# data[].attributes.headline
Strategies for working with exceptional children

# data[].attributes.subject
Strategies for working with exceptional children

# data[].attributes.body
This article says that teaching children with learning disabilities is all about finding ways to help them learn and feel good about themselves. With the right support and encouragement, they can pick up the skills they need to do well. One of the best tips I believe the article gives is to break things down into small, manageable steps so it doesn’t feel overwhelming. You can use pictures and hands-on activities as they are helpful since visuals sometimes explain things better than words. Giving regular feedback lets the children know what they're doing well and what they can work on. Showing them how to do tasks step by step gives them a clear idea of how to get it done.

The article also points out that it’s important to start with lots of teacher support and then slowly let kids take the lead as they gain confidence. Asking simple questions like "How’s that going?" or "Where else could you use this?" can get them thinking and problem-solving on their own. Most importantly, it’s about focusing on each child's progress and making them feel supported. When we pay attention to what they need, we can help them see how capable they really are.

# data[].attributes.attachment_link.readable_text
Research continues to confirm that we can teach students with learning disabilities to "learn how to learn." We can put them into a position to compete and hold their own.
Some intervention practices that produce large outcomes are:

direct instruction;

learning strategy instruction; and

using a sequential, simultaneous structured multi-sensory approach.

Teachers who apply those kinds of intervention:

break learning into small steps;

administer probes;

supply regular, quality feedback;

use diagrams, graphics and pictures to augment what they say in words;

provide ample independent, well-designed intensive practice;

model instructional practices that they want students to follow;

provide prompts of strategies to use; and

engage students in process type questions like "How is the strategy working? Where else might you apply it?"

Scaffolding is also something that seems to make a real difference. Start out with the teacher using heavily mediated instruction, known as explicit instruction, then slowly begin to let the students acquire the skill, moving towards the goal of student mediated instruction.

Success for the student with learning disabilities requires a focus on individual achievement, individual progress, and individual learning. This requires specific, directed, individualized, intensive remedial instruction for students who are struggling.

Whether the student is in the general education classroom or learning in a special class setting, focus the activities on assessing individual students to monitor their progress through the curriculum. Concerns for the individual must take precedence over concerns for the group or the curriculum or for the organization and management of the general education classroom content.

# data[].attributes.attachment_link.title
Successful Strategies for Teaching Students with Learning Disabilities

# data[].attributes.attachment_link.description
Research continues to confirm that we can teach students with learning disabilities to "learn how to learn." We can put them into a position to compete and hold their own. direct instruction; learning strategy instruction; and using a sequential, simultaneous structured multi-sensory approach.

# data[].attributes.body
https://childcare.extension.org/what-child-care-providers-need-to-know-about-disability-laws/

I decided to look at this article as a daycare director, as it is something that has came up recently and I was not sure how to handle it. I found this article helpful and easy to understand . It gave great info on how to care for children with special needs and how to follow important rules, like the Americans with Disabilities Act (ADA) and the Individuals with Disabilities Education Act (IDEA).

The way it explained how to make changes like adjusting classroom routines and activities can make a huge difference for a child with special needs in your classroom. I want to give my staff all the tools they need to help every child in their classroom, and making these changes can help not only a child with extra needs but the other children in our program as well. It made me feel better that I do not need to change our program completely to accommodate.

Reading about IDEA, and how early intervention works was a good refresher as it is not something we deal with all the time. I have made it a point to sit in on the meetings with the specialists who work with the teachers and children in our program, so I know what they should be working on and help create the IFSP, and IEP for those children.

Reading this reminded me that including special needs children in our program is not as hard as it may seem.

# data[].attributes.attachment_link.title
What Child Care Providers Need to Know about Disability Laws – eXtension Alliance for Better Child Care

# data[].attributes.body
https://www.colorincolorado.org/article/english-language-learners-special-needs-effective-instructional-strategies

This article helped me to understand how schools support children who could possibly need special needs services. It breaks down each step of the process. The article shows what steps parents need to take and helps them to see how they are involved through each step. Having seen parents get upset when you discuss with them that their child may need extra help, this would be a great resource to give them. I like how it explains what the IEP is for and how it makes sure the child's individual plan is geared to their specific needs.

Overall, this article gives a great explanation of special education services and how a child can be easily identified as needing extra help.

# data[].attributes.attachment_link.title
English Language Learners with Special Needs: Effective Instructional Strategies

