Big Ideas and Key Concepts
What are an example of P-FL?
the boy with autism, the girl with Down syndrome
What ways did research change historical beliefs about child development and set the stage for early intervention?
•Shift from Innate Limitations to Potential for Growth
•New Understanding of Critical Developmental Stages
•Medical and Educational Advancements
•The Role of Environment
•The Rise of Behaviorism and Applied Behavior Analysis (ABA)
•Advocacy and Social Change
The research on child development fundamentally transformed historical beliefs by showing that all children, including those with disabilities, have the Change potential to learn and grow when provided with appropriate support. This laid the groundwork for early intervention practices that focus on identifying developmental challenges early and providing tailored support to children in need.
The term "mental retardation" has been replaced with...
The term "mental retardation" has been replaced with "intellectual disability" in modern terminology. This change was made to promote more respectful language and to better reflect an understanding of the condition. The shift was formalized in the DSM-5 (Diagnostic and Statistical Manual of Mental Disorders, 5th Edition) and other professional guidelines.
How are learning disabilities defined and identified, and what are some of their causes?
Definition: Learning disabilities (LD) are neurologically-based conditions that affect a person’s ability to process information in specific academic areas, such as reading, writing, or mathematics. These disabilities are not a result of intellectual disability, sensory impairments, or lack of instruction. Instead, they reflect differences in how the brain processes information.
Identification: LDs are typically identified through:
·Standardized testing (e.g., IQ and achievement tests) to assess discrepancies between a child’s cognitive abilities and academic performance.
·Observations: Teachers and parents may notice struggles in specific learning areas.
·Psychological assessments: These may be used to rule out other potential causes for academic struggles, like emotional or behavioral issues.
Causes:
·Genetic factors: Family history of learning disabilities can increase risk.
·Brain structure and function: Variations in how the brain processes information may lead to learning difficulties.
·Environmental factors: Prenatal exposure to alcohol, drugs, or toxins, and early childhood trauma, can affect brain development and contribute to learning challenges.
A student is late and hungry.
FEED THEM!
They cannot learn or attend to instruction hungry.
What is Exceptionality?
“There are known knowns. These are things we know that we know. There are known unknowns. That is to say, there are things that we know we don't know. But there are also unknown unknowns. There are things we don't know we don't know.”
Why is Early Intervention important for children with disabilities?
1.Brain Development: The first few years of life are critical for brain development. Early intervention takes advantage of the brain's heightened ability to form connections and adapt to new experiences, which can help children develop essential skills and overcome developmental challenges. Providing support early on can help promote more typical development in many cases.
2.Improved Outcomes: Research has shown that children who receive early intervention are more likely to experience positive outcomes in terms of cognitive development, social skills, and emotional regulation. These early supports can lead to better academic achievement, better social relationships, and more independent functioning as they grow.
3.Prevention of Complications: Early intervention can help address developmental concerns before they become more ingrained or difficult to manage. For example, a delay in speech can affect a child's ability to communicate and socialize, potentially leading to behavioral issues. Addressing the delay early can prevent further complications in later childhood.
4.Reduced Need for Intensive Services: When developmental delays or disabilities are addressed early, the need for more intensive or costly interventions later on may be reduced. Early intervention can help children achieve greater independence and reduce the long-term reliance on special education or other specialized services.
5.Family Support: Early intervention not only benefits the child but also provides crucial support to families. Families receive guidance on how to foster their child's development, which can reduce stress and improve the family dynamic. It also helps parents better understand their child’s needs and how to advocate for them.
6.Improved Social Integration: By addressing developmental delays early, children are better prepared for school and social interactions. Early intervention helps children develop the skills needed to engage with their peers and participate in social and educational settings, leading to greater inclusion and fewer challenges in school environments.
7.Empowering Families: Early intervention programs often provide families with tools and resources to support their child’s development, which empowers parents to become active participants in their child’s growth. This can foster a stronger family bond and improve overall family functioning.
Early intervention is crucial because it addresses developmental concerns at a time when children’s brains and abilities are most malleable, leading to better outcomes in terms of development, learning, and overall quality of life. By providing children with the support they need as early as possible, it can significantly reduce the long-term impact of disabilities and ensure children have the best opportunity to thrive.
