covers/pulls ears Visual System: Hyperlexia interrupts learning, social, and can affect emotional balance or is bothered by bright/florescent light Tactile System: difficulty with clothing, tags, sitting near others, with crowds or over touching/licking/chewing sensory seeking Gustatory System - Sense of Taste: avoids or seeks out certain types of food, difficulty with textures of foods, seeks out salty or spicy, likes bland foods pockets food!!! Olfactory System - Sense of Smell: avoids food, environments, people Vestibular System: sensory information related to motion, equilibrium, and spatial orientation - need for movement, swings high, jumps off of high places (super child!), can t sit for long, drops things Proprioception System: receptors located in muscles, joints & tendons need for pressure input, clumsy, bumps into/falls on others, touches walls

10 GAME TIME! USING YOUR NONDOMINANT HAND; Draw a BIG bowl in the center of your paper, Draw popcorn IN your bowl and make sure it s full, Draw a glass of soda to the right of the bowl glass has to be tall, half filled, and have a straw, Draw a triangle napkin at the top left corner of your paper, Write the word POPCORN in all caps at the top center of your paper.

11 POPCORN P PRESENTATION you and environment, speaking slowing/lower voice tone WAIT TIME!! O OBSERVE take brief notes (date, time, behavior) P PLAN with your team when you have questions everyone benefits from a team approach C COMMUNICATION with your team and PARENTS what is your preschool s policy? O OPEN MIND is needed when supporting an individual, try another way if one way didn t work, try not to let the concept of failure enter your mind, our kids can be challenging! R REFLECT/REVIEW what can be done differently? N NEEDS vary and you have needs, too

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15 STRATEGIES THAT WORK! Visual supports Video Modeling Teaching Sequence Create daily schedule (pictures &/or words) Create simple lists first/then; 1/2/3; picture for task completion Forewarning of transition/change (5, 2, minutes warning or visual cue) Direct & clear direction limited your words Approach calmly using a confident, soft voice Planned ignoring (not reinforcing behavior through attention) Proximity control (standing close) Allow for processing time/wait time Distraction Method offer a new item, ask child to assist, come see, provide a new command, such as Compliance Sequence (hands on your head, touch your nose, hands on shoulder, sit) followed with positive reinforcement, lights on/off Low lighting, soft music, reduce clutter Sensory use a blanket, fidget, social story Quiet area no talking, no asking questions, nothing but QUIET!!! Establish a rapport ALWAYS offer love and acceptance!!!

16 VIDEO MODELING Albert Bandura Social Learning Theory Bobo Doll Experiment Bandura&&view=detail&mid=DDD1E85ADB4CE165ECCBDDD1E85A DB4CE165ECCB&&FORM=VRDGAR t+bandura&&view=detail&mid=ddd1e85adb4ce165eccbddd1 E85ADB4CE165ECCB&rvsmid=C9EF E7D2FFA03C9EF E7D2FFA03&FORM=VDQVAP

17 TEACHING SEQUENCE Teach whole class Visuals to teach routines and expectations, PRACTICE & PRAISE! Teach one-on-one Social Story, role play, video modeling, pictures, PRACTICE & PRAISE! Supportive Statements: Look at me, use words (sign language), breathe, stop (visual), try this, affirmation later; take a break first, you re safe, I m listening, I see you, I believe you, you really are Supportive Strategies: Wait time, calm voice, smile, hug, brushing arm, joint compressions, quiet place, fidget, movement, alone time, rest

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19 MELTDOWN Allow child time to regulate Trying to encourage child to follow the plan usually backfires Disengage in dialogue Using words to soothe might not work child needs time to self-soothe (not for infants swaddle, love, and calm environment Ensure safety Provide fidget, weighted blanket, low light Once regulated provide love and understanding Practice skill needed role play/visuals/praise

20 ACKNOWLEDGE FEELINGS

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23 IDENTIFYING CONCERNS Observe - data collection Plan with colleagues Communicate with family provide objective data observable Open Mind Reflect/Review Needs change and YOU need self-care!

24 PUBLIC SCHOOL CONNECTION Child Find Law: 34 CFR (c) Child Find covers every child from birth through age 21. The school must evaluate any child that it knows or suspects may have a disability. Non Categorical Ages 3-5 may be described as Non Categorical Early Childhood (NCEC) if he or she has been diagnosed as having one of the following: Intellectual Delay, NCEC-ID Emotional Disturbance, NCEC-ED Specific Learning Disability, or NCEC-SLD Autism, NCEC-AU When a child demonstrates difficulty over time in maintaining appropriate behavior, the campus staff are obligated to consider the following. "No Academic Need" Social - relationships with students and faculty Emotional - regulation under normal circumstances Academic - maintain average success within traditional teaching application

25 RESOURCES SensoryFriendly.pdf Social Stories Carol Gray, Video Modeling

26 QUESTIONS? THANK YOU!