# data[].attributes.attachment_link.description
Students fail in school for a variety of reasons. In some cases, their academic difficulties can be directly attributed to deficiencies in the teaching and learning environment. For example, students with limited English may fail because they do not have access to effective bilingual or English as a second language (ESL) instruction. Students from lower socioeconomic backgrounds may have difficulty if instruction presumes middle-class experiences. Other students may have learning difficulties stemming from linguistic or cultural differences. These difficulties may become more serious over time if instruction is not modified to address the students’ specific needs. Unless these students receive appropriate intervention, they will continue to struggle, and the gap between their achievement and that of their peers will widen over time.Still other students need specialized instruction because of specific learning disabilities. The over representation of English language learners in special education classes (Yates & Ortiz, 1998) suggests that educators have difficulty distinguishing students who truly have learning disabilities from students who are failing for other reasons, such as limited English. Students learning English are disadvantaged by a scarcity of appropriate assessment instruments and a lack of personnel trained to conduct linguistically and culturally relevant educational assessments (Valdes & Figueroa, 1996). English language learners who need special education services are further disadvantaged by the shortage of special educators who are trained to address their language- and disability-related needs simultaneously.Improving the academic performance of students from non-English backgrounds requires a focus on the prevention of failure and on early intervention for struggling learners. This digest presents a framework for meeting the needs of these students in general education and suggests ways to operationalize prevention and early intervention to ensure that students meet their academic potential.Prevention of school failurePrevention of failure among English language learners involves two critical elements: the creation of educational environments that are conducive to their academic success and the use of instructional strategies known to be effective with these students (Ortiz, 1997; Ortiz & Wilkinson, 1991). Preventing school failure begins with the creation of school climates that foster academic success and empower students (Cummins, 1989). Such environments reflect a philosophy that all students can learn and that educators are responsible for helping them learn. Positive school environments are characterized by strong administrative leadership; high expectations for student achievement; challenging, appropriate curricula and instruction; a safe and orderly environment; ongoing, systematic evaluation of student progress; and shared decision-making among ESL teachers, general education teachers, administrators, and parents. Several other factors are critical to the success of English language learners, including the following: (1) a shared knowledge base among educators about effective ways to work with students learning English, (2) recognition of the importance of the students’ native language, (3) collaborative school and community relationships, (4) academically rich programs that integrate basic skill instruction with the teaching of higher order skills in both the native language and in English, and (5) effective instruction.A shared knowledge baseTeachers must share a common philosophy and knowledge base relative to the education of students learning English. They should be knowledgeable about all of the following areas: second language acquisition; the relationship of native language proficiency to the development of English; assessment of proficiency in the native language and English; sociocultural influences on learning; effective first and second language instruction; informal assessment strategies that can be used to monitor progress, particularly in language and literacy development; and effective strategies for working with culturally and linguistically diverse families and communities.Recognition of the students’ native languageLanguage programs must have the support of principals, teachers, parents, and the community. School staff should understand that native language instruction provides the foundation for achieving high levels of English proficiency (Cummins, 1994; Krashen, 1991; Thomas & Collier, 1997). Language development should be the shared responsibility of all teachers, not only those in bilingual and ESL classes.Collaborative school-community relationshipsParents of students learning English must be viewed as capable advocates for their children and as valuable resources in school improvement efforts (Cummins, 1994). By being involved with the families and communities of English learners, educators come to understand the social, linguistic, and cultural contexts in which the children are being raised (Ortiz, 1997). Thus, educators learn to respect cultural differences in child-rearing practices and in how parents choose to be involved in their children’s education (Garcia & Dominguez, 1997).Academically rich programsStudents learning English must have opportunities to learn advanced skills in comprehension, reasoning, and composition and have access to curricula and instruction that integrate basic skill development with higher order thinking and problem solving (Ortiz, & Wilkinson, 1991).Effective instructionStudents must have access to high-quality instruction designed to help them meet high expectations. Teachers should employ strategies known to be effective with English learners, such as drawing on their prior knowledge; providing opportunities to review previously learned concepts and teaching them to employ those concepts; organizing themes or strands that connect the curriculum across subject areas; and providing individual guidance, assistance, and support to fill gaps in background knowledge.Early intervention for struggling learnersMost learning problems can be prevented if students are in positive school and classroom contexts that accommodate individual differences. However, even in the most positive environments, some students still experience difficulties. For these students, early intervention strategies must be implemented as soon as learning problems are noted. Early intervention means that “supplementary instructional services are provided early in students’ schooling, and that they are intense enough to bring at-risk students quickly to a level at which they can profit from high-quality classroom instruction” (Madden, Slavin, Karweit, Dolan, & Wasik, 1991, p. 594).The intent of early intervention is to create general education support systems for struggling learners as a way to improve academic performance and to reduce inappropriate special education referrals. Examples of early intervention include clinical teaching, peer and expert consultation, teacher assistance teams, and alternative programs such as those that offer tutorial or remedial instruction in the context of general education.Clinical teachingClinical teaching is carefully sequenced. First, teachers teach skills, subjects, or concepts; then they re-teach using different strategies or approaches for the benefit of students who fail to meet expected performance levels after initial instruction; finally, they use informal assessment strategies to identify the possible causes of failure (Ortiz, 1997; Ortiz & Wilkinson, 1991). Teachers conduct curriculum-based assessment to monitor student progress and use the data from these assessments to plan and modify instruction.Peer or expert consultationPeers or experts work collaboratively with general education teachers to address students’ learning problems and to implement recommendations for intervention (Fuchs, Fuchs, Bahr, Fernstrom, & Stecker, 1990). For example, teachers can share instructional resources, observe each other’s classrooms, and offer suggestions for improving instruction or managing behavior. ESL teachers can help general education teachers by demonstrating strategies to integrate English learners in mainstream classrooms. In schools with positive climates, faculty function as a community and share the goal of helping students and each other, regardless of the labels students have been given or the programs or classrooms to which teachers and students are assigned.Teacher assistance teams (TATs)TATs can help teachers resolve problems they routinely encounter in their classrooms (Chalfant & Pysh, 1981). These teams, comprised of four to six general education teachers and the teacher who requests assistance, design interventions to help struggling learners. Team members work to reach a consensus about the nature of a student’s problem; determine priorities for intervention; help the classroom teacher to select strategies or approaches to solve the problem; assign responsibility for carrying out the recommendations; and establish a follow-up plan to monitor progress. The classroom teacher then implements the plan, and follow-up meetings are held to review progress toward resolution of the problem.Alternative programs and servicesGeneral education, not special education, should be primarily responsible for the education of students with special learning needs that cannot be attributed to disabilities, such as migrant students who may miss critical instruction over the course of the year or immigrant children why may arrive in U.S. schools with limited prior education. General education alternatives may include one-on-one tutoring, family and support groups, family counseling, and the range of services supported by federal Title I funds. Such support should be supplemental to and not a replacement for general education instruction.Referral to special educationWhen prevention and early intervention strategies fail to resolve learning difficulties, referral to special education is warranted. The responsibilities of special education referral committees are similar to those of TATs. The primary difference is that referral committees include a variety of specialists, such as principals, special education teachers, and assessment personnel. These specialists bring their expertise to bear on the problem, especially in areas related to assessment, diagnosis, and specialized instruction.Decisions of the referral committee are formed by data gathered through the prevention, early intervention, and referral processes. The recommendation that a student receive a comprehensive individual assessment to determine whether special education services are needed indicates the following: (1) the child is in a positive school climate; (2) the teacher has used instructional strategies known to be effective for English learners; (3) neither clinical teaching nor interventions recommended by the TAT resolved the problem; and (4) other general education alternatives also proved unsuccessful. If students continue to struggle in spite of these efforts to individualize instruction and to accommodate their learning characteristics, they most likely have a learning disability (Ortiz, 1997).ConclusionEarly intervention for English learners who are having difficulty in school is first and foremost the responsibility of general education professionals. If school climates are not supportive and if instruction is not tailored to meet the needs of culturally and linguistically diverse students in general education, these students have little chance of succeeding. Interventions that focus solely on remediating students’ learning and behavior problems will yield limited results.The anticipated outcomes of problem-prevention strategies and early intervention include the following: a reduction in the number of students perceived to be at risk by general education teachers because of teachers’ increased ability to accommodate the naturally occurring diversity of skills and characteristics of students in their classes, reduction in the number of students inappropriately referred to remedial or special education programs, reduction in the number of students inaccurately identified as having a disability, and improved student outcomes in both general and special education.

