Early Childhood Special Education

Teaching Exceptional Children
Teaching Exceptional Children is ideal for introductory courses in early childhood special education at the graduate and undergraduate level. Bayat’s clear and accessible writing, a visually appealing design, and focused pedagogy in each chapter help make it possible to cover a significant amount of material. This powerful text identifies specific behavioral characteristics and presents theoretical information grounded in neuroscience and child development research for a wide range of disabilities. Research-based best practices for effectively working with children with various disabilities in inclusive classrooms are provided in each chapter. The second edition has been fully updated based on the DSM-5 and includes new sections on contemporary issues in inclusion of children with disabilities in early childhood classrooms, such as challenging behaviors, using technology, at-risk children, promoting mental health, and family issues.
A robust pedagogical program, along with online resources for instructors and students, provides full support, including:
• Chapter Objectives and Key Terms help frame each chapter
• Discussion, Critical Thinking, Essay, Short Answer, and Review Questions at the beginning, throughout, and concluding chapters prompt students to fully engage with the material
• Homework/Field Assignments provide opportunities for students to apply their knowledge to real-world situations
• Real-Life Vignettes illustrate concepts in action
• Color Photos, Figures, and Tables clarify concepts in a visually engaging way
• Recommended Resources and References offer guidance for further study
• www.routledge.com/cw/bayat provides additional resources for students and instructors to support learning and teaching
Mojdeh Bayat is Associate Professor of Education at DePaul University, USA. She has a BA in Law and Society from The American University, an MA in Early Childhood Special Education from Northeastern Illinois University, and a PhD in Child Development from Erikson Institute in Chicago.

Low self-esteem would simply then be defined as not having pride in one’s self or abilities, lack of confidence to stand alone, no self-respect and feelings of inferiority. Let me note that this work is at helping those in the population (CU) attain self-acceptance and not a high self-esteem. If low self-esteem could be referred to as feelings of inferiority, automatically a high self-esteem poses for feelings of superiority which is also a complex problem. Simply put, the opposite of a low self-esteem is self-acceptance/ self-esteem and not a high self-esteem.

With more and more families presenting with two or more children with autism, this revolutionary treatment method in autism is transforming the lives of these autistic children and their families. Not only that, this approach is healing the lives of the entire family, thus being the FIRST, scientifically proven healing approach in autism that is truly (W) Holistic in every sense of the term. This is a win-win situation for all, as one can see the RESULTS of this path-breaking treatment in autism, right from Day ONE. The Problem While it is known that there is a " risk " of another child with autism being born in a family where the parents already have one child with autism, the actual statistics for the same is lacking. This article is inspired by my experience in healing children with autism in families with more than one child with autism. Autism Treatment Approach The healing method that was applied was Intent Healing™ that is based on Applied Energy Medicine and Applied Intentional Epigenetics. One can know more details about the same by perusing these articles on the scientific basis of the same and the case reports of successfully healed cases here: http://www.intenthealing.com/blog/ and in this online course on 'The Energy Basis of Autism and the Solution' , where the Testimonials and the Evidence of successfully healed cases of Autism, in line with EBM (Evidence Based Medicine) applying Intent Healing™ is available here: http://authenticautismsolutions.usefedora.com The treatment method applied was as follows: 1. Energy assessments of both parents and the autistic children: The energy patterns of the parents and the children were assessed over two days and two nights and the reports shared with the parents. This helps in understanding the underlying specific causes for the symptoms of autism seen in each child with autism, which was unique to each child. 2. Individual healing sessions with each parent: These sessions were done over skype and as Remote Healing sessions timed according to the time zones where the parents lived. Intent Healing™ energies were channeled in the sessions and the individual parents' energies were realigned first. 3. Individual sessions for each child: These sessions were done as Remote Healing sessions while each child was sleeping in bed at different times of the night. In some cases the sessions were done for one child and once the symptoms disappeared in that child the ISSN 2379-7150 sessions were done for the other child who had autism and then the third child after that. In some cases with two children with autism the sessions were done on the same day at different timings and improvements in the symptoms in both the children with each session were noted and documented till complete disappearance of all the symptoms was achieved. Results 1. In all the cases improvements of the symptoms in the children were seen right from the very FIRST session. 2. With consecutive sessions, PROGRESSIVE improvements in the symptoms were seen and documented in both the children with autism in the cases where the families had two children with autism and those families with more than two children with autism, the improvements were seen in ALL the autistic children. 3. In ALL the cases of families with two or more than two children with autism, 70-80% of the limiting symptoms of autism in each child disappeared over a span of 20-30 days were the sessions were done on consecutive days with no break in between. In families where the sessions were done for each child one after the other (doing the sessions for one child only first till the symptoms disappeared and then moving on to the next child and so on), the time period for recovery was correspondingly longer due to the logistics involved. 4. The ENTIRE FAMILY including the parents got healed in the process. By this I mean the physical well-being of the parents improved and they had more energy to devote to their individual creative pursuits and careers and were able to see progress in ALL aspects of their lives individually, as well as collectively, as a family.

