# data[].attributes.body
I came into my ECE undergrad major knowing that at some point I would want to know more about special education. If one day I work at a school district, I would possibly interaction with children who have disabilities. I have realized the importance of being knowledgeable of disabilities and knowing how I can support families and young children. For me, it has helped me so much in the classroom. To have the knowledge of special education has allowed me to provide another way of thinking about accessibility. To have accessibility is not limited to thinking about what material children will have at home. It goes as far as if the activity can be modified to meet the children’s needs while allowing them to participate and gain the same experiences as all the other children. In my classroom, I try to make my environment a safe space for the children that allows them to be themself. They are free to explore and share their interests with their peers.

I believe in the importance of social-emotional development and making sure every child is able to participate in the classroom setting. I plan and implement social emotional practices that children and families can also practice at home. I am determined to make the classroom environment safe and nurturing for the children. Using the frameworks of Inclusion and Universal Design for Learning (UDL). I ensure that there are alternative materials that support children’s learning styles and needs. I also provide and find materials that are accessible for families. I also believe in the importance of partnering and collaborating with families and including them into the classroom. Creating an anti-bias curriculum and ensuring the diversity of her classroom and materials. Giving families and children an equitable and fair experience in the classroom setting and child care center. I hope to one day inspire children to be curious creatures by follow interest that encourage/motivate them to expand their knowledge. I hope to provide them with self-regulations skills that will help them in time of feeling an overwhelming amount of stress. While helping children in schools that are not financially supported. I hope I can support children overcome ACES (Adverse Childhood Experiences). I hope I am able to provide families with resources to support them outside of school.

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Transdisciplinary Teams include early intervention specialist, early childhood and early childhood special education teachers, other specialists and families. The team is form based off of the areas the child is needing support in or areas of challenges. The reason for transdisciplinary teams is to collaborate on  an intervention plan and plans to execute implementation into practice. This includes providing knowledge that could help one another in supporting the child.

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Inclusive practice is learning to adapt lesson plans or classroom environment that allows all children who have disabilities or does not have disabilities to participate in the class. Each classroom has different ways of assessing the children for learning and developing. They maintain professional partnerships with families to continue the support outside of class. while integrating different teaching and learning approaches

Source:
Educator guide. AllPlay Learn. (n.d.). Retrieved December 6, 2021, from https://allplaylearn.org.au/early/educator/educator-guide/.

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Working with and Supporting diverse teams, families, and young children 

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Working with and Supporting diverse teams, families, and young children 

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To work with diverse teams and families, an educator should realize that there are people with different backgrounds and will have different opinions. They will not allows see eye to eye but staying patient and ready to listen will help strengthen the connection. When working in the classrooms, educators should recognize whether or not their curriculum is culturally responsive. Finding ways to improve that and being aware of any unconscious biases they may have.

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When can my child be referred to see a specialist?

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When can my child be referred to see a specialist?

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When the child is between the age of three to five years old or if a child is missing multiple milestones and has not improved. A parent can contact the school district and request their child to have an evaluation. Under IDEA, the public schools districts are required to "identify, locate, and evaluate every child who may have a disability requiring special education services."

When schools districts review information about the child they can:

decline to have an evaluation

Recommend the child to be screened before a full evaluation is done

go to a Full and Individual initial Evaluation (FIIE)

source:
Special education: The referral and evaluation process. Special Education: The Referral and Evaluation Process | Parent Companion | For parents of children with disabilities in Texas. (n.d.). Retrieved December 6, 2021, from https://www.parentcompanion.org/article/special-education-the-referral-and-evaluation-process.

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What is a Speech-Language Pathologist? (SLP)

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Tina Duong explain physical therapy for children.

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This video explains what Occupational Therapy is and what they do.

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Developing a child's communication skills

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Developing a child's communication skills

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Developing a child’s communication skills

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What is adaptive or self-help development?

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What is adaptive or self-help development?

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Adaptive or self-help development is when a child can adapt to the environment and have the capability of being independent. Some examples include dressing themselves, feeding themselves, and using the restroom on their own.

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Social-Emotional Learning: What is SEL and why SEL Matters

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Social-Emotional Learning: What is SEL and why SEL Matters

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Social-Emotional Learning: What Is SEL and Why SEL Matters

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Gross Motor Skills vs. Fine Motor Skills: What's the difference?

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Gross Motor Skills vs. Fine Motor Skills: What's the difference?

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Gross Motor Skills vs. Fine Motor Skills: What’s the difference?

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Cookie Monster Practices Self-Regulation 

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Cookie Monster Practices Self-Regulation 

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Self-regulation is defined as individuals having the ability to control their body levels, emotions, behaviors, and attention. As well as having the ability to self soothe when they become upset.