# data[].attributes.headline
Bilingual learners and special education

# data[].attributes.subject
Bilingual learners and special education

# data[].attributes.body
There are a lot of challenges that children face when starting school or entering a new school. Its important for teachers to recognize that children have different learning needs and they may have different cultural needs as well. This article showed how educators and families can come together and help the children to get through those challenges.

The article showed how important it is to see and support children with different learning levels. Especially those from different cultural backgrounds. It shows that it is important to develop both their home language as well as English. I believe this can build confidence and they can learn more.

It is important to know if the child is having issues because of the language barrier or if it is actually a learning disability before pushing special education.

Lastly, I think the conclusion of the article made me feel hopeful that my program and staff can give the children support and help them to feel seen and respected if we look at all of these things and not jump to forcing them into services they do not need.

# data[].attributes.body
https://exceptionalchildren.org/topics/working-families

This article shows how important it is to work side by side with families. In my daycare program, we see the difference it makes when parents and our teachers work together. The article shows how IDEA makes parents decisions about their child's education equally as important as teachers and specialists because they are truly their child's first teacher.

I liked the focus on understanding and respecting the differences in each family's culture and language. Taking into consideration their way of teaching their child at home. When families feel like their voice matters it makes a huge difference in their child.

The article made a point to show that the school and family are partners and that they are on the same team working towards the same goal.

# data[].attributes.attachment_link.description
The importance of collaborating with families to promote participation in educational decision-making has been identified as one of the key principles of the Individuals with Disabilities Act (IDEA). IDEA provides for specific rights that enable parents to participate as equal members of the IEP team and to be involved in evaluation, placement, and special education and related service decisions. Family–professional partnerships have been defined as a relationship in which families (not just parents) and professionals agree to build on each other’s expertise and resources, as appropriate, for the purpose of making and implementing decisions that will directly benefit students and indirectly benefit other family members and professionals. Teachers should respectfully and effectively communicate considering the background, socioeconomic status, language, culture, and priorities of the family, and ensure families are informed about their rights as well as about special education processes.

# data[].attributes.body
This article shows the importance of play and its role in children's health and development. It says that play is not just a leisurely activity to a child. Play is essential to a child's development. They are working to develop their social emotional skills, language and cognitive skills. They are developing gross motor skills and in turn preventing childhood obesity. They learn self regulating skills and even in a simple game like duck duck goose, they are learning empathy and seeing the child who hasn't been chosen yet.

Educational games play a vital part in child development, and this article shows its importance.

# data[].attributes.attachment_link.readable_text
​By: Michael Yogman, MD, FAAP

More than just a chance to have fun, play is serious business when it comes to a child's health and development. From peek-a-boo to pat-a-cake and hide-and-seek to hopscotch, the many forms of play enrich a child's brain, body and life in important ways.

