Extension Session 2
Learning Objectives:
(1) Facilitate thoughts on managing and integrating children with special needs.
(2) Be familiarised with the field of special needs in the local context (e.g. service providers, local resources)
Case Study
Ed, 4 ½ year old
Ed is a preschool boy whose aggressive behaviour has challenged his teacher and parents.
Six months ago, his teacher referred him for a diagnostic evaluation due to his disruptive and violent behaviour in school. Ed demonstrated cruelty to his peers. He pushed them down on the playground and grabbed toys or crayons from their hands. When his teacher tried to place him in the time-out chair, he struggled and kicked her forcefully. The teacher reported that Ed was increasingly difficult and unmanageable.
Parents reported their futile efforts to find solutions to their son’s outrageous behaviours. Eventually, Ed was diagnosed as having attention deficit hyperactivity disorder (ADHD). Parents also expressed interest in seeking counselling and professional help since they experience a high level of frustration.
Discussion Questions
1. What behaviour management techniques could be used with Ed?Make a list of appropriate behaviour management techniques you will adopt to address Ed’s needs.
2. Besides Ed’s abilities, how will information regarding other systems (family, classroom) improve our understanding of Ed’s behavioural difficulties?
▪ Family: family interaction, relationships between siblings
▪Classroom: classroom interaction, relationships between peers
For each system, develop 3 interview questions (with parents / teacher) to gather more information about Ed.
3. In recent years, ADHD has received much attention in the media. Find 3 examples of ADHD is portrayed in the mass media (i.e. websites / videos / news articles / etc). Analyse how mass media described this problem and its solution.
4. If you are a preschool teacher with children with special needs in your class, where can you recommend parents when they expressed interest in seeking an educational evaluation and diagnosis? Identify the local service providers that you can recommend parents whenever necessary.
5. Common cultural attitudes and beliefs may influence the actions of those involved in Ed’s life. Identify and describe of these common beliefs and attitudes that shape the behaviours of people in Ed’s life.
Thursday, August 27, 2009
Extension Session 1
Learning Objectives
•Good background knowledge of well-established and commonly used intervention strategies
•Developing appropriate strategies to intervene and cater to child’s specific needs
Case Study – Child with ASD
•Marcus
•5 year-old boy
•Diagnosed with Autism
Self- Help Skills
•Cannot yet assist with dressing
•Requires assistance for toileting
•Very dependent on the help of his caregiver to look after himself
Coping Skills
•Difficult adjusting to novel situations (e.g. going on excursions)
•Marcus is highly anxious whenever there is a change of activities.
•Marcus tends to flap in between change of lessons.
Communication Skills
•Lack of intent to communicate
•Limited expressive language (says “this”, “that” and “car”)
•For example, he waits until it is too late. He will indicate by pointing to the toilet after he wet and soiled himself.
•For example, he will take his classmate’s food.
Social Skills
•During play time, Marcus is eager to start the game.
•During meal time, Marcus wants to be the first to get his food and drink.
Classroom Behaviors
•Throws a major tantrum all the way to school
•Throws a major tantrum when he reaches school
•Fascinated with toy cars
•Insistent on bringing his favourite toy car
•Refused to place his toy car aside for classroom activities
Intervention Strategies for Marcus
Difficulties Intervention Strategies
Self-Help Skills Task Analysis
Communication Skills Picture Exchange
Coping Skills Visual Schedule
Social Skills Social Story
Classroom Behaviors Behavioral Chart
Homework
•Have a conversation with a preschool / primary school teacher who has children with special needs in her classroom.
•Explore the prevalence of disabilities.
•Explore the day-to-day challenges faced (the child / parents / developing children, etc).
•Explore the specific strategies used.
•Good background knowledge of well-established and commonly used intervention strategies
•Developing appropriate strategies to intervene and cater to child’s specific needs
Case Study – Child with ASD
•Marcus
•5 year-old boy
•Diagnosed with Autism
Self- Help Skills
•Cannot yet assist with dressing
•Requires assistance for toileting
•Very dependent on the help of his caregiver to look after himself
Coping Skills
•Difficult adjusting to novel situations (e.g. going on excursions)
•Marcus is highly anxious whenever there is a change of activities.
•Marcus tends to flap in between change of lessons.
Communication Skills
•Lack of intent to communicate
•Limited expressive language (says “this”, “that” and “car”)
•For example, he waits until it is too late. He will indicate by pointing to the toilet after he wet and soiled himself.
•For example, he will take his classmate’s food.
Social Skills
•During play time, Marcus is eager to start the game.