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Cookie Monster Practices Self-Regulation | Life Kit Parenting | NPR

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Typical Development:

smooth and coordinated movements when eating

both hands on bottle or breast

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Typical Development:

From 0-3 months babies should be able to lay on their stomach and use their arms to push up.

They will also be capable of lifting and holding their heads up.

They have the ability to open and close their fist.

The babies bring their hands to their mouth.

When excited babies will move their legs and arms off surfaces.

Atypical Development:

Babies will have a difficulty time lifting head.

Have stiff legs with little or no movement.

Babies will keep fisting and have a lack of arm movement.

Push their heads back while laying on their backs.

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Typical Development:

Will attempt to reach for toys that are above their chest while lying on their backs.

Have the ability to visually track a toy that is moving from side to side.

Will keep their head centered to watch faces or toys.

Abled to be soothed with rocking, touching, and gentle sounds.

The baby enjoys different types of movements.

Atypical:

The baby does not follow an object with their eyes.

Will frequently resist being help

Their fist will remain closed most of the time.

They do not enjoy different types of movement.

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Typical:

They can see clearly within 13 inches from their face.

Can be soothed by an adult they recognize or are familiar with.

Have a positive response to touch.

When they are picked up they will become quiet.

The babies will listen to voices and smile or show pleasure in response to a social stimulation.

Atypical:

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Typical Development:
Babies will be startled by loud sounds. Is quiet or smiles when parents or other adults talk. Has the ability to recognize parents' voices and becomes quiet when crying. Babies will also make cooing sounds and smiles at people. Will have different cries for different needs.

Atypical Development:
The baby does not cry when they are hungry or uncomfortable. They do not notice or have a response to any kind of loud sounds. The baby does not make eye contact or smiles at their caregiver.

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Typical Development:
watches or follow objects with eyes
recognizes bottle or mother's breast
follow movement by turning head
startle by loud noise

Atypical:

does not watch when items or objects move

challenges moving one or both eyes in all directions

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Individuals with Disabilities Education Improvement Act of 2004 was a law in the United States that mandated equality, accountability, and strives for an excellent education for children with disabiltiies.

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Individuals with Disabilities Education Act: Explained

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Speech Language Impairment: Students with Disabilities

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Children described as having a hard time and struggle with specific set of skills are usually diagnosed with a learning disability. To have a learning disability means children are struggling in one or more areas.

Signs of learning disability:

difficulty with recognizing right from left

reversing letters,words, or numbers

has difficulty understanding patterns or sorting items

difficulty remembering what was read or communicated

trouble understanding concept of time

difficulty writing, cutting, or drawing

Learning Disorders are
Dyscalculia- difficulty with math
Dysgraphia- Difficulty with writing
Dyslexia- Difficulty with reading

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What is Orthopedic Impairment - The IDEA's Special Education Categories

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Intellectual disabilities are caused from injuries, diseases, or problems involved with the brain. Intellectual disabilities affect cognitive functions like communication, social skills, and self-soothing skills. There are three criteria a child has to meet in order to be recognized that they have an intellectual disabilities. They have to have an IQ below  75, have severe limitations in two or more adaptive areas, and condition that happens itself before they are 18 years old.

Intellectual disabilities can also be caused by

Genetic conditions

fetal alcohol syndrome

complications during pregnancy

problems during birth

diseases or toxic exposure

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A child with emotional disturbance will be unable to maintain/build interpersonal relationships with teachers and their peers. They experience unhappiness or depression. They will have inappropriate types of behavior or feelings under normal circumstances. Emotional disturbances includes

Anxiety disorders

Bipolar disorder

Conduct disorder

Eating Disorders

Obsessive-Compulsive disorder

Psychotic Disorders

Schizophrenia

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SFUSD Early Childhood Special Education Services

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SFUSD Early Childhood Special Education Services

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Link: https://www.sfusd.edu/sped-early-ed#:~:text=These%20services%20may%20include%2C%20speech,services%20and%20behavior%20intervention%20services.

San Francisco Unified School District offers a list of resources for families. Resources include early intervention, referrals who may need it. They also have support groups for parents and informational websites.

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Hearing loss is described as a part of the ear that does not work in the typical way. Often times it can be in one ear or both ears. A child can either completely loss their hearing or not be able to hear well. Hearing Impairment can be mild, moderate, or severe. Children who have hearing impairment may either have a device to help their hearing such as a cochlear implant or hearing aids. They may also learn ASL or American Sign language to help them communicate with others.