The American Academy of Pediatrics (AAP) clinical report, The Power of Play: A Pediatric Role in Enhancing Development in Young Children, explains how and why playing with both parents and peers is key to building thriving brains, bodies and social bonds―all important in today's world. Research shows play can improve children's abilities to plan, organize, get along with others and regulate emotions. In addition, play helps with language, math and social skills, and even helps children cope with stress.

A prescription for play

Despite its many benefits, statistics show that the amount of time children get to play has been declining for decades. Tightly structured family and school schedules, fewer safe places to play and rising media use and screen time are among the reasons. To help keep play a key part of childhood, pediatricians may begin writing a "prescription for play" at every well-child visit through age 2. Pediatricians also advise parents to look for quality child care or preschool programs that include playful approaches to learning.

Age-specific ideas for playful learning

Learning is best fueled by tapping into a child's natural urge to play, rather than just outside factors like test scores. As they actively engage with and joyfully discover their world, children gain 21st century skills that increasingly call for teamwork and innovation.

The AAP encourages parents to use play to help meet their child's health and developmental milestones, beginning from birth. Some examples of ways to do this:

Birth to 6 months old

Playful learning can start with a baby's first smile. Responding with a smile of your own is a form of play that also teaches a baby a critical social-emotional skill:"You can get my attention and a smile from me anytime you want―just by smiling yourself."

Imitate your baby's coos and babbles and have back-and-forth "conversation" using your baby's sounds as a prompt. This sort of vocal turn-taking forms the basis of social language skills.

Show your baby interesting objects such as a brightly colored toy. Let them bring safe objects to their mouth to explore and experience new textures.

Place your baby in different positions so they can see the world from different angles. Supervised tummy time play is great for this.

7 to 12 months old

Make sure your baby has a safe environment to crawl and explore.

Give your baby opportunities to learn that their actions have effects -for example, when they drop a toy and it falls to the ground. Put a few toys within reach of your baby so they can take toys out and play with them.

Use a mirror to show your baby their different facial expressions.

Play peek-a-boo. This reinforces object permanence, the idea that something still exists even if you can see it. You'll know your baby gets the idea if you hide a toy under a blanket and they go looking for it.

Expose your baby to a variety of sensory experiences. Taking them outside to play on the grass or catch bubbles, for example, is a great way to do this.

1 to 3 years old

When choosing child care and preschools,look for those that include unstructured playtime. Playful learning, where children take the lead and follow their own curiosity, should be the main focus of high-quality early childhood education.

Let your child play with blocks, empty containers, wooden spoons, shape sorters and puzzles. Simple and inexpensive objects are some of the best ways to support a child's creativity and grasp of how the world works. Remember, it is parents and caregivers' presence and attention that enriches children―not fancy electronic gadgets.

Give your child opportunities to play with peers. This is a good age to try a parent-supervised playdate.

Help your child explore her body through different movements -for example, walking, jumping and standing on one leg.

Provide opportunities for make-believe play -for example, pretending to drink out of an empty cup or offering toys that enable pretend play.

Read regularly to and with your child. Encourage pretend play based on these stories. Ask your child to tell you what else might happen in the story.

4 to 6 years old

Provide opportunities for your child to sing, dance and draw. Activities that involve music and art support cognitive, social-emotional and multisensory skills.

Tell stories to your child and ask questions about what they remember.

Give your child time and space to act out imaginary scenes, roles and activities. You can provide dress-up clothes and props, but allow play to be unstructured. Remember that some boredom allows for creativity.

Allow your child to move between make-believe games and reality -for example, playing house and helping you with chores.

Schedule time for your child to interact with friends to practice socializing and building friendships. This are great opportunities to encourage sharing and cooperative play.

Encourage your child to try a variety of movements in a safe environment-for example, hopping, swinging, climbing and doing somersaults.

Balance media use and screen time to with "real world" activities. Age-appropriate media can have benefits for older children, especially if you watch and play with them. But real-time social interactions and play are much better for children than digital media for learning. Create a family media plan to set some ground rules such as no media at the dinner table or in the bedroom.

Encourage your child's school to offer recess and playful learning approaches in addition to more structured learning activities like reading, memorization and worksheets.

Play as a toxic stress buster

In addition to boosting a child's health and development, play helps to build the safe, stable and nurturing relationships that buffer against toxic stress and build social-emotional resilience. The mutual joy and one-on-one interaction that happens during play can manage the body's stress response. In one study, 3- to 4-year-old children, anxious about entering preschool, were two times more likely to feel less stressed when allowed to play for 15 minutes, compared to classmates who listened to a story.

Remember

Giving your child plenty of opportunities to play is one of the best ways to help them grow into curious, creative, healthy, and happy adults equipped with the skills they need today. Next time your child asks to play with you, jump at the opportunity! Share the joy of discovery as you connect with each other and the world around you.

More information

About Dr. Yogmamn

Michael Yogman, MD, FAAP, is past Chair of the American Academy of Pediatrics (AAP) Committee on Psychosocial Aspects of Child and Family Health. In addition to " The Power of Play," Dr. Yogman has authored AAP policy statements on toxic stress, resilience, addressing early childhood behavioral problems and other topics. He recently retired from practice and continues to teach, write and do research as Assistant Professor of Pediatrics at Harvard Medical School. He is also on the Leadership Council of the Center on Universal Education at the Brookings Institute and Board Chair of the Playful Learning Landscapes Action Network. Previously, he has served as Board Chair of the Boston Childrens Museum and a legislative appointee to the Massachusetts Advisory Board on Child Mental Health. Dr. Yogman received his medical degree from Yale University and a master's in Maternal and Child Health from Harvard School of Public Health.

