This paper is written to explore the elements needed when collaborative skills in the classroom meet and intermingle within the regular design of educational programming and other services related to the special needs child in the early childhood education environment. Learning modalities will be defined. The importance of a spectrum of modalities in the way children learn will be addressed, with special attention given to the needs of a special needs child in the classroom. The question of why changes in curriculum, environment and personnel are necessary when dealing with a special needs student in a typical classroom will also be addressed. Sometimes referred to as “learning modalities”, operating in a classroom according to “teaching modalities” is a method of approaching education from a number of perspectives in order to provide a well-formed learning experience for the individual student. A learning modality refers to the way a student concentrates on, processes and retains information or skills (Hutinger, 2001). While noted education specialist Howard Gardner (Hermanns, 2010) has theorized that there are far more intelligences from which one may draw conclusions about the way children learn, for purposes of this paper, three main modalities will be discussed, Visual, Auditory and Kinesthetic (de Sa & Ballard, 1998). Within the scope of the Individual Family Service Plan (IFSP), a written plan of action to support the growth and development of a child ages birth through 3 and his family, or the Individual Education Plan (IEP), a plan for the child entering the school system, a child’s special needs will be documented and goals established. In some cases, the modality of the child can begin to be recognized and establishe... ... middle of paper ... ... North Carolina, . (2011). What is autism?. Retrieved from http://www.autismsociety-nc.org/index.php?option=com_content&view=article&id=341&Itemid=675 de Sa, V., & Ballard, D. (1998). Category learning through multimodality sensing. Neural Companion, 10(5), Retrieved from http://www.mitpressjournals.org/doi/abs/10.1162/089976698300017368?journalCode=neco Emma, S. (2010, June 8). Learning in a different way. Illawarra Mercury. p. 31. Retrieved from EBSCOhost. Hermanns, K. (2010, December 9). Good study skills habits: activating multiple intelligences [Web log message]. Retrieved from http://info.knowledgepointslearning.com/bid/56203/Good-Study-Skills-Habits-Activating-Multiple-Intelligences Hutinger, P. (2001, November). Learning modalities: pathways to effective learning. Retrieved from http://www.pbs.org/teachers/earlychildhood/articles/learningmodalities.html
Vignette two: Families who previously had children enrolled in a nearby preschool have told you stories of what happened to their children in that center. They describe dirty sheets on the cribs, harsh punishments including withholding food, and ratios of twenty children to one adult. One day you drive by and see a lot covered with asphalt and dry grass. There are a few rusting pieces of playground equipment. Several children are standing along the chain link fence looking at the cars going by. There are no adults in sight.
Dr. Seuss wrote, “You’re off to great places. Today is your day. Your mountain is waiting. So get on your Way”. The role of the early childhood educator, while rewarding, can sometimes feel as is you are climbing a mountain. Educators have to consider how to implement curriculum, instruction, management, and technology in the classroom. Educators also have to provide an environment where all children feel safe and nurtured. When creating a course of action, educators have to consider their role as well as the role of the student, parent, and community.
Ormrod, J. 2008. Human learning (5th ed.). Pennsylvania State University, NJ: Pearson/Merrill Prentice Hall. 39.
Early childhood education, although constantly evolving, was actually established and practiced as early on as the times of Ancient Greece and Rome. The foundation that early childhood education is based upon is to instill in children the skills needed to succeed later on in life, while making sure young children enjoy their time in schooling. Throughout chapter 3 in the textbook Who Am I in the Lives of Children, the reader is capable of evaluating just how greatly the methods for teaching today’s youth have evolved and changed for the better.
For a special education student to be successful and reach their true potential, it takes a collaborative effort between both the special education and general education teacher. Both teachers need to have an understanding of each student’s disability and unique academic needs. Both teachers play vital roles in participating as part of the IEP team, providing professional input, and best practices to develop the student’s IEP, which will provide all stakeholders in the child’s education the accommodations and modifications for the special needs child to be successful in the
Silver, H., Strong, R., Perini, M. (2000) So each may learn: Integrating learning styles and multiple intelligences. Alexandria: Association for Supervision and Curriculum Development.