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Visual impairment is when a child or adult losses or has trouble seeing. For those who are trouble seeing, they are given prescribed glasses. Those who can not see are diagnosed as legally blind.

Visual impairment ranges:

Mild: worse than 6/12 to 6/18

Moderate: worse than 6/18 to 6/60

Severe: worse than 6/60 to 3/60

Blindness: worse than 3/60

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Autism Spectrum disorder (ASD) is defined as a developmental disability. ASD can put challenges on a child socially, behaviorally, and even with their communication. CDC describes children who have ASD learning,thinking, and problem solving ability from gifted to severely challenged. To be diagnosed with ASD could mean a child may have one of several conditions. These conditions include pervasive developmental disorder (PDD-NOS) and Asperger syndrome.

Signs and Symptoms:

Children who may have ASD often times have social, emotional, and communication challenges. They may repeat certain behaviors and have a hard time self-regulating with changes in their schedules. Other signs include but not limited to:

does not look at objects when an adult points at them

avoids eye contact

does not enjoy being touched or cuddled

has a hard time talking about their own feelings and understanding others feelings

repetitive actions

trouble with changes in routine

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Link: https://abilitypath.org/about-us/welcome-to-abilitypath/

AbilityPath offers services for children of all abilities, adults with developmental disabilities, and family therapy to help caregivers support their child learning and growth. As well as take care of their own self.

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Link: https://www.alertprogram.com/

The Alert Program was founded by two occupational therapists. This program is designed to teach all ages the importance of self-regulation. The products used included games, songs and books. They also offer online courses.

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Typical Development:

Hands are used to support themselves when sitting

Can rolls from stomach to their back and back to their stomach

can stand up with support

while on their stomachs they can reach for toys that are nearby

reaches both hands to play with their feet while they are on their backs

Atypical:

Has a rounded back when sitting

Inability to lift their heads and has poor control of their head

difficulty with bringing their arms forwards to reach

stiff legs and will arch back when going to sit

arms are held back and stiffened legs when standing with support

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Typical Development:

ability to sit without support

can reach for toys while sitting and without falling

can move from stomach to back to sit

begins to move while alternating leg and arms

can turn their head to track object while sitting

more control while rolling and sitting

can pick up small objects using their thumbs and fingers

imitates other individuals during simple play

Atypical:

Uses one hand

when sitting, has a rounded back and unable to straighten it

Insufficient use of hands when sitting

challenges when crawling

one side of the body is used  when moving

legs can not take weight

will not transfer toys from one hand to other hand

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Typical Development:

stands alone and takes a couple of steps without support

can move in and out of different positions to explore their environment and grab toys they want

when throwing objects, they can balance when sitting

claps their hands

thumb and pointer finger is used to pick tiny objects up

Atypical:

stiff legs and pointed toys causes difficulty to stand

arms are only used to pull up to stand

weight only on one side when sitting

extended arms are stiff

hands are used to support them in sitting position

lack of head control when in upright position

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Typical Development:

has the ability to walk independently while rarely falling

can squat to pick up toys

can stack two objects/blocks

Atypical:

Inability to walk independently

can not balance standing and falls frequently

walks on their toes

does not pull to stand

can not climb stairs and crawl

inability to use pincer grasp to hold small objects

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Typical Development:

can walk, run, and learn to jump with both feet

pull or carry toys while walking

stand on tiptoes and can balance on one foot

brush their own hair and teeth

pull pants up and down

turn the water faucet on/off and wash hands

build tower with four blocks

hold utensils and crayons with fingers or fist

Atypical:

movements are shake/stiff

arms or hands seem weak

at 3 years old, still holding crayons with full fist

inability to hold scissors or snip on paper

can not draw straight lines or circles

can not stack several blocks

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Typical Development:

skilled at running, jumping, kicking

catch bouncing ball

pedal a tricycle at three years old and steer well at age 4

at 3 can draw circle

at 4 can draw square

a 3 ability to use children's blunt tip scissors

at 4 can use scissors and starting to cut a straight line

at 5 children can spread with a knife and draw a triangle

Atypical:
At this point in aging children should have meet most of the milestones. But every child is different, if children are not meeting one or two milestones this is completely normal. However, if a child is not meeting multiple milestones then it is the time to speak with a healthcare provided.