# data[].attributes.attachment_link.keywords[]
play; playtime; development; play to learn; prescription to play; physical coordination; physical activity; social skills; coping mechanisms; pretend; learning; well-being; anxiety; thrive; thriving; friendships; social interactions

# data[].attributes.attachment_link.title
The Power of Play: How Fun and Games Help Children Thrive

# data[].attributes.attachment_link.description
The AAP encourages parents to use play to help meet their child's health and developmental milestones, beginning from birth. Here are some age-specific examples of ways to do this.

# data[].attributes.body
This article says that inclusion means every child. This means both children with and without disabilities. It talks about understanding that teachers may not be comfortable and they recognize teachers may need help supporting children' with disabilities or developmental delays. NAEYC is a great resource for teachers, with a ton of information and advice.

The article gives an understanding that every child varies in their ability to learn and shows how teachers can plan and implement inclusive plans and environment.

# data[].attributes.attachment_link.readable_text
Adapted from The Essentials: Supporting Young Children with Disabilities in the Classroom, by Pamela Brillante. Copyright © 2017 by the National Association for the Education of Young Children.

When you open your classroom door this new school year, you'll be welcoming preschoolers with a variety of experiences, strengths, and challenges. For some children, this will be their first time in a classroom, and they may struggle to follow routines and grasp concepts. Others will arrive having a lot of experience with books and language, and some may be dual language learners. A few children in your new class might have disabilities or developmental delays that impact their learning, social skills, or behavior.

You may be wondering, How do I support children with disabilities or developmental delays when I don't have any training to do that? All children learn best in a developmentally appropriate program that offers them the supports they need to participate successfully alongside their classmates. Many children with disabilities benefit from simple accommodations and modifications, while other children may need more specialized, individualized supports provided by special education professionals. These professionals will work with you, the children, and their families to help the children learn and thrive.

To be an effective teacher, remember that regardless of individual needs, children are first and foremost children-and best practices for young children are best practices for all young children. Here are some ideas to help you set the stage for a great year for everyone.

Try basic modifications

Painting and drawing: Some children have a hard time painting or drawing on a tabletop because it involves using very small muscles in the hands and wrists, which may not be developed yet. Try also setting up easels, which allow children to stand and use bigger arm movements that originate from the shoulders, which often is easier.

Books: Make board books available, and add jumbo paper clips to regular book pages to make them easier for children to turn. These modifications help children with motor delays but are also fun for everyone.

See the child as a child first

Each child is unique, and every child can learn. Look beyond a child's disability or label, and get to know her as a person. Observe children to discover what interests each one and to get ideas about what might motivate her. Talking and playing with children provides important opportunities for building trusting relationships. Set learning goals, choose strategies, and assess children's progress. And just as you do for all children, have high-but realistic-expectations for children with disabilities or developmental delays.

Reexamine your beliefs and knowledge

To be an excellent educator for all the children in your classroom, stay in touch with your inner teacher. Review both your understanding of child development and your toolkit of practices. Honestly examine your beliefs about children and families. Then think deeply about your responsibility to make learning-and the physical environment-engaging, developmentally appropriate, and accessible for all children.

Tap into the expertise of special education professionals

If a child has an identified disability or developmental delay, he receives services specified in his Individualized Education Program (IEP). The child's teacher should either be given a copy of the IEP or opportunities to review it. Don't hesitate to ask the special education teacher, early intervention coordinator, or administrator to explain anything that is confusing. They can help you adapt and modify your curriculum, physical space, materials, and educational expectations so the child can participate as fully as possible in classroom routines and activities. These professionals can also support you in identifying the child's strengths and interests, helping you find relevant ways to connect your teaching to each child.

Speech, physical, and occupational therapists who work directly with a child can also brainstorm adaptations and modifications with you. For example, for a child who has difficulty with balance and large motor control, a physical therapist could provide a special chair for the classroom and work with you to find other comfortable seating options that let the child be part of the group.

Make simple changes

Design the classroom space, routines, and activities so they are adaptable and can be used by the children in a variety of ways. This proactive approach supports children's strengths and can be modified to address children's needs. Plan activities that require more than one child's participation to accomplish a task. Instead of an adult always working with a child with a disability, pair the child with a peer buddy. Provide dress-up items with multiple ways to fasten them. Find ways to absorb background noise to avoid distracting children.

Strategies to try

While there are many strategies to support children with disabilities, here are a few.

Environment: Arrange the classroom furnishings so all children-including children with visual or physical disabilities-can move and maneuver around the room and learning centers by themselves. Make sure materials are within reach. Watch for classroom clutter and unstable flooring (throw rugs that move easily) that make the classroom space inaccessible for some children.

Routines: The best routines have a predictable beginning, middle, and end. Use visual supports, such as pictures or props, to teach children routines, help them stay engaged, and aid them in transitioning between different activities.