•During meal time, Marcus wants to be the first to get his food and drink.
Classroom Behaviors
•Throws a major tantrum all the way to school
•Throws a major tantrum when he reaches school
•Fascinated with toy cars
•Insistent on bringing his favourite toy car
•Refused to place his toy car aside for classroom activities
Intervention Strategies for Marcus
Difficulties Intervention Strategies
Self-Help Skills Task Analysis
Communication Skills Picture Exchange
Coping Skills Visual Schedule
Social Skills Social Story
Classroom Behaviors Behavioral Chart
Homework
•Have a conversation with a preschool / primary school teacher who has children with special needs in her classroom.
•Explore the prevalence of disabilities.
•Explore the day-to-day challenges faced (the child / parents / developing children, etc).
•Explore the specific strategies used.
Tuesday, August 11, 2009
Written Report (15%)
Please select either of the following cases for your report. The detailed instructions are as follow.
Case 1
Annie
6 year-old girl
Speech impairment and communication difficulties due to facial deformities at birth.
Attends mainstream kindergarten. Is performing within normal range in terms of academic abilities.
Receives 2 hours of speech and language therapy services at the local hospital per week.
Family is trying to cope with her disability. No one in the family history has any types of disabilities or abnormalities.
Annie displays some behavioural and social difficulties. For instance, she bites her classmates. Sometimes, she is extremely shy and withdrawn. This occurs when she is teased by her peers for her facial deformities.
Case 2
Kim, 7 year-old girl.
Mild mental retardation, suffers from epilepsy since 6 months old. Is on medication for her seizures, is easily tired and distracted.
Attends mainstream preschool in the morning and special school in the afternoon. Receives therapy services from allied health professionals in the special school (speech therapist, physiotherapist and occupational therapist).
In terms of language and mathematic abilities, is performing significantly below same-age peers.
She is able to read functional words like MRT, Exit, Go, Police. She is able to produce letter sounds (M, B, K, P). She is able to rote count up to 30, recognize numbers up to 20 and write numbers up to 15.
Exhibits inappropriate and disruptive behaviors such as shouting aloud and throwing things off the work desk. Requires intensive support in areas of communication and social skills.
Your task
(1) Select either Case 1 or Case 2 to work on. State your selection clearly in your report.
(2) Identify an area of intervention for that child. State the area clearly.
(3) Conduct a journal search using any relevant database. The article must describe an intervention that has been studied, delivered and proven (somewhat) effective on that area.
Report on
(i) the intervention
(ii) its effectiveness (as reported in the journal article)
(iii) your personal evaluation how the child will benefit from this intervention
(iv) your suggestions how you can make adjustments to cater to the needs of the
child and to facilitate integration of the child / the intervention activity into
your classroom.
Case 1
Annie
6 year-old girl
Speech impairment and communication difficulties due to facial deformities at birth.
Attends mainstream kindergarten. Is performing within normal range in terms of academic abilities.
Receives 2 hours of speech and language therapy services at the local hospital per week.
Family is trying to cope with her disability. No one in the family history has any types of disabilities or abnormalities.
Annie displays some behavioural and social difficulties. For instance, she bites her classmates. Sometimes, she is extremely shy and withdrawn. This occurs when she is teased by her peers for her facial deformities.
Case 2
Kim, 7 year-old girl.
Mild mental retardation, suffers from epilepsy since 6 months old. Is on medication for her seizures, is easily tired and distracted.
Attends mainstream preschool in the morning and special school in the afternoon. Receives therapy services from allied health professionals in the special school (speech therapist, physiotherapist and occupational therapist).
In terms of language and mathematic abilities, is performing significantly below same-age peers.
She is able to read functional words like MRT, Exit, Go, Police. She is able to produce letter sounds (M, B, K, P). She is able to rote count up to 30, recognize numbers up to 20 and write numbers up to 15.
Exhibits inappropriate and disruptive behaviors such as shouting aloud and throwing things off the work desk. Requires intensive support in areas of communication and social skills.
Your task
(1) Select either Case 1 or Case 2 to work on. State your selection clearly in your report.
(2) Identify an area of intervention for that child. State the area clearly.
(3) Conduct a journal search using any relevant database. The article must describe an intervention that has been studied, delivered and proven (somewhat) effective on that area.
Report on
(i) the intervention
(ii) its effectiveness (as reported in the journal article)
(iii) your personal evaluation how the child will benefit from this intervention
(iv) your suggestions how you can make adjustments to cater to the needs of the
child and to facilitate integration of the child / the intervention activity into
your classroom.
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