The acronym IDD stands for...
The acronym IDD stands for Intellectual and Developmental Disabilities. This term is used to describe a group of disorders that involve impairments in intellectual functioning and adaptive behavior, often arising during the developmental period (childhood or adolescence).
What is the IQ/Achievement Discrepancy Model, and what are the problems with it? Why is it called the “wait-to-fail” model?
The IQ/Achievement Discrepancy Model suggests that a child has a learning disability if there is a significant gap between their IQ (intellectual ability) and their academic performance. The idea is that a child who is of average or above-average intelligence but performs poorly academically may have a learning disability.
Problems with this model:
·Late identification: This model requires a significant gap between IQ and achievement to be recognized before intervention, which means students may go for years without receiving help.
·Inconsistent identification: It doesn’t account for students whose IQ and achievement levels are closely aligned but who still have difficulties that aren't immediately obvious.
·Failure to identify at-risk students early: It only identifies those who have already fallen behind academically, delaying intervention.
This is called the “wait-to-fail” model because children have to struggle and fail significantly before they are identified and supported.
A student has wet feet and is embarrassed because it's making his/her feet smell
Find some socks and clean the child's shoes.
What is the information processing model
a cognitive theory that compares the human mind to a computer, emphasizing how we process, store, and retrieve information. The model suggests that we actively take in information from the environment, manipulate it mentally, and make decisions based on it. The process involves multiple stages.
Why is Family-Centered Practice Important?
1.Enhanced Child Outcomes:
Children’s development is significantly influenced by their family environment. When families are supported and equipped to help their child, they are more likely to implement strategies effectively, creating a more enriching and stable environment for the child to thrive.
2.Improved Family Well-Being:
Early intervention can be a stressful time for families, especially when navigating a new diagnosis. Family-centered practice acknowledges the emotional, financial, and social challenges families face and provides them with emotional support, education, and resources. This helps families feel more confident and capable in their role as caregivers.
3.Long-Term Success:
When families are empowered to be actively involved in the intervention process, they are more likely to continue supporting their child’s development in the long term. This continued involvement ensures that children receive the sustained support they need to meet developmental milestones and thrive in various environments.
4.Holistic Approach to Family Needs:
The approach recognizes that a child’s disability affects the whole family, and addressing the broader family context—emotional support, parenting strategies, and access to resources—can improve overall outcomes for both the child and the family.
●
Family-centered practice in early intervention emphasizes collaboration, empowerment, and respect for the family’s role in the child’s development. By considering the family as a whole and integrating their strengths, values, and needs into the intervention process, this approach helps create a more supportive, responsive, and effective environment for both the child with disabilities and their family.
What are alternative assessments, and how are they used for students with IDD?
What are alternative assessments, and how are they used for students with IDD?
Alternative assessments are non-traditional forms of evaluating a student's abilities, especially for students with IDD who may struggle with standardized testing methods. These assessments can provide a more holistic view of the student's skills and knowledge, helping to better meet their individual needs.
Types of alternative assessments include:
•Portfolio assessments: Collections of a student’s work over time, providing insight into progress and achievements.
•Performance-based assessments: Direct observation of students completing tasks or engaging in activities to assess their practical skills.
•Project-based assessments: Assessing the completion of real-life projects or tasks that reflect the student’s abilities in real-world contexts.
•Dynamic assessment: A more interactive approach that involves teaching a student and observing how they learn, instead of just evaluating their current knowledge.
In your own words, briefly describe the Response-to-Intervention (RTI) Model.
The Response-to-Intervention (RTI) Model is an early intervention approach aimed at helping students who show signs of struggling academically. It involves providing tiered levels of support based on how a student responds to interventions. If a child’s difficulties persist despite these interventions, further support or a more specialized assessment is provided.
The three tiers in RTI are:
·Tier 1: High-quality instruction for all students in the general education setting.
·Tier 2: Targeted interventions for students who need extra help.
·Tier 3: Intensive, individualized interventions for students who continue to struggle.
The RTI model helps identify learning disabilities early and provides targeted support before academic failure occurs.
You have taken 12 weeks of data on a student who is in first grade and still doesn't connect letters to sounds.
Include parents and insist the student begin the testing process for sped.
What are characteristics of an Exceptional Child?
