Supporting Individuals in Childcare Education

Supporting Individuals in Childcare Education Exceptionalities are neither positive nor negative; rather, they are differences (Darragh, 2010, p. 114). In your own words, explain the term exceptionalities. Then, using one exceptionality outlined in the text on pages 116-127 of the course text, identify developmental challenges the exceptionality may present for the child, and appropriate adaptations, accommodations, or modifications that may need to be considered in order to support the individual childs development and learning. The term exceptionalities have a defining characteristic that is different from the norm for physical and mental abilities. It describes children or people that go beyond what is normal or what society expects. The child can have extra unusual abilities. It can also include children that have disabilities that prevent the child from functioning well in certain areas of development. The same goes for a child with different emotional or health development. It is a difference in development of these different disabilities such as syndromes, impairments, and certain disorders. (Darragh, 2010). In that respect are different classes such as intellectual disability, hearing, oral communication and speech communication, visual, orthopedic, autism, multiple impairments, traumatic injuries to the brain ad giftedness and talent. These are most commonly seen in the classroom. Children that are exceptional have many challenges in front of them. A gifted child can have learning and attention probl ems. There are number of these children that go through school without being diagnosed ad to having special talents or needs. These can also have problems in social emotional such as frustration this is common in a child that has not been diagnosed and their talents and learning have not gone unnoticed or partly addressed. They have a high aspiration and dont like the low expectations that someone may have for them. They want independence and struggle with knowing that they need help with learning and attention issues. They may be trying to be perfect. Low self -esteem is another challenge for a gifted child because if they dont have the support needed they can lose confidence in their abilities or they just quit because they believe they start to think that failure is unavoidable. This thinking can cause depression for the child. Social isolation is another They can feel like they dont fit in into the world or another. They may lack the social skills to be comfortable with other ch ildren in their gifted class. They may have problems relating to children in their regular class. This can cause a child to think, Where do I belong?. They often find it easier to relate to an adult than children that are their age. The truth is a child that is labeled exceptional may be a challenging enough. There are other challenges that they face such as language and communication problems, learning and being involved in daily tasks like playing games and interaction with children. Children can experience challenges in attentiveness and being able to manage their impulses. To accommodate a child that is exceptionalities the parents and the teacher need to recognize the gift or the disability that the children has. Talk to the school if you suspect a child is gifted. Request a meeting with special services coordinator. Tell them your concerns. An example is if a parent or teacher is taking care of a child with autism. You need to make sure you maintain your daily routines because routines for this child is very important. Stay in the gifted program if the child was identified as gifted but not doing well in the program. The child should be assessed for learning and attention problems before you make decisions about removing the child from the program. The childs environment can be fixed by the childs sensitivity by making sure to have books, toys, and appropriate music for the child. You can have a mentor for that child to help the child improve or build on thei r abilities and make a difference in the childs development. Making most of your childs IEP by addressing the childs weakness and to nurture their gifts. To make goals that are long term and short term. Make sure you brainstorm and be persistent. Empower the child by helping the child comprehend what their gifts are and their weaknesses are Let them know that you are there for the child in his struggles in areas. If they are frustrated give them time to figure it out and dont go straight in to help the child. Let them cope with their mixed abilities. Parents that partner with teachers can help that child develop their talents can reach their full potential. Teachers can use charts and pictures in lessons to help in the strengths of the child. Some adaptions can be changes in class work or routines because of the type of disability. Modifications can be done to like the things the child is taught, and the way the child works at school. Accommodations are such as a tape recorder and b ooks on audio. Modifications are changing the curriculum or instruction. When these are made children with disabilities is not expected to master things like others. Supporting the development and learning of each and every child requires specific knowledge of each childs strengths and challenges as well as knowledge of development, exceptionalities, and effective practice. Explain how evidence-based practice synthesizes knowledge of individual children and effective practice. Then, identify how you plan to use this process in your work with young children. The way we take care of children effectively rests in what we know of the childs exceptionalities and the evidence that we use for beneficial activities with them. Knowing the characteristics of the exception and the disabilities makes it easier to care of that child. Applying the knowledge and information that parent and teachers have in the past can be put to the present situation. Evidence-based practice can elevate a family making mistakes by following a process they studied and their values. (Darragh, 2010). This process is encouraging because it shows teachers and the parent they are not by themselves. This helps parents and families to share what their experiences are and when they do this the get extra knowledge and can save time. When I work with exceptional children, I intend on using evidence-based knowledge to see past and to see what the effective method will be for that child. These methods will help in focusing on the childs special issues that they may have. Being spe cialized in this this will help the child to grow and become improved. I will make sure before I deal with these children that I comprehend their needs, and I will research cases and will make sure I stay updated often so that I will be up to date with any new issues. I will research and find out what I need to watch out for in the childs development. I will also use the five-step evidence based decision making. I will ask the question, What my childs main needs are? Look or the best evidence such as what research and practices can give me advise on how to meet the childs main needs. Seeing the quality of the evidence is seeing that the research of the current knowledge is current for the field, and if they will benefit the child. Putting together the research with values and wisdom which is applying what you have learned that respects the child and the family in their way of supporting their child in their development and learning. I will evaluate all the steps such as the childs s trengths and challenges. (Darragh, 2010). I will help the children to make good decisions with their goals that will benefit the child. Understanding the childs unique needs and their cultural and linguistic diversity. The way we can support a child is having the knowledge and skills to understand the diverse needs of the children and their families. We should offer a welcoming, nurturing, and a classroom with respect. Effective assessment is an essential component used to lend insight into young childrens strengths and challenges. However, assessment data, particularly for young children, can be difficult to obtain. Based on pages 245-247 of the course text, explain how play-based, strength-based, and culturally and linguistically sensitive assessment address challenges associated with effective assessment for young children. Play-based assessment is a tool that shows how a childs development in interactions with the environment. (Darragh, 2010). Play opens windows to the childs strengths and the way they cope with things. It is not just social/emotional, cognitive or motor skills. Play gives important documentation on the qualities of the childs relationships. (Darragh, 2010). This is successful with the infant-toddler children. Watching children play teachers can see how a child relates to other children because children are more likely to behave normally when they play. This method is a remedy for challenges that are associated with assessments. The strength-based assessment is criticized this assessment has been great on providing information on a childs abilities. (Darragh, 2010). This information can be checked with the expectations of a normal child. This type of assessment strength is it focuses on what children can do instead of what they cannot. Culturally and linguistically is a sensitive, resp ectful and responds to the childs learning needs assessment. This is the best because it focuses on both the cultural and the linguistic aspects. At the beginning assessments were done in English and now they have Spanish language ones. When in English this made, it challenging because of a small number of assessment tools. The assessments have addressed the issues by getting appropriate tools for assessment which they are free from cultural and linguistic bias. It also takes account for the cultural information that the child accepts. The observation of the children is getting to know the child and the interaction they have with their environment and by listening and watching them it helps in your ability to make decisions on teaching and learning.