Introduction
A child with cerebral palsy
wishes to enroll in your daycare setting. You are told this child has
special needs. You may ask the following questions:
- What does the term special
needs mean?
- Will this child have to
be taught in a different way?
- Will the child need additional
help in order to learn and function in the school setting?
- What is cerebral palsy?
Questions like these are usually
asked when a person must deal with a new or unknown situation. This booklet
will attempt to explain and provide some answers to these questions.
Children with special needs
have a physical, mental, or emotional condition which interferes with
their learning and development. Such children may require something special
in order that their needs be met. In many cases, with proper stimulation
or equipment, these children can learn and function in the same educational
setting as other children.
For example, a young child
with a physical impairment who is unable to walk independently may need
a wheelchair, walker, or other equipment for mobility. Mentally, the child
may be as alert and capable of learning as any other child. Providing
appropriate equipment may allow the child to attend a regular childcare
program. If additional services, such as physical or speech therapies,
are needed, trained personnnel can provide these services within the home
or the childcare setting. Often these services are provided by the public
school system.
A child with special needs
is entitled to receive the same educational privileges guaranteed to all
children. This is a right mandated by federal and state laws. Children
with special needs are children first, just like all other children. Instruction
often can be the same for all the children. Often, children with special
needs can learn and develop from the same program and curriculum that
is provided for all children. All children learn from imitation and from
stimulation in the learning environment. If program modifications do have
to be made, they may be very minor. To assist the childcare worker in
providing appropriate programming, many different curricula have been
published for use with children both with and without special needs (see
MITCH publication entitled Curricula for Use with High Risk and Handicapped
Infants and Toddlers).
The caregiver and service
related personnel, such as therapists and doctor can work together to
provide the child with a well rounded education environment. The relationship
between the caregivers and related service personnel must be open and
positive. Understanding the problems that affect a child can be an important
first step in providing that child with a good and positive educational
atmosphere.
This booklet uses basic terminology
to describe some of the more common disorders that can affect infants
and toddlers. The booklet also lists organizations that can provide more
detailed information about these problems. Reference materials are also
listed for anyone who would like to read more about a particular disorder.
Additionally, personnel at
the local Florida Diagnostic and Learning Resource System (FDLRS) Associate
Center may be able to provide the needed information. Persons seeking
information may call their local FDLRS Associate Center. A complete listing
of all FDLRS Associate Centers can be found at the end of the booklet.
Local March of Dimes Foundation
offices also provide valuable information. Information can also be obtained
from the national chapter: March of Dimes Birth Defects
Foundation
303 S. Broadway
Tarrytown, NY 10591
(914) 428-7100 An addition to any childcare
professional or resource library is a book entitled Physically handicapped
children: A medical atlas for teachers, by Drs. E. E. BIeck and D.
A. Nagel. This volume describes in detail several handicapping conditions
that can affect infants and young children. The cost is approximately
$46.00. It is available through: Psychological Corporation
P.O. Box 83995
San Antonio, TX
78283-9955
(800) 228-0752 |
University of Illinois at Urbana-Champaign