When Does A Child Have

Special Needs?
A child can A physical disability
have special
needs when A mental impairment

he/she A sensory disorder

exhibits:
Affected by social
environment
What Is Special
Education?
Education specially
designed for learners
with special needs who
cannot profit maximally
from regular education.
So that they require
trained personnel,
modifications in the
criteria, alternate
teaching methods and
support, instructional
methods and adaptions in
equipment and facilities
Common
Disabilitie
s
 Cerebral Palsy
• Cerebral Palsy or CP is a group of
disorders that affect person’s
ability to move, have balanced and
posture. This is the most common
disability that affects children.
• Cerebral basically means having to
do with the brain and Palsy means
weakness and problems with
muscles.
Down Syndrome
• Children with Down Syndrome experience clumsiness,
handwriting difficulties, short attention span, weak
auditory memory, confusion over school rules,
following instructions, word finding problems and
difficulty in being understood and enunciating words.
Autism Spectrum Disorder
• Also known as Pervasive Development Disorder
according to DSM-IV-TR2000. DSM-V classifies ASD as
a neurological disorder. It is a complex developmental
condition that involves persistent challenges in social
interaction, speech and nonverbal communication and
restrictive/repetitive behaviors. The effects of ASD and
the severity of symptoms are different in each person.
• Autism is a sensory disorder and is a spectrum of
closely related disorders with a shared core of
symptoms. It appears in infancy and early childhood.
ASD can exhibit but not limited to symptoms of PICA,
echolalia, stimming, lack of eye contact, parallel play,
reenacts the same scene repeatedly, overstimulation
and under stimulation of senses.
• ASD are made up of many disorders including
Asperger’s Syndrome, Rett Syndrome, Autism,
Childhood Disintegrative Disorders, ODD, Anxiety and
Gifted may be coupled with some characteristics of
ASD.
• Persons considered
on the Spectrum
can be low or high
functioning, can
have high IQ’s or
mental retardation
and are scaled
mild, moderate or
severe.
 • This is a neurodevelopmental
Attention condition that affect family and
school life. The word
Deficit “neurodevelopment refers to the
Hyperactivity nervous system which includes the
brain as it develops across the
Disorder(AD lifespan. It can usually be
HD) successfully diagnosed by age 7
however difficult behaviors can be
seen before that as early as 1 year
old. This disorder is completely
treatable.
What to look for?
Difficulty Difficulty
Short attention
listening to attending to Easily distracted
span for age
others details

Poor
Poor study skills Constantly
Forgetfulness organization
for age fidgeting
skills for age

Excessive talking
Unable to wait Acting without
and physical
their turn thinking
movement.
 Juvenile Idiopathic Arthritis
• Can cause persistent joint-pain, swelling and stiffness. This is an
autoimmune disease which means that your immune system attacks
healthy cells in your body by mistake, causing painful swelling in the
affected parts.
What is health
impairment/medical condition?
Chronic or acute health problem
that the physiological capacity to
functions significantly limited or
impaired and results in:
• Limited strength
• Vitality or alertness including a
heightened alertness to
environmental stimuli resulting in
limited alertness with respect to
the educational environment.
• The term includes impairments due
to asthma, diabetes, epilepsy, heart
conditions and sickle cell anemia
Sensory Impairments
• A sensory Impairment
is a neurological
disorder that affect the
human brain and
impairs the sight,
hearing, smell, taste
and spatial awareness
of an individual
Sensory Disorders are
classified:
• Deafness
• Blindness
• Sensory Process
Disorder
• Hearing loss
• Low vision
Challenges Faced When Working
With The Child With Special Needs:
• The IEP
• Accessibility/ Equipment
• Communication(not following instructions, not keeping on task, not listening)
• Excessive Talking
• Excessive Fidgeting
• Tantrums and Meltdowns
• Limited Intellectual Ability
• Slow Academic Advancement
• Social Adjustment Limitations
• Poor attention Span and Processing speed
• Handwriting Issues, Difficulty Walking Up and Down Stairs,
Difficulty Carry Bag
• Nervous Behaviors and Having Difficulty Handling
Frustration
Techniques, Therapies
and Resources Used To
Help Face Challenges
The IEP – Individual Education
Plan
Name: Ariella Persad
Age: 4 years old
Disability: Down Syndrome
Scope of Disorder: Understands commands
but cannot use words due to heavy tongue.
Not potty trained. Recognizes letter and
numbers but cannot write. Likes to socialize
but gets too affectionate.
Overall Goal: To teach child to adapt to a
stable living environment and complete daily
tasks .
Specific Goals: To improve speech and sound
production.
 Close lips