Children identified as exceptional have a wide range of characteristics, depending on whether their exceptionalities are related to disabilities (e.g., learning disabilities, autism, emotional disturbances) or talents (e.g., giftedness). The central characteristics of these children may include cognitive differences, physical and sensory differences, social and emotional challenges, language and communication delays, academic strengths and weaknesses, and the need for specialized education and support.
What is the Apgar test?
The Apgar test is a quick, simple, and standardized method used to assess the health and well-being of a newborn immediately after birth. Developed in 1952 by Dr. Virginia Apgar, the test is typically performed at one minute and five minutes after birth, and it helps determine whether a newborn needs immediate medical care.
. Skin color (Appearance):
•0: Blue or pale all over
•1: Pink body, blue extremities (hands and feet)
•2: Entire body is pink
6. Scoring:
•The scores from each of the five categories are added up, with a maximum score of 10.
•A score of 7 or higher typically indicates that the baby is in good health and doesn't require immediate medical intervention.
•A score below 7 may indicate the need for medical attention, and a score closer to 3 or lower could suggest more serious health concerns requiring urgent care.
•
The Apgar test is not a diagnostic tool but rather a quick assessment to help doctors and nurses determine if a newborn requires any immediate treatment, such as resuscitation or additional monitoring. It is a useful initial screening tool, and if any concerns arise from the test, further evaluations and interventions are made based on the baby's condition.
•The Apgar test evaluates five key areas of the baby's condition, each of which is scored from 0 to 2. These areas are:
1.Heart rate (Pulse):
0: No heartbeat
1: Heart rate less than 100 beats per minute
2: Heart rate over 100 beats per minute
2.Respiratory effort (Breathing):
0: Not breathing
1: Weak or irregular breathing
2: Strong, regular breathing
3.Muscle tone (Activity):
0: Limp or floppy
1: Some muscle tone (e.g., flexing of limbs)
2: Active motion (e.g., moving limbs actively)
4.Reflex response (Grimace):
0: No response to stimulation
1: Grimace or weak response to stimulus
2: Grimace and cough, sneeze, or cry when stimulated
5. Skin color (Appearance):
•0: Blue or pale all over
•1: Pink body, blue extremities (hands and feet)
•2: Entire body is pink
6. Scoring:
•The scores from each of the five categories are added up, with a maximum score of 10.
•A score of 7 or higher typically indicates that the baby is in good health and doesn't require immediate medical intervention.
•A score below 7 may indicate the need for medical attention, and a score closer to 3 or lower could suggest more serious health concerns requiring urgent care.
•
The Apgar test is not a diagnostic tool but rather a quick assessment to help doctors and nurses determine if a newborn requires any immediate treatment, such as resuscitation or additional monitoring. It is a useful initial screening tool, and if any concerns arise from the test, further evaluations and interventions are made based on the baby's condition.
What is Down Syndrome and how is it caused?
Down syndrome is a genetic condition caused by an extra copy of chromosome 21, a phenomenon called trisomy 21. Normally, humans have 46 chromosomes (23 pairs), but individuals with Down syndrome have 47 chromosomes, with the extra chromosome present in all or most cells of the body. This extra genetic material affects physical development and intellectual abilities, leading to characteristic physical features and developmental delays.
Causes of Down syndrome:
•The additional chromosome is typically the result of a random error during cell division, known as nondisjunction, in either the egg or sperm before conception.
•While the exact cause is unknown, advanced maternal age (over 35) increases the likelihood of having a child with Down syndrome.
What are some areas in which children with learning disabilities experience difficulties?
Children with learning disabilities often face difficulties in:
·Reading (e.g., dyslexia)
·Writing (e.g., dysgraphia)
·Mathematics (e.g., dyscalculia)
·Processing speed: They may take longer to process and respond to information.
·Memory: Struggles with remembering information or recalling facts.
·Attention: Difficulty staying focused on tasks.
·Organization: Challenges with organizing thoughts, materials, or tasks.
·Social skills: Some children with learning disabilities may also have difficulties with social interactions.
You are in an IEP meeting. You see the parents are confused and do not understand what is happening. Everything is moving too fast and you as the teacher don't believe the student is receiving the services they need. What do you do?