Students with intellectual disabilities can learn to read. There are three basic approaches to reading instruction with this population: (a) a sight word approach, (b) a phonics or skills-based approach, and (c) a comprehensive approach. Of these, only the comprehensive approach will enable students to achieve their full literacy potential. This article describes a comprehensive, meaning-based approach. This is not a program or method; rather, a set of research-based strategies designed to develop all three of the brain’s cueing systems

‘Gifted and talented’ has become the official way of referring to high-achieving, able school pupils. The author questions the validity and appropriateness of this label and calls for a more sophisticated and inclusive framework.

Author profile: http://www.wlv.ac.uk/default.aspx?page=13209

Family involvement in the transition process has been recognized as a critical indicator of successful transition planning. However, many parents take a passive role in their child’s transition IEP meeting. Moreover, despite the clear mandate of IDEA, parents from culturally and linguistically diverse backgrounds are even less involved. This article explores the current status of parent involvement in transition planning for families from diverse backgrounds; examines the barriers placed on such parents and, finally, recommends strategies to address the partnerships between parents and school programs during the transition period.

This study was conducted to examine the effectiveness of Prevent-Teach-Reinforce for Young Children (PTR-YC) using a single-case experimental design. PTR-YC is a manualized intervention designed to address challenging behaviors for children in preschool and childcare settings using the framework of positive behavior support. Participants included three preschool-aged children who were receiving special education services in public preschool classrooms. As hypothesized, the use of PTR-YC resulted in two primary effects, including a decrease in challenging behaviors and an increase in desirable behaviors across all three cases. Secondary data revealed favorable increases in prosocial (or positive) interactions between teacher and child for all three cases. PTR-YC interventions were also associated with high rates of perceived social validity. Implications for the use of PTR-YC in preschool settings are discussed along with considerations for the importance of coaching to increase fidelity and the effect on teacher–child interactions.

Współczesność to czas wymagający głębokiej refleksji nad dzieciństwem. Wymaga ona przede wszystkim podmiotowego spojrzenia na dziecko jako na Osobę wpisaną w historię, kulturę i społeczeństwo. Współczesność obliguje zatem w pewnym sensie do rekonstrukcji Korczakowskich pytań o dziecko i zapytania o to, kim tak naprawdę jest dziecko, jakie są jego prawdziwe cechy, prawdziwe potrzeby, jakie kryją się w nim prawdziwe możliwości? Taka refleksja nad dzieciństwem towarzyszy od wielu lat organizowanym przez nas na Wydziale Studiów Edukacyjnych UAM w Poznaniu konferencjom z cyklu Świat małego dziecka oraz wydawanym przez Wydawnictwo Naukowe UAM pod naszą redakcją książkom o takim samym tytule. Podczas piątej edycji konferencji (odbywają się one co dwa lata od 2010 roku) i w chwili wydania piątego naukowego tomu Świata małego dziecka, podjęliśmy decyzję o wydaniu Świata małego dziecka w formie podręcznika akademickiego, który będzie wykorzystywany przez nasze środowisko zajmujące się pedagogiką dziecka, podczas zajęć dla studentów, które prowadzimy. Debaty na naszych konferencjach zawsze bowiem ukazywały, iż takiego podręcznika brakuje na polskim rynku, że nasi studenci go potrzebują i oczekują niejako od nas, że taki podręcznik dla nich stworzymy. Jesteśmy jednak w pełni świadomi, że oddawany Czytelnikom podręcznik stanowi jedynie zalążek oczekiwanego dzieła – liczymy, że będzie on systematycznie rozwijany i rozszerzany.