Peers: Peers who do not have disabilities can model positive prosocial and communication skills and demonstrate everyday routines that young children with disabilities can imitate. Classmates can also help children develop social relationships and increase their motivation to be part of classroom activities.

Noise: Managing noise in the classroom plays an important role in both learning and behavior. Loud classrooms affect a child's ability to understand increasingly complex language. Carpets and other sound-absorbing materials, like wall hangings, heavy drapes, felt, and chairs with tennis balls on the bottom of metal legs, all help reduce classroom noise.

Materials: Modifying materials in the classroom can have a big impact on independence. Add pencil grips to crayons and markers to make them easier for children with motor difficulties to hold. Gluing small knobs to puzzle pieces make them easier to pick up.Create opportunities for refugee parents to share their traditions.

Determine where individual children need more support

What do you expect children to do and learn during typical routines and activities? Consider this, then think about the supports you can provide to help a child with a disability be more independent and successful. Break down activities into smaller, more manageable tasks for her, and teach the tasks one by one. To help the child transition to a new activity, give her a picture or symbol of the area to show where to go next. If a child uses a nonverbal mode of communication (picture symbols, sign language), teach all of the children to use it.

Finally, trust your knowledge and instincts

Whatever the needs of the children in your classroom, learn to trust your instincts and rely on your professional expertise and judgment. Be willing to seek help from others who have valuable experience and knowledge to share with you. These are important things you can do not just for children with disabilities but for every child in your classroom!

COMMONLY USED SPECIAL EDUCATION TERMS

When there is a child with a disability or developmental delay in your class, you're likely to hear a dizzying variety of terms from special education professionals. Here are a few helpful definitions.

Assistive technology (AT): any item, piece of equipment, software program, or product system that is used to increase, maintain, or improve the functional capabilities of children with disabilities. Assistive technology helps with speaking, seeing, hearing, learning, walking, and many other functions. Different disabilities require different assistive technologies (wheelchairs, walkers, braces, educational software, pencil holders, communication boards).

Developmental delay: a significant lag in a child's achievement of developmental milestones in one or more areas of development (cognitive, language, motor, social-emotional)

Disability: a physical or mental condition-such as hearing loss, cerebral palsy, autism, or Down syndrome-that affects the way the body works or develops and that significantly limits a person's abilities in one or more major life activities, including walking, standing, seeing, hearing, speaking, and learning [Americans with Disabilities Act (ADA) of 1990 (Public Law 101-336)]

Inclusion: the practice of educating children with disabilities in the same classroom as their same-age peers who do not have disabilities. Inclusion is part of the philosophy that people are more alike than different, that differences make classrooms and experiences richer, and that everyone-children with and without disabilities, families, educators, and communities-benefits when children are educated together.

Individualized Education Program (IEP): a written plan for a child between the ages of 3 and 21 that outlines the child's learning goals and the services to be provided to meet his educational needs

Individuals with Disabilities Education Act (IDEA) of 2004 (Public Law 108-446): the law that governs how states and agencies provide early intervention and special education services to children and young adults

Interdisciplinary (or multidisciplinary) team: a team of professionals who evaluate a child to determine whether a delay or disability exists and whether she qualifies for services

Least restrictive environment (LRE): the educational setting that allows a child-to the maximum extent possible-to be educated with his same-age peers who do not have disabilities

Referral: a formal request that is often made by families, physicians, or teachers to begin the special education evaluation process

Sensory processing issues: difficulty handling and responding to sensory input
Note: While you may occasionally hear the older term mainstreaming used to mean inclusion, the two are not interchangeable. Mainstreaming describes a child with a disability participating in a program with her peers for just part of the day or for specific activities where she can participate without the teacher making any changes to the activity. Inclusion is the philosophy that children can engage in activities with their peers even if those activities need to be adapted or modified in some way for children to be successful.
Author's note: Different terms, such as challenged, differently abled, and s pecial needs, are used to refer to individuals with disabilities. While these terms appear to be inoffensive and seem to emphasize positive qualities, they are euphemisms and are not frequently used in the disability advocacy community (Syracuse University Disability Cultural Center). The Essentials: Supporting Young Children with Disabilities in the Classroom (the book the information in this article is adapted from) uses "child with a disability," and we do also.

Photos © NAEYC/iStock

# data[].attributes.attachment_link.title
Every Child Belongs: Welcoming a Child with a Disability

# data[].attributes.attachment_link.description
When you open your classroom door this new school year, you'll be welcoming preschoolers with a variety of experiences, strengths, and challenges.

# data[].attributes.body
This article discusses the importance of early identification and intervention of learning disabilities. Identifying and intervening early can reduce the need for special education classes in children's older years.

It talks about early signs such as delays in developmental milestones, and the need to allow time to develop skills.

An early sign is speech delays, which can lead to early identification of learning disabilities.

To summarize, the article shows the critical need of early detection to support children who may have a learning disability.

# data[].attributes.attachment_link.readable_text
Max was 5 when he was diagnosed with a language-based learning disability. But his mother says the signs were visible earlier. She says Max had a hard time learning how to talk.

At 5, Max was identified much earlier than most students. According to a report by the National Center for Learning Disabilities, 38 percent of public-school students who receive special education services do so under the category of specific learning disability (SLD). But just a little over 6 percent of those students have the SLD identification by age 6; that increases to 40 percent by age 10.

