PRE

SCHOOL
EDUCATION
7
(CHILDREN WITH SPECIAL
NEEDS)

SUBMITTED TO:
MS.KATHLEEN KAY RODRIGUEZ

SUBMITTED BY:
MS.RIO ROSE S. CAJUCOM
TABLE OF CONTENTS

A. Special Education

B. Example Cases of children who enroll

in special education

C. Requirements for enrollment of

special children to a regular set up

D. Activities for special children

What is Special Education? 
Special education provides students with identified disabilities specialized
instruction designed to meet their unique learning needs, giving them the
opportunity to develop to their fullest potential. In the United States, special
education is delivered, free of charge, through the public education system, thanks
to the Individuals with Disabilities Education Act (IDEA).

How the Individuals with Disabilities Education Act (IDEA) Shapes

Special Education in the U.S
Although the Individuals with Disabilities Education Act (IDEA) was first passed
in 1975 (originally called the Education for All Handicapped Children Act) and
reauthorized under George W. Bush in 2004, its primary goals have remained
similar all these years: to protect the rights of children with disabilities and to give
parents a voice in their children’s education. IDEA provides parents with specific
rights and protections, called procedural safeguards, which means that parents are
always afforded the right to make decisions regarding the education of their
children.

IDEA ensures that children with disabilities have access to a free and appropriate
public education and those schools provide special education to these children in
the least restrictive environment possible, which means keeping them in general
education classrooms whenever possible.

IDEA covers children from the age of 3 through high school (or the age of 21,
whichever comes first). Children younger than the age of 3 can receive services
through IDEA’s early intervention services.

To qualify, children must fall under one of the 13 disabilities identified by IDEA:

 Autism
 Deafness
 Emotional disturbance
 Visual impairment, including blindness
 Speech or language impairment
 Orthopedic impairments
 Hearing impairment
 Intellectual disability
 Multiple disabilities
 Traumatic brain injury
 Other health impairment, including ADHD
 Specific learning disability, including (among others) dyslexia, dyscalculia,
and dysgraphia

Children eligible for IDEA must have a diagnosis for one or more of the above
named disabilities and, because of that disability, require special accommodations
to make academic progress. The criteria used for determining whether a child has a
specific learning disability include:

 The child does not meet state-approved grade-level standards in one or more
of the following areas:
o Oral expression
o Listening comprehension
o Written expression
o Basic reading skills
o Reading fluency skills
o Reading comprehension
o Mathematics calculation
o Mathematics problem solving
 The child does not meet state-approved grade-level standards or exhibits a
pattern of strengths and weaknesses in achievement and/or performance due
to:
o Cultural factors
o Emotional disturbance
o Environmental or economic disadvantage
o Limited English proficiency
o Mental retardation
o Visual, hearing, or motor disability

The Principles of IDEA

States are responsible for providing special education to their citizens. To do so,
they are expected to follow a set of principles:

 Schools must educate all children with disabilities, regardless of the nature
or severity of the disability.
 Schools must use a set of nonbiased methods of evaluation for determining
if a child has a disability. Testing and evaluation must not discriminate
based on race, culture, or native language.
 All children with disabilities must receive a free, appropriate public
education. An IEP must be developed and implemented to meet the needs of
children with disabilities.
 Children with disabilities must be educated with children without disabilities
as much as possible. Students can only be moved to separate classrooms or
schools if they cannot receive an appropriate education in a general
education classroom.
 Schools must have safeguards in place to protect the rights of children with
disabilities and their parents.
 Schools must collaborate with parents and students when designing and
implementing special education services.

Special Education Interventions

Special education may be best described as a purposeful intervention designed to
overcome or eliminate the obstacles that keep children with disabilities from
learning. In other words, it is about providing children with disabilities with
individualized plans of instruction to help them succeed.
There are three, specific types of special education interventions:

 Preventive Interventions: Preventive interventions are designed to prevent

potential or existing problems from becoming a disability. Special education
in this form seeks to either stop something from happening or reduce a
condition that has been identified.
 Remedial Interventions: Remedial interventions are designed to eliminate
the effects of a disability. They are generally used to teach children with
disabilities skills that allow them to function successfully and independently.
They may be aimed at academic, social, personal, and/or vocational goals.
 Compensatory Interventions: Compensatory interventions involve teaching
special skills or using special devices to improve functioning. Compensatory
intervention may be best identified as teaching a child to perform a task or
conquer a skill in spite of a disability. It involves providing children with
disabilities an asset that non-disabled children do not need.
 The Individualized Education Program
 A child’s specific needs dictate what is taught in special education. Some
children with disabilities require intensive, systematic instruction to achieve
success in daily living, school, community, and work settings, while other
children must be taught skills to compensate for the existence of a disability.
Others just need special accommodations and learn right alongside their
general education peers in regular classrooms.
 The Individualized Education Program (IEP) is the cornerstone of special
education. Each student with a diagnosis that qualifies them for special
accommodations has an individually tailored IEP. This legal document
details a student’s specific needs regarding special education services and
accommodations based on yearly goals. The purpose of an IEP is to ensure
that the supports and services provided by special education teachers and
related professionals and paraprofessionals meet the goals.
 IEPs require (1) an evaluation by the child’s school; (2) the determination of
eligibility; and (3) the development of the IEP by the school’s IEP team.

Where is Special Education Taught?

Most special education takes place in the general education classroom – consistent
with IDEA’s goal of providing children with disabilities special education services
in the least restrictive environment. However, not all special education can be
taught in general education classrooms; therefore, special education teachers and
paraprofessionals must sometimes provide special education in separate
classrooms and, outside of the public school system, in separate residential settings
and day schools.

Most special education students spend at least a portion of their day in a resource
room, where they can receive individualized instruction.

It is also common for some special educators to provide special education services
at home or in community-based settings. Special education teachers in these
settings work with students with severe disabilities, helping them practice
functional daily living skills.
The federal government defines educational placements for
students with disabilities as:
 Regular classroom: Student receive most of their education in a regular
classroom and less than 21 percent of their day receiving special education
and related services outside of the regular classroom.
 Resource classroom: Students receive special education and related services
outside of the regular classroom more than 21 percent but less than 60
percent of their day.
 Separate classroom: Students receive special education and related services
outside of the regular classroom more than 61 percent but less than 100
percent of their day.
 Separate school: Students receive special education and related services in a
public or private day school for students with disabilities for more than 50
percent of their day.
 Residential facility: Students receive special education and related services
in a public or privately operated residential facility, where they receive 24-
hour care.
 Homebound/hospital: Students receive special education and related services
in a hospital or home-based program.

The Most Common Disabilities Seen In School

ADD/ADHD Emotional/Behavior Disorders

Aphasia/Dysphagia Fetal Alcohol Syndrome

Apraxia/Dyspraxia Fragile "X"

Auditory Processing Hearing Impaired

Autism/Aspergers Learning Disabilities

Cystic Fibrosis Mental Retardation

Cerebral Palsy Neurological Disabilities

Developmental Delays Seizure Disorder

Down Syndrome Support Groups

Dyslexia Visual Impairment

 Schools across the country have special needs students. These students fit
into a number of categories. This is essentially because of the vastness of
special needs issues. A special needs child is often considered disabled in
 some way. These are children who have mild learning disabilities or
profound developmental problems. The umbrella of special needs includes
some children that would not be considered in this way.

 Special needs children do not always have learning disabilities however.

Some of them simply have needs that must be planned for and addressed
within their learning environment. These cases include severe food allergies,
terminal illnesses, emotional concerns, and motor skill delays. Schools must
be equipped in a number of ways to deal with the ramifications of these sorts
of cases.

 Most common disabilities, seen in schools, fall under developmental

concerns. This too is a vast umbrella unto itself. Every child and every case
is individually different. There are some children that function at high
capacities no matter what their disability is. Then there are other children
with very low capacities to function in a school setting.

 Teachers, administrators, and therapists need to be aware of these children

and their specific needs. This is where parental involvement is paramount.
Parents are able to speak for the child and relay their individual needs.
Schools and school systems are able to provide specific services for special
needs students. Special education teachers have long supplied students with
expanded learning opportunities.

 These educators are able to use cognitive appropriate teacher resources,

teacher worksheets, and lesson plans. These tools are patterned for children
with developmental issues. Not all disabled children need special classes.
And, not all of them are capable of completing such classes. Here is where
individual treatment again becomes critical. Remedial classes may be all that
is required for some children with disabilities.

In other cases, children are physically handicapped in some way. These children
simply need adequate building codes to accommodate their disabilities. In many of
these cases, students are able to perform their work normally. When every
necessity is provided, most children can achieve their educational goals. Teachers,
administrators, and parents must work together to make sure these issues are
addressed.

Most communities are used to supplying necessary services to special needs

students. These services could include center-based and home-based treatment.
Therapists in a variety of areas work with these children. Their goal is to help them
to perform at the optimum capacity. This may require work with motor skills,
cognitive skills, and verbal skills. Often this type of treatment is ongoing. Over
time it is possible to realize marked differences in both achievement and behavior.