The number of young children with developmental disabilities seems to be escalating in Singapore. This is accompanied by a corresponding increase in the number of early intervention centers to cater to the learning and educational needs of these children with special educational needs. Early intervention is crucial in the early years of a child’s developmental stages as it can minimize the effects of young children who are at-risk or diagnosed with developmental disabilities, thereby enhancing the potential for independence in adulthood. While there has been an abundance of published studies in early intervention, most of them are done in the Western and European countries. Research in early intervention for young children with special educational needs is scarce in Singapore. With the increased prevalence and awareness of young children with special needs, attention is very much warranted in early intervention. Hence, this paper provides an overview of early intervention, its service delivery models, importance, and finally the benefits so that parents whose child with special needs can gain a better understanding of early intervention.

This describes how to use basals in a reading workshop setting.  This will make reading class more interesting and engaging, and meet the needs of students of varying levels in an inclusive general education setting or a special education setting

Purpose: In this study, it has been aimed to determine the effect of 8-week ball-handling training program on upper-lower extremity muscular strength of individuals with Down syndrome.
Method: In the study, twenty one individuals who had been medically diagnosed with trisomy down syndrome and still attending special education and rehabilitation centres have participated as voluntarily. The participants have been selected randomly and divided into exercise (10 participants) and control groups (11 participants). The exercise group was trained with Ball-handling Training Program for 8 weeks; 2 days a week and a 60 minute per day. However, the control group did not participate in any activities regularly. In the study, Takei hand grip dynamometer was used to measure upper extremity strength. For the measurement of lower extremity strength, standing broad jump–vertical jump, wall squat test and Takei leg dynamometer strength tests were utilized. The statistical analyses of the data were realized by using SPSS 21.0 package program.
Results: The means of after eight weeks, leg strength test (pre:22.47±13.12; post:30.90±13.87; p=.005) wall squat test (pre:23.55±10.95; post:30.92±13.87; p=.005) and dominant hand grip strength (pre:11.35±5.74; post:14.55±7.18; p=.024) were found more significant than the means of baseline in exercise group. But, It was not significant differences between post measurements of exercise and control groups (p>0.05).
Conclusion: The findings of the study have revealed that 8-week ball-handling training program made a positive effect on upper-lower extremity strength of individuals with Down syndrome. However, it is assumed that if the program implemented is maintained for a longer period of time, the positive effect of the training on individuals with DS will increase.

Direct instruction is a very structured form of teaching where students receive information directly from a teacher. Here the responsibility for students’ learning rests firmly on
the teacher. This chapter excerpt describes the salient elements of direct instruction.  Video mini-lectures are included.

This study aims to determine the teachers' understanding and needs on reproduction health education at high school for students with Mental Retardation in SLB CG YPPCG Surakarta, SLB PBM Surakarta, SLB YSSD Surakarta and SLB N Surakarta. This study is a kind of qualitative research with case study type. Subject in this study is teachers of students with Mental Retardation in 10 th until 12 th grade in 4 SLB-C in Surakarta with total of 12 respondents. Data was collected by using the instrument of knowledge and attitude understanding. Data was analyzed by sing descriptive qualitative. In this research, there are three aspects: the majority of teachers do not understand about reproduction health education yet, all respondents indicate that there are no reproduction health education programs in schools, and all respondents suggest that it is important to have education reproduction health for children with Mental Retardation.

"Interviewing adolescents is an integral part of the role of an educational psychologist working in schools.
However, this stage of development is fraught with difficulties. Adolescents at different stages vary as to
what they will discuss with a professional and some will rely on their peers for ‘therapeutic support’. A wide
variety of psychotherapeutic approaches is increasingly being considered and utilised by educational psychologists
in school settings. These include cognitive behavioural therapy, motivational interviewing and
solution focused brief therapy. This paper considers different theoretical approaches to interviewing and
their respective potential to enhance the work of the educational psychologist in supporting the adolescent
interviewee."

