210+Teaching+Exceptional+Children

=210 Objectives=
 * ===**Objective 1:** (Amended from course objective) Explain the historical contribution and legal bases that form the foundation of early childhood special education and describe what inclusive sources in "natural environment' means for children with disabilities and their families.===

=== CHD 210 Implementation Checklist - Faculty: click on link to fill out checklist online at end of semester. ===


 * 1) ==// How many of you have heard the term, “natural environments”? //==
 * 2) ==// What does it mean to you? //==

=== Natural environments are defined in the Individuals with Disabilities Education Act (IDEA) as those typical routines, settings, or interactions where infants or toddlers would be whether they had a disability or not. With many families, early care and education programs (for example, Early Head Start and child care) are “natural environments.” ===


 * ===// The involvement of Christopher’s extended family and many tribal members in his life //===
 * ===// The Early Head Start Program and its extended child care program //===
 * ===// The playground //===
 * ===// Going for walks in the forest and at the beach //===
 * ===// Going for rides in a car //===
 * ===// Everyday routines of family life (for example, mealtimes, getting dressed) //===
 * ===// Community events //===

=== Early intervention services enhance an infant or toddler’s development by providing services in the context of what is natural for the child within his or her family’s life. As we saw in the DVD, providing services in this way requires collaboration and coordinated planning among the family, the early care and education program, the early intervention program, and the community. === || CHD 210 Assignment One Rubric

== 1- Students view the Videos 5.1 and 5.2 which address the use of assistive technology in the early childhood setting from both the early childhood professional’s point of view and the family’s point of view ==

[[image:vaparaprofessionalearlychildhoodtrainingproject/video.png width="44" height="62" align="left"]]
Video 5.1 []

Video 5.2 []

3-Answer this question: What is the difference between AT equipment and AT adaptations?
= = = Activity Two: B =

1- After accessing handouts 5.2 and 5.3, complete Activity 5.4 a:
=== [|**http://community.fpg.unc.edu/connect-modules/resources/activities/CONNECT-Activity-5-4a.pdf/view**]===

Kent’s Day
You have a child, Kent, in your class who is 3 years old. Kent has delays in communication and fine motor control. Kent also is hypotonic or has ‘low tone’ in his body, which means that he tends to have loose, or ‘floppy’ muscles, which creates decreased strength in his grip, problems with coordination, and low core body strength ( which is responsible for our posture when sitting) As a result, Kent is not using a good grip on some materials (such as puzzles or legos) as well as drawing utensils and tends to ‘fold up’ on himself when sitting on the rug at circle (which affects his ability to attend). Kent’s expressive communication (the ability to express language) is delayed and therefore, he often has a difficult time in letting others know about his choices in activities, songs, games, etc. Kent is able to understand significantly more language than he can express with his limited vocabulary Kent wants to be part of center time and circle time. Kent also really enjoys his peers but has some difficulty getting them to understand what he wants to do or play with them. As a result, Kent will sometimes give up and play by himself or will become more physical, pulling on peers, in order to get them to understand that he wants to play, which is affecting his ability to practice good social skills and develop friendships. Because of his delays, Kent has difficulty in the following areas: 1) Keeping his body in chairs and supported on the floor; Sitting up straight in circle time 2) Making his choices known: • Choosing songs or finger plays for circle • Choosing activities during center time 3) Using materials in the classroom such as painting brushes, markers, picking up game pieces, turning the pages of a book, keeping his paper stationary while at the same time gluing or drawing 4) Using scissors 5) Taking care of his own self-help items such as zipping and unzipping backpacks and jackets Using the information that you have gathered after completing the Assistive Technology assignment as well as additional information you can gather from the following sources, create a plan to provide assistance to Kent as he moves through his day. Include one activity from each part of the pre-school morning below and make sure to include peers in this plan 2-3 times during the day:  From NAEYC: []  From VA Assistive Technology systems: []  Teaching Resources for Florida ESE: []  Arrival Time -  Center Time -  Circle Time -  Small Group Time -  Snack Time -  Reading Circle -


 * This scenario can also be accessed in word form below

[[file:chd 210 Assignment two.docx]]CHD 210 Assignment two Rubric

 * === 210- C CARA's kit (OPTIONAL ACTIVITY/RESOURCE TO SHARE WITH STUDENTS) ===

Resource:
__**Cara's Kit**__ Provides :

A CD with a Power point about using adaptations in the early childhood classroom using the least to most intrusive continuum. The CD also allows you to print out:
 * Cara's Checklist of Priorities and Concerns- A checklist designed to help preschool teachers understand children's needs by describing children's typical performance in everyday classroom activities and routines.
 * Mini posters for 'centers' that suggest adaptations for that center
 * Blank Matrix for creating adaptations
 * Adaptation Chart: A guide in the form of a small flip chart addresses the modification of Environment, Activity, Materials, Instruction and Assistance.

Suggested Assignment/ Activity- Choose a child in your practicum who is having difficulty with a developmental area. Use the checklist and the flip chart in 'Cara' s Kit' to determine which adaptations could be used in the classroom for that child. 'Use the blank activity matrix to create an adaption plan for that child. ||