STOP THE MEETING
DO NOT SIGN ANYTHING
Why is Early Intervention Critical?
Early intervention is critical because it enhances brain development, prevents further delays, improves learning outcomes, boosts long-term independence, supports families, and fosters social inclusion. It helps children with disabilities reach their full potential, ultimately leading to a higher quality of life and better integration into society. The earlier the intervention, the more significant and lasting the benefits can be for both the child and their family.
What are the five developmental domains that states use to define developmental delays in young children?
1.Cognitive Development:
This domain involves the child’s ability to think, learn, reason, and solve problems. It includes skills such as memory, attention, understanding cause and effect, and problem-solving abilities. Developmental delays in cognitive development can manifest as challenges in recognizing shapes, colors, numbers, or in following directions.
2.Physical Development:
Physical development encompasses both gross motor (large muscle movements such as crawling, walking, and jumping) and fine motor (small muscle movements such as grasping, holding objects, or drawing). Delays in this area may involve difficulty with coordination, balance, or strength, affecting activities like sitting up, walking, or feeding oneself.
3.Communication Development:
This domain refers to a child’s ability to understand and use language, both verbal and non-verbal (e.g., gestures or facial expressions). It includes skills such as speaking, listening, understanding words, forming sentences, and expressing needs and ideas. A delay might show up as difficulty with speaking, not using gestures, or not understanding spoken instructions.
4.Social and Emotional Development:
Social and emotional development involves a child's ability to interact with others, form relationships, and manage emotions. This includes skills like playing with peers, expressing feelings appropriately, understanding social cues, and forming attachments. Delays in this domain can lead to difficulties with social interaction, managing emotions, or forming friendships.
5.Adaptive Development (or Self-Help Skills):
This domain focuses on a child’s ability to perform tasks that are necessary for daily living and independence, such as feeding, dressing, toileting, and personal hygiene. Delays in adaptive development can be seen when a child has difficulty completing everyday tasks that are typically expected at their age level.
Why These Domains Are Important:
•The five developmental domains help professionals assess a child’s progress in various areas of growth and identify where delays might occur. They are used to evaluate whether a child is meeting expected developmental milestones for their age, and if a delay is present in any of these domains, early intervention services may be recommended to support the child’s development. These domains also guide the creation of individualized service plans, such as the Individualized Family Service Plan (IFSP) for children aged 0-3, and Individualized Education Programs (IEP) for children aged 3 and older.
What are the four levels of IDD and their Classification?
Educators define Intellectual and Developmental Disabilities (IDD) as a group of conditions characterized by limitations in both intellectual functioning (IQ scores typically below 70) and adaptive behavior (skills needed for daily life).
IDD begins during the developmental period (before the age of 18) and affects a person’s ability to learn and function in society.
Four Levels of IDD and Classification: IDD is classified into four levels based on severity, determined by IQ scores and the amount of support required for daily functioning:
•Mild IDD: IQ scores range from 50-70. Individuals with mild IDD typically can function independently or with minimal support and may live independently or in group settings.
•
•Moderate IDD: IQ scores range from 35-50. These individuals often require moderate support in daily living, including help with personal care and decision-making.
•
•Severe IDD: IQ scores range from 20-35. People with severe IDD need extensive support for most activities of daily living and may live in supervised group homes or with families.
•
•Profound IDD: IQ scores below 20. Individuals with profound IDD require lifelong, intensive support in all areas of daily functioning and often need around-the-clock care.
What are some evidence-based instructional practices for students with learning disabilities?
Effective, research-backed practices for supporting students with learning disabilities include:
·Explicit instruction: Clear, structured teaching of skills with frequent modeling and guided practice.
·Differentiated instruction: Adapting teaching methods to accommodate different learning styles and needs.
·Multisensory instruction: Using a combination of visual, auditory, and kinesthetic techniques to help students understand concepts.
·Frequent feedback: Offering regular, constructive feedback to help students stay on track.
·Use of technology: Tools like speech-to-text software or audiobooks can support students in accessing content.
Professor Shriver says as it relates to students...to shut the door and do what?
DO WHAT'S BEST FOR KIDS!
ALWAYS!
YOU WILL SLEEP GOOD AT NIGHT!
LET ME!!! ASK ME TO EXPLAIN THIS.