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Friday, August 3, 2018
DCFS LICENSING COURSE
Unit 1
- Definitions
• Disability - A physical, mental or emotional challenge or a combination of such
challenges which may require additional support, assistance, and/or adaption of the
child to successfully participate in activities
...
It is
good to pick up different tools to help a child with special needs learn
...
I grew up with
disabilities all my life so I don’t really have concerns
...
I think we all learn a little bit
differently than others and someone with a disability should get the same amount
of education like everyone else
...
Inclusion benefits all children by:
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Friday, August 3, 2018
- helping children to learn, understand and accept each other and their individual
differences
- Giving children without special needs a chance to be “role models” for children
with special needs
• GROUP DISCUSSION VIDEO
- How can a child care environment be adapted to support children with special
needs?
- Just be knowledgable
• kids thrive with schedules or routines, posted or pictures through the day
- wash hands; sit down, 2 steps
• Adapting your thought process to the child
- little bit of warning, easy words
• Spaces in classroom, quiet for sensory areas
• wheel chair or walker
- be creative with space
- blocks on tables
Unit 2 Part 1
Welcoming Each and Every Child
- Definitions
• Sensory - Relating to nerve impulses from the sense organs to the nerve centers
• Neuromotor - Including the nerves, muscles and motor functioning
• Sensorimotor Thinking - 1st stage of cognitive development in a child shown from
birth to age 2 years
• Preoperational Thinking - 2nd stage of cognitive development in a child shown from
2-7 years
• Concrete Operational Thinking - 3rd stage of cognitive development in a child
shown from age 7 - 11 years
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Friday, August 3, 2018
- Principles of Child Development and Learning
• Principle 1 - Development is sequential - it happens in a particular order
• Principle 2 - Growth in one area of development directly affects growth in another
area
• Principle 3 - children have individual rates of development
• Principles 4 - Individual development depends on genetics experiences, and
environment
• Principles 5 - The environment has an impact on development and learning
- Domains of Child Development
• Social/Emotional Development
• Physical Development
- Gross Motor
- Fine Motor Control
• Cognitive Development
- Learning and Problem Solving
- Thinking Logically
• Speech/Language Development
• Hearing/Vision Development
- Early Recognition of Child Development Problems
• Video: How did the information in the video change your idea about welcoming
children with disabilities into your child care setting?
• Learn the signs program: play, learn, speak, act
- talk to child doctor, school district or a agency
- slightly develop either later or early
• Unit 2 group discussion 3
- act early to know the steps to be taken
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Friday, August 3, 2018
Unit 2 Part 2
Welcoming Each and Every Child
- Child care Provider Responsibilities
• Watch for signs of developmental delays
• discuss concerns with parents
• provide community resources
• adapt program and setting for child with disabilities and special needs
- Treat Children with Respect
• Do not talk about child in front of others
• treat each child as an individual
• talk with the child about feelings
- Providers support children
• Enhance positive contributions
• build on strengths
• allow self - direction
• expand relationships
• disabled does not mean less able
• ensure full participation
- Social / Emotional Development
• Behaviors that are age - appropriate with others
- Video “know the signs part 2”
• Cries or doesn’t like social ability, watch them closely
• don’t like changed from routine
-
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Friday, August 3, 2018
Unit 2 Part 3
Welcoming Each and Every Child
- Social / Emotional Disorder Definition
• An inability to learn that cannot be explained by intellectual, sensory, or health
factors
• Inappropriate types of behaviors or feelings shown in ordinary situations
• An inability to build or maintain satisfactory interpersonal relationships with peers
and teachers
- Types of social / emotional disorders
• Externalizing
• Internalizing
• Low incidence
- Dealing with Social / Emotional Delays
• Reward positive behavior
• Give children clear expectations
• Provide face - to - face direction in social interactions
• Monitor child’s behavior closely
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