Imitate Click tongue

4 Oral
Motor Snort
Actions:
Make “s” and “k” sound
 Mummy

Daddy
Practice 4
Words: Hungry

Sleepy
Develop An
Appropriate
Response
System:
• Shake head for yes
• Point to show a
want or need
 Use drawstring
Develop Motor pants
Skills Necessary
For Potty
Training Reward system
 Types Of
Communicati
on
• Non-Verbal Messages- Nonverbal communication is
the transmission of messages or signals through a
nonverbal platform such as eye contact, facial
expressions, gestures, posture, and body language.
• Paraverbal Messages- Paraverbal communication
refers to the messages that we transmit through the
tone, pitch, and pacing of our voices.
• Verbal Messages- Verbal communication is the use of
words to convey a message.
How We Say The Words:
• Account for 38% of what is
perceived and understood by others
• Including the tone, pitch and pacing
of our voice
The • Are brief and organized
Words • Are free from jargon
We • Do not create resistance in the
listener
Choose:
 • Account for about 55% of
what is perceived and
Our Body understood by others

Language: • Are conveyed through our

facial expressions as well as
our postures and gestures
Importance Of
Communication
• To build a successful relationship with
the students the Aide must have strong
and open lines of communication. The
Aide must communicate concern, caring
and respect by the tone of their voice
and their body language. They must be
able to transmit genuine commitment
and affection for their students. The
student is keen and perceptible to any
break in communication, so the Aide
needs to always keep these lines free
and unbiased
Empathy
It is important that
the caregiver always
put himself in the
shoes of the student
and teach children
around to do the
same
• Utilize physical
exercise/ play time
each day
• Use massages where
necessary
Provide a stable living environment
• Ensure proper nutrition and
medication is administered
Collaborate with parents, teachers,
caregivers
Increase
Independence and
Decrease
Dependability
Keep spaces
uncluttered
Create a buddy
system
Structured discipline
plan.
Make a routine and
stick to it
Excessive
talking
Limit Giving
Instructions-
Instead, Use Cues
Countdown timer
to keep on task
The fidget cube or spinner
to help idle hands
Brain Breaks
• Spot the difference
• Odd one out
• Simon says
Movement
Breaks
• Movement breaks are brief
intervals that enable all
students to move their
bodies and help teachers to
engage learners in physical
ways.
Positive
Affirmatio
n
Offer
Rewards
Change scenery
• Go outside for a walk
Hugging Therapy
Reduces stress
Releases chemicals in the
brain
Calms tantrums and
meltdowns
Makes person feel safe
The Love Chair
Charting
The ABC chart
 ABC
(Antecedent, Behavior,
Consequence)
Chart Form
 Student: Ronald Roop
Class: Infant Second Year
Date/ Time Activity Antecedent Behavior Consequence
Date/time of the What activity was going What happened before the Describe the behavior What happened after the
behavior. on? behavior or while the behavior?
behavior occurred?
17th June 2021 Break Time Bell Rang To Transitioning to new Student began Next activity was directed by
10:16 am Signal End activity complaining that he was use of visual prompts to keep
still eating his snack. student on schedule
17th June 2021 Science Teacher was demonstrating Student began stimming Student was taken outside for a
11:00 am textures by using rocks, by rocking back and drink of water and to look at the
sand, cotton etc forth. clouds which he likes very
much.
17th June 2021 Lunch Teacher indicated that Student started to cry Student was allowed to cry and
11: 30 am students should get their because his sandwich was when quieter he was offered a
lunches cut vertically reward of a snack if he took a
couple bites of his sandwich
17th June 2021 Lunch Time Outside Play Student was playing hide Student began crying Aide joined in on the hunt
12:15pm and seek. because he couldn’t find offering verbal prompts as too
his peer. where to look.
17th June 2021 Penmanship Capital letter “F” was He refused to write Aide explains if he writes the
written on the board “F” then he will get a snack.
Arts & Crafts
in the classroom
•An outlet for creativity and
expression
•Fosters Self Esteem
•Strengthens Motor skills
•Promotes Cognitive growth
Mood Improvement
Art Therapy
Improves
Communication ,
Concentration, and
Help Reduce
Feelings of Isolation
SENSORY PLAY
•Encourages learning
through exploration,
curiosity, problem solving
and creativity.
•Builds Motor Skills
•Stimulates the 5 senses
Sensory
Shapes and colors
Distinguishing Colors helps children to
follow direction, matching, problem solving.
Recognizing the colors create a cognitive link
between visual clues and words
Shapes teach children concepts like size, space
position and solidify their understanding of 2
dimensional structures.
Tracing helps build motor skills and cognitive patterns,
following directions and its FUN!!
Numeracy Tools
Literacy Tools
Spelling and penmanship
Literacy Tools
Discipline
strategies
Early intervention Coach

• Ms. Crystal Codrington • Ms. Carey Phillips

• Email: specialvirtue@gmail.com • Email:
• Tel: 724 - 3485 info@edutheraphycaribbean.co
m
• Tel: 628 - 9851
Occupational Therapists

• Aliyah Drakes • Shivani Maynard

• Email: admin@opalkids.org • Email:
• Tel: 297 - 9925 Shivani.maynard@gmail.com
• Tel: 731 - 4645
THANK YOU
FOR YOUR
PARTICIPATION!