While walking through the front gates of County elementary school, you see children of all ages playing while they wait for the school bell to ring. Walking to the classroom that I will be observing you see students with their parent’s line up waiting to get signed in. The students are to be signed in by a parent or guardian for safety precautions, and shows that the child was signed into school. As a visitor, I am to sign myself in, this shows I was in the classroom, at what time was I there, and reason for visiting the classroom.
Curriculum is the organized framework that explains the content that children are to learn, the processes through which children achieve the identified curricular goals, what teachers do to help children achieve these goals and the context in which teaching and learning occur. The best curriculum for early childhood teacher is developmentally appropriate curriculum that allows teachers to set-up an effective learning environment for children.
Public Law 94-142: The Education for All Handicapped Children Act of 1975, now called Individuals with Disabilities Education Act (IDEA), requires states to provide free, appropriate public education (FAPE) for every child regardless of disability. This federal law was the first to clearly define the rights of disabled children to receive special education services if their disability affects their educational performance. A parent of a special education student also has basic rights under IDEA including the right to have their child evaluated by the school district and to be included when the school district meets about the child or makes decisions about his or her education. If a child is identified as in need of special education services, the school district must devise a written individual education program (IEP) for the child, which includes related services. An IEP is a statement of a student’s special education and related services including speech services, psychological services, physical and occupational therapy, counseling and assistive technology and transportation. In addition, this legally binding, individualized plan outlines reasonable educational goals for the student and is reviewed and updated yearly.
This research report presents an analysis of and conclusions drawn from the experiences and perspectives of two educators that work in the early childhood setting. The main objective is to identify key elements and issues in relation to the families, diversity and difference. In particular how an early childhood educator implements, different approaches to honour culture and diversity, and to advocate for social justice in an early childhood settings. As such, it allows an insight into the important role that families and their background plays in the everyday lives of the children and educators within early childhood settings. In today’s ever-changing growing society it is essential for educators to be flexible to the diversity and differences with families of today. Gaining an insight into way that educators view and approach these important elements will enable the readers to understand that diversity and social justice is not only interwoven into today’s education system but also the educators themselves.
Glazzard J, Hughes A, Netherwood A, Neve A, Stoke J. (2010). Teaching Primary Special Educational Needs. British library: Learning Matters. p7.
Early Childhood Education teachers know that our children deserve to learn the important lessons from us and to acquire important habits with our help. Teachers and future teachers want our children to grow up to be responsible adults. Also, teachers are trying to find the perfect way to deal with children with different type of behavior. Teachers have to deal with parents, giving them a satisfactory result of their child developmental progress and security. My philosophy of guiding young children behavior is to use the combination of collaboration, positive attitude, and patience.
There are many things that need to be included in an IEP. There are the obvious things like the students name and identifying information. Also, the date that the special services will begin, where the services will be delivered, and the duration to which these services will extend. Places to which these services can be administered include schools, homes, and/or hospitals. The age for which services can begin are at the age of 3 and end at the age of 21. Another thing that will be included in the IEP is a statement of the child’s present academic achievement and functional performance. This may include how the child’s disability affects his/her performance in the general education classroom, or how a child may be unable to participate in certain activities. After identifying the child’s problems in the general education curriculum, goals can be put into place. These goals include both academic and functional goals that are designed to allow the child to progress in the general education curriculum. There must also be assessment information in the IEP. This information includes
As an early childhood educator it is my job to ensure that my classroom provides a safe and secure environment that is easily supervised with enrichment activities that are rich in play, teaching, people and experiences for all children within the classroom. Things that need to be considered when building an environment for children include space, equipment used, outdoor space needed and a flexible schedule that allows you to move in and out of the areas with smooth transitions.
Manner, Barbara M. (2001). Learning Styles and Multiple intelligences in students. Journal of College Science Teaching. 30(6) p 390-93. retrieved April 7, 2003 from Eric/Ebsco database.