Schools at all grade levels receive students with disabilities. This sometimes means
that these students need age appropriate services or assistance. Once this help is in
place student have much of what they need to thrive. Encouragement from parents
and teachers are important in this process. Children with disabilities need more
patience and understanding than the average student.
10 Basic Steps of Special Education
Many children struggle with learning and developmental disabilities. Parents often
recognize problems early in their children's lives, but occasionally, problems are
not recognizable until their children enroll in school. Children struggle with
various learning problems, including difficulty retaining information, dyslexia, and
other reading problems. Many children struggle with behavioral problems.

It's essential to diagnose a child's behavioral problem or disability before he or she

can receive the necessary help. If a child is diagnosed with a disability, all public
schools have special education programs to assist disabled students.

Parents should be aware of the process followed to diagnose special needs or at-
risk children with learning disabilities. The following information details the 10
major steps followed when determining whether a child has a learning disability:

Step 1. Child is identified as possibly needing special

education and related services.
Children are usually referred to professionals for review and diagnosis after being
referred by a parent or teacher. Another method used to determine special needs
children is the Child Find program. This program is used by educators in every
state.

Child Find. A law passed by the federal government in 2004 known as the
Individuals with Disabilities Education Act mandates that all state public schools
evaluate students demonstrating signs of potential disabilities. If a child is
diagnosed with a disability, school districts must provide adequate special
education assistance. Many educators rely on the Child Find program to locate at-
risk children.

Referral or request for evaluation. Teachers often refer children to school

counselors or psychologists to be evaluated for possible disabilities. When this
happens, parents must be notified to give their consent. Concerned parents can also
refer their children directly to professionals.

After parents grant their consent to an evaluation of their child, the law requires
that evaluations be concluded within 2 months after parents agree to the decision.
However, this timeframe can differ in individual states.

Step 2. Child is evaluated.

The evaluation stage is very important and is intended to determine whether
children:

 Have a disability that would necessitate assistance through a special

education program
 Have any needs requiring special education instruction
 Require any type of special education assistance
The first session between a counselor or psychologist and child demonstrating
symptoms indicative of a disability is often intended to determine whether the
child has a problem requiring further assessment. Many facets of the child's life
will be evaluated. If it's determined the child needs assistance, then
recommendations for special education programs will be provided by the counselor
or psychologist.

Parents uncomfortable or in disagreement with their children's diagnosis can request an

Independent Educational Evaluation (IEE). School districts often cover the costs of these
evaluations.

Step 3. Eligibility is decided.

After a child is evaluated, parents and other professionals review results to decide
whether the child requires special education assistance. Parents can always seek a
re-evaluation if the results are not conclusive.

Step 4. Child is found eligible for services.

When children are diagnosed with disabilities, they can enroll in a special
education program. Within a month of a diagnosis, educators must prepare an
Individual Education Program (IEP) to aid children diagnosed with disabilities.

Step 5. IEP meeting is scheduled.

Schools are responsible for setting up and administering IEPs. It's also their
responsibility to:

 Contact parents and notify them in advance of an IEP planning session, so

they can be present
 Schedule an IEP planning session at a time and location convenient for
parents
 Notify parents of educators and other professionals who will be present at
the meeting, including professionals specializing in the type of disability
afflicting the child

Step 6. IEP meeting is held and the IEP is written.

IEP meetings are held to discuss a child's educational needs and outline an IEP. In
most meetings, parents and their children attend and participate. Whenever a group
outside the school makes determinations for a child's IEP, parents are invited to
their meetings. After IEPs are developed, parents must agree to any special
services their children receive. Children receive assistance immediately after IEPs
are finalized and parents agree to them.

Parents disagreeing with IEPs can always discuss the issues they have with
educators and others involved in the process. When compromises cannot be
reached, parents can request mediation.

Step 7. After the IEP is written, services are provided.

Once IEPs are finalized and signed off on by parents, schools follow the plans as
outlined in an IEP. Teachers and special education specialists can refer to the IEP
whenever they have questions about a child's needs. They can also find information
about alterations made to a child's plan in an IEP.

Step 8. Progress is measured and reported to parents.

Educators and special education specialists closely monitor students and document
any progress made by students. Parents receive constant updates about the progress
made by their children. Progress reports are usually given to parents on the same
intervals as grade reports for other children enrolled in the school.

Step 9. IEP is reviewed.