Learning disabilities are neurologically based. The brain structure and function of students who have learning disabilities differ from those of peers who don't have the same challenges. One study found that those structural differences exist even before children begin to read.

So why is it that so few students who show early signs-like Max-are identified as having learning disabilities?

Recognizing Struggling Learners

Most preschool teachers know that some students take more time to develop and learn skills. However, while early signs of learning disabilities include delays in developmental milestones, teachers may be hesitant to jump to conclusions, thinking they need to give students adequate time to improve their skills.

Being in remote learning environments can rightfully reinforce this cautious instinct: When all students are struggling to navigate modes of learning that aren't intuitive to preschoolers, it's much harder to discern who is finding the act of learning challenging from those for whom learning itself is a challenge.

It's also true that some learning challenges are much more noticeable than others. Brittney Newcomer, a nationally certified school psychologist and the associate director of learning experiences at Understood, a nonprofit organization centered on helping those with learning and thinking differences-where I also work-told me that preschool teachers are more likely to notice speech issues because delays in language development or difficulty pronouncing words are often the most prominent challenges in young children.

"Because academic skills are just emerging in preschool, it is more difficult to identify patterns with specific academic areas, such as reading and math," Newcomer said.

This may account for why many students who receive special education support in preschool are identified as having a speech-language impairment. But Newcomer notes there is an overlap with language delays and learning disabilities.

"Difficulties with reading can be related to language deficits. Teachers should pay close attention to language-based tasks. For example, if students are showing difficulty grasping the concept of rhyming, this could demonstrate challenges with the phonological processing that is related to dyslexia," Newcomer said.

Identifying the Signs

Not all students have difficulty with the same skills, and not all students who have difficulties have learning disabilities. Newcomer suggests that teachers pay attention to clusters of signs, such as when a student has a heightened difficulty in learning numbers, days, colors, the alphabet, and/or shapes.

Pay attention to additional early signs of language-based learning disabilities, including:

Consistent difficulty naming familiar and everyday objects;

Using vague words like thing;

Struggling to come up with the right word;

Trouble following or remembering multistep directions;

Difficulty reciting things in the right order (like the alphabet or nursery rhymes); and

Mixing up the sounds in multisyllabic words ("mazagine" instead of "magazine" or "cimmanom" instead of "cinnamon").

Some students don't have trouble with language-based tasks, but struggle with math-based skills, like numeracy. Look for these common, noticeable signs in math:

Trouble counting out loud (skipping over numbers or reciting them out of order);

Trouble recognizing, creating, or replicating patterns;

Trouble connecting number symbols to number words, such as knowing that the numeral 5 goes with the word five;

Difficulty generalizing a number to more than one group of objects, such as understanding that six can be six crayons, six books, or six children; and

Difficulty understanding one-to-one correspondence.

Supporting Struggling Learners

Teachers aren't (and shouldn't be) diagnosticians, but they're often the first to notice signs of possible learning disabilities in their students. Noting when, where, and how students are encountering problems with learning and pinpointing specific areas of struggle are the first steps to supporting learners.

Using an observation tracker ( like this one) can help identify trends and patterns, such as particular times of day when students struggle or how they respond to intervention or small group instruction. Teachers can also put into place supportive practices that help all students but are especially helpful for those with learning disabilities. For example:

Using clear language to explain and teach a new skill;

Narrating or doing a "think-aloud" when demonstrating classroom routines;

Making classroom expectations explicitly clear and displaying them;

Providing directions in both written and picture form;

Teaching, practicing, and reteaching expected behaviors and routines; and

Providing immediate feedback so students can correct behavior or skills in real time.

Going the Extra Mile

For some students, supportive practices may not be enough. Helping students with potential learning disabilities also relies on early evaluation and targeted intervention, which requires knowing your school's referral for evaluation process.

Once teachers know what the steps for referral are, it's time to reach out to the student's family. Here are some tips to navigate conversations successfully:

Be direct about why you're reaching out, but remember that families have their own perspectives and interactions with their child that may not match what you're seeing.

Share specific concerns by describing what you're seeing, providing context, sharing examples, and explaining why this is something you'd like to explore more.

Ask for input and thoughts in an open-ended way that doesn't impose your viewpoint. That may sound like, "What are your thoughts?" or "Have you noticed anything similar at home?"

Share resources to help increase understanding of learning disabilities and developmental delays. Students who have learning disabilities tend to have signs and symptoms outside of school, too, so families may want to use an observation tracker.

Discuss clear next steps. If referral for evaluation seems like the next reasonable step, loop in the appropriate support staff to explain and walk the family through the process.

Keep the focus on finding solutions to support the student. That support can make a world of difference. Remember Max? He's now a successful teenage entrepreneur, something which he and his family credit, in part, to the support of the teachers who recognized his challenges and understood how to encourage his strengths.

# data[].attributes.attachment_link.title
Recognizing Signs of Potential Learning Disabilities in Preschool

# data[].attributes.attachment_link.description
Early intervention services can make a big difference for students who are at risk for learning disabilities. What should teachers look for?

# data[].attributes.body
This article describes the importance in understanding that children with ADHD can still learn with appropriate support. There are a lot of valuable strategies and ways to support children such as offering parental support, accomodations that the schools can provide and professional assistance from doctors, therapists and teachers.