Childhood apraxia of speech (CAS) also known as Developmental verbal Dyspraxia (DVD) is an unusual speech disorder in which a child struggles on realising accurate mouth, jaw and tongue movements in order to speak. Children with CAS have problems saying sounds, syllables, and words. It's important to know that CAS is just a label for a speech disorder. In other words, the child's brain has to learn how to make plans that tell his or her speech muscles how to move the lips, jaw and tongue in ways that result in accurate speaking. At the same time, these movements must ensure that the speech is occurring at normal speed and rhythm. In childhood apraxia of speech, the brain struggles to develop plans for speech movement. As a result, children with CAS don't learn accurate movements for speech with normal ease. In CAS, the speech muscles aren't weak, but they don't perform normally because the brain has difficulty leading or harmonizing the movements. A child with apraxia cannot move his or her lips or tongue to the right place to say sounds correctly because the message from the brain to the mouth is disrupted.

Federal law states that children with disabilities should receive special instruction in the regular education class as much time as possible to meet their needs. This is referred to as the “least restrictive environment” or LRE. The goal is to find the best setting in the least restrictive environment that will help your child learn. Sometimes a child’s disability and needs are best served in a placement outside of the regular-education classroom.

The aim of the research is to know the teachers role and teachers needs in the personal hygiene learning of children with cerebral palsy. The subject of the research is teachers of SLB D1 YPAC Surakarta as a respondents are 6 persons. Data gathering technique gets from interview and observation. Data will be analyzed with qualitative research method in descriptive approach. The result of the research indicate that the majority respondents who is using speech method to convey about the personal hygiene learning. From 6 respondents, only 1 respondent who is sometimes using demonstration method. Utilizing picture media sometimes use by all respondents, 2 respondents sometimes using another media. From all respondents said that need another learning media which is might support the succeed of the personal hygiene learning of children with cerebral palsy.

The constructivist and behaviorist approaches for educating children with special needs induced plenty of controversy. Many authors suggest that an amalgamation of both methods would conduct to an improved educational process. This research contains a brief debate of approaching pupils with special needs, a summary of key constructivist and behaviorist ideologies and their influence on scholars with special needs and a list of suggestions that could find applicability on classroom.

Students with intellectual disabilities can learn to read.  There are three basic approaches to reading instruction with this population: (a) a sight word approach, (b) a phonics or skills-based approach, and (c) a comprehensive approach.  Of these, only the comprehensive approach will enable students to achieve their full literacy potential.  This article describes a comprehensive, meaning-based approach.  This is not a program or method; rather, a set of research-based strategies designed to develop all three of the brain’s cueing systems

This study aims to (1) Obtain the phenomenon overview of mentally retarded students in everyday life. (2) Determine the motion behaviors of mentally retarded students outside and inside physical education activities. (3) Figure out the mentally retarded students' ability in joining the activities of physical education and any obstacles faced by them. (4) Figure out how teachers give the treatments to mentally retarded students while they are doing sports activities in physical education. (5) Figure out the activities of physical education for students' self-developments. Subject of this research are mentally retarded students at Special Education School with Multiple Disabilities of Bina Sejahtera Surakarta. This study was using qualitative methods Life story-Case Study with four criteria used; the degree of confidence (credibility), transferability, dependability, and certainty (conformability). The degree of confidence was examined by using triangulation of data from the informant who was considered as a person who was close enough to the mentally retarded students. The analysis in this study was carried out within five stages, namely: (1) data reduction, (2) data display, (3) conclusion drawing, (4) results validity enhancement and (5) narrative analysis results. The results of this research show that physical education can be a medium for mentally retarded students' personal development, which includes some aspects of them, such as; physical education is proven to enhance the students' concentrations and focuses, increase their self-confidences and physical activities can help students to interact socially well and improve their self-developments.

Play is an important part towards early childhood development. Fromberg and Gullo (1992) state that play enhances language development, social competence, creativity, imagination, and thinking skills. According to Garvey (1977) play is most common during childhood when children's knowledge of self, verbal and non-verbal communication, and understanding of the physical and social worlds dramatically expand. Play encourages things children already know and allow them to learn new things in the process. At my school, play is reduced significantly for children in the lower primary. This includes children in grade one to three, ages six to eight. Students are limited to twenty minutes of outdoor recess time daily and forty minutes physical education time weekly but are not provided meaningful play time in the classroom. This causes a substantial problem for students, teachers and parents. For this analysis I have collaborated with colleagues in my school to brainstorm solutions towards this problem and to put them into practice.