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Typical Development:

both hands are used to explore their toys

usually happy unless hungry or tired

brings hands or objects to mouth

calm when rocked, touched, or use of gentle sounds

is not upset by everyday noise

Atypical:

will not grasp or reach for their toys

will not bring hands/objects to mouth

Irritable for no observable reason

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Typical Development:

warm smiles and laughs

when upset will cry and seek comfort

waving arms and legs to show excitement

smiles at self in mirror

knows own name

can tell difference between two people

Atypical:

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Typical Development:

reactions to sudden noise/sound
listen/responds when adults speak to them
use of consonant counts in babbling ("da")
babbling is used to gain attention
different sounds to express their emotions

Atypical:

unresponsive to sound or voice

does not make vowel sounds

avoids eye contact

no smiling or laughing

# data[].attributes.body
Typical Development:

looks at nearby objects and are curious

starting to develop object permanence

understand relationships and realize they can be in control

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Typical Development:

have semi-solid foods

chews and bites on toys

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Typical Development:

enjoys being bounced up and down as well as being rocked back and forth

explore/examine objects using hands and mouth

turning several pages of a board book

focused on objects that are near and far

examines shape, size, and texture of toy and environment

observe environment from different positions

Atypical:

does like play toys with different textures

does not like musical toys

uninterested in colorful objects

will not explore environment when on the floor

does not like different types of movement

fearful of everyday noise

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Typical Development:

Expresses several clear emotions

enjoys peek-a-boo

displeased at losing toys

responsive to adults when talked at or makes gestures

understands adults different emotions in talking tones

seeks comfort when sucking thumb or holding sentimental items such as toys or blankets

Atypical:

not responding to sounds

does not smile or respond to adult

displeased with cuddling or close contact

can not be comforted at night

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Typical Development:
uses different sounds and syllable combinations when babbling
when named babies will look at familiar objects or adults
knows sounds of their name
engages in two-way communication
imitates sounds

Atypical:

uninterested in interacting with peers

does not respond to sounds or voices

does not babble or respond to their name

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Typical Development:

comprehend some rules

applies what is learned to new situation

solve simple problems

recall events from memory

interested in relationship between objects  and likes fitting toys/objects into each other

explores new concepts like spatial relationships

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Typical Development:

can hold utensils

sleeps 12-14 hours

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Typical Development:

enjoys listening to music

explore toys with fingers,mouth, and hands

crawls to and away from objects seen in distance

Atypical:

reacts fussy when movement happens

has extreme reactions to touch or new textures

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Typical Development:

shows happiness to see parents, toys, or mirror

give affection and love

understands commands like "no' or "give it to me"

responsive when name is called

imitates some of adults actions

fear of new situation

Atypical:

does not show interest of other children of same age

does not respond to adult

challenging time waiting for objects that they want

Particular about their routine, food items, and clothing

avoids or has limited eye contact

is not responsive when their name is called

does not enjoy simple games or turn-taking games like peek-a-boo or chase one another

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Typical Development:

uses "mama" or "dada"

responsive to simple directions

communicates one or two words

responsive to "no"

uses hands movements to communicate wants or needs

Atypical:

Unresponsive when name is called

does not recognize familiar words

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Typical Development:

learns to solve complex problems

can understand causal relationships

understand simple concepts

imitate complex movement

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Typical Development:

Feeds self small foods

drink out of cup with support

naps about twice a day

helps dress self

Utensil to mouth

takes off socks

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Typical Development:
helps getting dressing or undressing
regular sleep schedule
eats different types of food

Atypical:
Sensitive or unaware of stimuli such as loud sounds or different textures
does not like cuddling or touched by parents
upset when encountering specific textures

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Typical Development:

imitates adult's movement and behavior

opened to interacting with adults who are familiar

play with other by handing objects

interested in people and animals

excitement when other children are around

copy behaviors and gestures of children and adults

Atypical:

does not copy actions

losing skills they had before

uninterest with interacting with children of the same age

does not imitate behaviors and gestures of peers and adults

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Typical Development:

at least 50 words are used

can name objects and pictures

understands new words

at 24 months can use 2 word phrases

can understand action words

can follow 2-step related direction

can use simple pronouns

Atypical:

does not use 2 word phrases

unable to understand or follow 2-step directions

does not say at least 50 words

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Typical Development:
problem solving improves a lot
search for toys in places that was left days before
can place round or square shaped blocks in proper spots
can complete puzzle that are two or three pieces

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Typical Development:

ask for foods or liquids by use of words or gestures

can remove their shoes without assistance

can zip a large zipper when connected

washes and dries hands with help

holds cup with one hand

open door using knobs

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Typical Development:

Can touch variety of textures and does not mind mess

does not mind hair brushing, teeth brushing, and feeling of clothes against their skin

can be in stores or other multi-sensory places without being in distress

can transition smoothly from current activity to another

Atypical:

Must be in control- has a hard time changing to different activities

can not self-soothe, needs help falling asleep

Constantly in motion and can not keep still

feels of distressed when hair or face is washed

sensitivity to bright lights

bothered by tags or seams in clothes

# data[].attributes.body
Typical Development:

assertive of what they want and say "no" to adults requests

aware of their feelings and other's feelings

mood shifts

fear in certain situations

does not enjoy change

wants to be independent

needs a predictable routine

observes other children playing then joins

can separate from parents easily

empathic to peer's feelings

Atypical:

not interested in pretend play

difficulty separating from adults

not responsive or interact with their peers

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Typical Development:

consistent with use of 2-3 word phrases

caregiver can understand 50% of the child's speech

understands basic nouns and pronouns

use "in" and "on"

at 3 years ask "what" and "where" questions

understand concepts such as color and space/time

can understand "why" questions

Atypical:

Inconsistent use of 2-3 word phrases

caregiver can not understand child's speech

does not understand basic nouns and pronouns

# data[].attributes.body
Typical Development:

find things when under two or more covers

exploration of how objects/items work by touching and trying them

sorts shapes and color

completes sentences and rhymes with familiar books

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Typical Development:

does everyday tasks with an adults

can unwrap food

pulls pants down/up with help

Comprehends that something hot is dangerous

cleans up when asked

when doing activities, want to be independent

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Typical  Development:

experiments with different types of textures

enjoys coloring and colorful objects

seeks sensory stimulation

ability to self-soothe

Atypical:
At this stage, should be seeking sensory and have the ability to self-regulate. If a child a not meeting several milestones. Contact a healthcare provider to seek advice and resources.

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Typical Development:

shares toys and takes turns

engages in dramatic play

more independent

starts to experience range of emotions

attachment to one friend

develops friendships

at 5 engages in impative play

sharing and taking turn skills improve

play games with easy rules

listens when peers speak

understand what is right and wrong

Atypical:

does not initiate or join peers in play

inability to share with other peers

is dependent on caregivers

difficulty separating from caregiver

at 5, not interested in playing with peers

unable to take turns with other children

# data[].attributes.body
Typical Development:

can state first and last name,age, gender

can follow two to three part instruction

names friends

tells or recalls stories

sings songs or says rhymes from their memory

at 5, they can say address

Atypical:
If child child has not meet most of the milestones. Contact health care providers for advice or for evaluation.

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Typical Development:
copy simple shapes
understand "same" and "different"
understand the concept of counting and knows numbers
knows colors
use of scissors
can say what happens next in a story

Atypical behavior:

can not draw simple shapes

does not understand "same" and "different"

does not know basic colors or numbers

can not recall what happens next

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Typical Development:

tells difference between food and non-food

can undress without help

controls their bowel movement daily or have less than one accident each week

can wash hands by themselves

bathe self with an adult

Atypical development:

unable to dress or undress

unable to complete everyday task with adults

unable to feed or hold cup

unable to use control bowel movement

# data[].attributes.body
The age range i chose to specialize in was 2.5 to 3 years old. I chose this age range because you can observe a lot more developmental domains and hear what they say and how they would react to a group environment.

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What I observed:

when in the drawing area, a couple of children were using pincer grasp and other were using a fist grip

used tweezers to sort pom poms into colored cups

when trying out yoga poses, most children attempted to balance on one left

climbing up stairs and rock wall

jumping and running

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What I observed:

when upset children would walk into the reading area

ask an adult for items to help soothe their bodies

used words like "I am sad" or "I miss mommy"

when encountering peer, they used words like "i need space" or I would like to play on my own"

when playing with peers, they would give suggestions or show a peer how to use a certain toy

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What I observed:

children would notify teacher they need to use the restroom

would communicate that they want to do the project with a teacher

if injured by peer, words like "that hurt" or "i don't like that" were used

most children use 2-3 word phrases

have the abilitiy to name basic colors and shapes

# data[].attributes.body
What was observed:

understood concept of object permanence

able to state name and age

remembers when they haven't done a project

can say remember friends names

# data[].attributes.body
What was observed:

most were able to put jackets on by using a "flip trick"

able to put on and take off socks

some had the ability to put their socks on

others were able to put their mask on their own

put their water bottles away when they were done

clean up their lunch with some support

# data[].attributes.body
Observed:

enjoyed play with the water in the sensory table

Engaged with rice sensory activity

spent 10 minutes at the play doh table

enjoyed playing with kinetic sand

when upset used bubble timers to calm body

when realize a certain item was not helping, they would switch to another one

# data[].attributes.body
When encountering a challenge, the teaching team in the classroom would set a meeting to talk. There they would talk about what behaviors or challenges they have observed for a certain child. One teacher would then observe the child to decide on what assessment or support is needed.