IEPs are reviewed by educators annually or whenever parents request a review.
When it's required, educators and parents can make alterations to IEPs. Parents are
permitted to make recommendations for IEP modifications and appeal any
disagreements they have with plan revisions and discuss possible compromises
with educators. Parents can also request more testing, review by an independent
committee, and seek additional alterations whenever they disagree with an IEP. If
necessary, parents can submit a complaint with the appropriate government
agencies. These agencies are administered at the state level.

Step 10. Child is reevaluated.

Special education students must be re-examined every 3 years, in what is known as
a "triennial." Re-evaluations are conducted to determine whether students still
require special education services, but in many cases, children are re-examined if
their problems worsen or they require additional assistance.

5 Preschool Activities for Children with

Special Needs
During preschool, kids experience structured time together that is both fun and
educational.  They learn how to bond with their peers, follow directions and stick
to a schedule; all skills that prepare them for school.  For children with special
needs, there are certain pre-school activities that work particularly well to keep
them engaged, focused and actively learning.  Here are five suggestions that help
children with special needs, both in the classroom and at home, get the most out of
their learning experiences.

1. Sensory Tables
Sensory tables offer a wealth of benefits for children with special needs.  Engaging
in sensory experiences like running fingers through dried rice or pouring water can
distract and calm a child who is feeling over-stimulated or anxious. It promotes
self –discovery and encourages a child to explore new textures which in turn
supports social and emotional development.
Offering textures like dried beans, sand or cotton balls promotes hand-eye
coordination and gives the opportunity for a child to pinch, grasp and enhance fine
motor skills.  As children discover new textures and objects, they tend to have a
verbal response.  Engaging them in a sensory table is great way to work on
language development.

2. Outdoor Play Time

Outdoor play is stimulating for children of all abilities, specifically those who need
a little extra help developing gross motor skills.  When engaging children in
outdoor play time, organize specific games like hopscotch, “Simon Says,” tag and
“Red Light Green Light.”  Games like these promote whole body movement and
balance while teaching children to follow directions and focus their attention.

Offering plenty of options for free play is important too.  When given sidewalk
chalk and outdoor equipment like balls and hula hoops, children will engage their
fine and gross motor skills without even realizing it.

3. Yoga for Kids

Yoga is a practice that balances the mind and body. Though yoga is generally
thought to be a practice for adults, children can benefit significantly from it as
well.  With practice, children who have a hard time sitting still can learn to self-
regulate and self-soothe using movement and breath to calm themselves.  It helps
to build self-awareness of the body and emotional state.

Many yoga poses are named after animals, so it’s easy to incorporate story books
with the poses and make the practice fun.  Children can slither like snakes or roar
like fierce lions, all while learning how to focus in a pose. Here is an example:

Frog Pose

 Squat on the floor, balancing on your toes with knees spread wide apart. 
Place hands on the floor between your legs.
 Look up and inhale.
 As you exhale, straighten your legs and lower your head toward your knees.
 Return to squatting position and repeat.

4. Light Boxes
A light box is fun and mesmerizing for all children, but it specifically helps to
increase the attention spans of children with special needs.  Children can spend
hours with a light box, exercising their fine motor skills by creating illuminated
patterns and pictures with brightly colored transparent shapes.  Even better, this
easy homemade version works great in a home or classroom.  Be sure to have
plenty of brightly colored transparent items on hand like decorating rocks, plastic
blocks and even colored salt.

Materials

 1 large opaque storage tub.

 2 strings of holiday lights
 Large sheets of tracing paper
 Tape
To assemble:
Line the inside of the tub lid with tracing paper and secure with tape.  This will help create an
even distribution of light.  Drill a small hole in the corner of the tub and feed the string lights
through.  Arrange evenly on the bottom of the tub.  Place the lid on top of the tube and plug in
the lights.

5. Music and Circle Time

Music activates every subsystem in the brain, including areas that regulate emotion
and motivation.  Setting aside specific time to sit together and make music in a
circle allows children to bond with each other and gives them a sense of belonging
to a group.

Music time can be especially beneficial to children who are non-verbal.  For them,
music can be a way of expressing themselves and interacting with their peers. 
During circle time, provide children with instruments, like egg shakers, bells or toy
drums.  Encourage them to make noise with their instruments and move their
bodies to the music.  Sing songs that incorporate the name of each child so that
everyone feels like they have an individual role in the activity.

Additionally, incorporate music in other activities of the day.  Sing songs while
cleaning up and transitioning into new activities like nap or snack time.