It talks about signs of ADHD varying with age. It also explains that it is a neurodevelopmental disorder, and not because a child is lazy or bored.

# data[].attributes.attachment_link.readable_text
ADHD is a very common condition in kids and adults. But kids who have it are often misunderstood. You may not yet know if your child has ADHD (also called ADD). But if your child has trouble with focus, or is hyperactive and impulsive, there are many ways to help at school and at home.

This overview can help you learn the basics about ADHD and lead you to more in-depth information. If you're concerned your child has ADHD, here are steps you can take. And if your child was just diagnosed with ADHD, find out what to do next.

Here are some signs of ADHD you might see in different grades.

Ignores directions or doesn't follow them

Grabs things without permission

Needs to be frequently reminded to stop and listen

Gets up, fidgets, or talks when expected to be quiet

Seems daydreamy and distracted, and easily loses focus

Often loses or forgets things

Is often restless

Doesn't think about consequences before doing things

Has trouble getting organized and prioritizing things

Acts impulsively or does risky things

Fidgets and talks too much

Has trouble meeting deadlines and finishing tasks

Finding out your child has ADHD

There aren't any medical tests for ADHD. So evaluators use other methods to diagnose it. They ask parents to fill out detailed questionnaires about their child's behavior. (Teachers may also get a questionnaire.)

Evaluators also interview kids and their parents or caregivers. They ask for a detailed history of the child's health. They also ask about how the child functions at school, at home, and in social situations.

There are different types of professionals who diagnose ADHD in kids. They mostly work outside of schools, and many can look for other conditions that kids with ADHD often have. Two of the most common are anxiety and learning differences.

How professionals can help with ADHD

There are a few treatment options for ADHD. Different professionals help with different ones.

Health care providers can prescribe and monitor medications for ADHD. They also fine-tune or switch medications until they find the right prescription for a child. Experts agree that medication is the most effective treatment for most kids with ADHD.

How you can help your child with ADHD

About the author

About the author

The Understood Team is made up of passionate writers and editors. Many of them have kids who learn and think differently.

# data[].attributes.attachment_link.description
ADHD is a very common condition in kids and adults. But kids who have it are often misunderstood. You may not yet know if your child has ADHD (also called ADD). But if your child has trouble with focus, or is hyperactive and impulsive, there are many ways to help at school and at home.

# data[].attributes.body
This article was great, because it is geared to answer questions for child to understand. It uses clear and simple kid friendly words so they are not confused. It creates a positive message that will help children to be empathetic and to be kind to children with autism. The article gives information on the challenges their peers that have autism may face as well as strengths they may have. It explains to kids how they can interact with a child who has autism and what to do if they see the child being bullied. I think that this would be great to share with a class that has a child with autism in it. The child would feel supported and the other children would have an understanding of why they see their friend acting the way they do.

# data[].attributes.attachment_link.readable_text
What Is Autism Spectrum Disorder?

Autism (say: AW-tiz-um) spectrum disorder is a difference in the way a kid's brain develops. Kids with autism may have trouble understanding the world around them.

What's It Like to Have Autism Spectrum Disorder?

A kid with autism might have trouble:

talking and learning the meaning of words

making friends or fitting in

dealing with changes (like trying new foods, having a substitute teacher, or having toys moved from their normal places)

dealing with loud noises, bright lights, or crowds

Kids also might move in an unusual way (like flapping their hands) or do the same thing over and over (like saying the same word).

A kid with autism may have a little trouble with these things, or a lot. Some kids need only a little bit of help, and others might need a lot of help with learning and doing everyday stuff.

What Causes Autism?

Autism is something people are born with. No one knows exactly what causes it. It probably has something to do with a kid's genes and other things that change the way the brain develops.

How Is Autism Diagnosed?

Doctors check babies and little kids for signs of autism at every checkup. A parent may think that something is wrong and tell the doctor. Maybe the child is old enough to speak but doesn't. Or a kid doesn't seem interested in people or plays in unusual ways.

When a doctor thinks a kid might have autism, he or she will work with a team of experts to see if it is autism or something else.

How Is Autism Spectrum Disorder Treated?

There is no cure for autism, but treatment can make a big difference. The younger kids are when they start treatment, the better.

Doctors, therapists, and special education teachers can help kids learn to talk, play, and learn. Therapists also help kids learn about making friends, taking turns, and getting along.

What if My Friend Has Autism Spectrum Disorder?

Some people with ASD do not feel that they have a disorder and don't want to change. They're proud of who they are and they want to be accepted, even though they may have different strengths and weaknesses than most other people.

All people deserve respect. But kids with ASD may be teased, bullied, or left out because they're different. Bullying and teasing are never the right way to treat other people, but it may be hard to be a friend with someone who has ASD.

Kids with ASD often don't understand playful jokes. You may need to be very clear when you communicate with someone who has ASD.

Try to be patient and kind. Remember how hard it might be for the person with ASD to understand how to be a friend. Stand up for classmates who are bullied. Tell adults, so they can help protect kids who are bullied.

# data[].attributes.attachment_link.description
Autism spectrum disorder makes it hard for kids to learn and communicate. Find out more in this article for kids.