Aphasia is an amalgamation of a speech and language disorders mainly produced by damage to the brain. Most often is caused by a cerebral vascular accident (CVA), which is also known as a stroke, aphasia can cause temporary and definitive impairments in speech and language. Other causes include brain tumours, traumatic brain injury, and progressive neurological disorders. The damage occurs typically in the left half of the brain. Individuals who experience damage to the right side of the brain may have additional difficulties beyond speech and language issues, like dysarthria, apraxia, or swallowing problems. Aphasia may causes difficulties in speaking, listening, reading, and writing, but does not affect intelligence.

Το παρόν κεφάλαιο εξετάζει την επίδραση της ειδικής αγωγής στην πνευματικότητα παιδιών με αναπηρία και ειδικές ανάγκες. Με αυτό το σκοπό, επιδίδεται στην εννοιολόγηση της πνευματικότητας και της πνευματικής έκφρασης στην παιδική ηλικία, στη σημασία που έχει για τους μαθητές με εκπαιδευτικές αποκλίσεις, και εξερευνά τους τρόπους με τους οποίους εφαρμόζεται η πνευματική παιδαγωγική στην Ελλάδα. Επιπρόσθετα, εξετάζει τον ρόλο που διαδραματίζει το οικογενειακό περιβάλλον στην καλλιέργεια της πνευματικότητας των παιδιών που λαμβάνουν εξειδικευμένη υποστήριξη, και επιδιώκει να εντοπίσει τις ιδιαίτερες πνευματικές ανάγκες που παρουσιάζουν τα παιδιά με αναπηρία και τους τρόπους με τους οποίους η ειδική παρέμβαση από επαγγελματίες μπορεί να βοηθήσει στην εκπλήρωσή τους. Τέλος, αντλώντας θεωρητικούς προβληματισμούς από τη διεθνή βιβλιογραφία, το τρέχον κεφάλαιο προβαίνει σε μία κριτική ανασκόπηση των γνωστικών και βιωματικών όψεων του πνευματικού ψυχισμού του αναπτυσσόμενου παιδιού, προκειμένου να ξεκινήσει να εξετάζεται το ζήτημα της συμπερίληψης της πνευματικής παιδαγωγικής στον τομέα της ειδικής αγωγής στην Ελληνική δημόσια παιδεία.

First aim:  how the legal changes have affected the numbers and rates of disadvantaged children in kindergarten. So I examine how  the  changes  in  numbers  of  disadvantaged  children  differ  in  various  parts  of  Hungary.  Second  aim:  what  do  the  kindergarten  teachers  think  about  disadvantaged  children  and  how  they  can  help  them  to  integrate  into  society?  The  disadvantaged law change has lots of problematical points in Hungary (Varga 2013). The early kindergarten education helps with  overcoming  the  disadvantages  (language,  socialisation,  etc.)  so  it  is  important  that  disadvantaged  children  start  kindergarten very early (Heckman 2011, Braconier 2012). I analysed the full databases about kindergarten children in every settlement from 2012 to 2017 (with SPSS programme). So I could see how the number of disadvantaged children has changed and what kind of effect the law change of 2013 has on disadvantaged children. I created a map (using MapInfo programme) of data from 2017 where I analysed which parts of Hungary have high rate of disadvantaged children. After that I visited one sub-region  where this  rate  is  high  and  I  made  five  interviews  with  four  kindergarten  teachers  and  one  special  education  teacher. Data are anonym from the Educational Office. Information sheets were provided to all interview participants. The rate  of  disadvantaged  children  did  not  change  everywhere  in  Hungary.  There  is  a  very  strong  connection  with  economic  development. The teachers told me that the disadvantaged children don’t even have the basic social skills. Love is the best way that can help them to chang

Studies showing developmental delays in infants and children with visual impairments
have triggered early childhood special education studies for this population. Early childhood
special education guidelines for visually impaired infants and children range from
individualized services to personnel preparation issues while all display certain limitations
in practice. Th is study focuses on the problems faced in the implementation of these
guidelines and some possible solutions regarding these limitations, in light of a thorough
literature review. Th ese guidelines included steps to be taken in determining the developmental
patterns of visually impaired young children, providing instruction in all areas of
development, personnel preparation, assessment and evaluation as well as mainstreaming
practices and several solutions to overcome barriers were proposed. Th is discussion is believed
to shed light on planning and implementing eff ective support services for infants
and children with visual impairments.

Reflection about a short film of Louis Braille: I was amazed in the life of Louis Braille. Even though he was blind, he still wanted to learn and study. I felt sorry about the accident that happened to his eyes, but may be God let that happen because He knew that Louis was capable. Also, God knew the heart of Louis and He wants him to be the first person that made and have an idea about Braille. And he made that not just for him but also to those people that were blind like him. He made the people around him to realize that even though he was blind and just a kid or a teenager, but still no one and even having a disability cannot stop him to fulfil his dreams. A person or child with visual impairment doesn't mean that education is not important to them. Same as Louis Braille, he was to have a good quality of education that the right grammar and spelling must be applied, like what normal people have. As a person, parent and a teacher, we should not underestimate those children with disabilities and give them limitations because, we don't know, maybe that child might become as brilliant as Louis Braille. We must give them support and teach them those things that they need to learn. Also, to let them improve their gifts or God given talent to them. This short film may encourage those children with disabilities that even though they have visual impairment they can study and learn things like normal children do.

The idea that educational policy and practice ought to be evidence­‐based is highly and widely contested. The polemic nature of the discussion is not conducive to nuance. I will demonstrate the importance of one such nuance. Critics of the evidence norm may be right in arguing that we should not disqualify every practice that lacks scientific proof. But I propose we make an exception for educational practices that bring this verdict upon themselves: those that are presented and legitimised as being based on scientific research, while actually they are not. With a concrete example, I will explain, firstly, how an educational approach can fall short in this way and be exposed as nonsense-­‐based. My example is the educational application of the Process Communication Model, an innovation expressis verbis advertised as science-­‐based. Secondly, I will argue why such an educational approach is inadmissible. Finally, I discuss some consequences for educational policy and for teacher education.

The importance of education for every person as well as every nation cannot be over-emphasized. Its importance is increased to a greater extent in case of persons with disabilities, as education can help them to adjust in the society. In special education, there are specially designed instructions to meet the unique needs and abilities of disabled children. Disabled children have conditions that adversely affect their progress in conventional educational programs. Gifted children are those who demonstrate high capacity in intellectual, creative, or artistic areas, may perform poorly in regular educational programs. 
Special education services can help both disabled and gifted children make progress in education programs. However, only disabled children are taken in special education programs in Pakistan. The Government of Pakistan recognizes its responsibility to educate the handicapped pupils first time in the report of Commission on National Education, 1959. But the proposal to provide education for these children was not made until the Education Policy 1972-1980, and in the Fifth Five Year Plan (Pakistan Planning Commission, 1978), a modest sum was allocated to special education. In 1980s, much greater government involvement was witnessed and increased budgetary provision for special education, though still insufficient, was made. During the Sixth Five Year Plan (1983-1988), the social welfare program concentrated on strengthening existing institutions of social welfare and special education.
This study reveals the Pakistan national policies on Special Education.

The best remedial reading instruction most often occurs within a general education classroom.  Toward this end, three instructional approaches that work well in meeting the needs of all students in multi-level settings were described here: (a) the self-select or reading workshop approach, (b) the basal reading workshop approach, and (c) the Four Blocks approach.

This chapter excerpt describes the basic elements of three forms of teacher-centered instruction: direct instruction, expository teaching, and mastery learning.  Each of these is an important pedagogical tool.  Video mini-lectures are included.

Looking back on the last decade and a half, the entire area of children with special needs has experienced great changes. Children are younger while being transferred to special schools and the amount of children receiving a diagnosis has increased. A great variety of tests is now obligatory in the field of children with special needs too. In spite of their evident difficulties, they are obliged to deal with them, and only few are exempted.
The relation between school and family has experienced great changes as well. More involvement and cooperation of the parents is expected which has led to a new structure of the relation between the two. Thus, the alterations in the use of diagnoses and the relation between family and schools have resulted in a new perception of understanding the environment. You tend not to speak of pedagogy and education, but rather of treatment and therapy. The latest addition is the family centers whose purpose is to ensure that the family sees itself as a precondition for the educating activities undertaken by the schools. These are based on systems theory. The main discussion in this thesis concentrates on the development of pedagogical strategies in special education between system theory inspired family therapy and the diagnosis of children.
A summary in English rounds up this thesis.