Description
Readings and Resources
Readings and ResourceseBook:Allen, K. E. & Cowdery, G. E. (2021). The exceptional child: Inclusion in early childhood education (9th ed.). Cengage Learning.
Chapter 7 – Physical Disabilities and Health Problems (pp. 145-155): This chapter describes different types of physical disabilities and the adaptive equipment, materials, and guidelines to help you meet the needs of children and the curriculum adaptations that are designed to include children with physical disabilities and special healthcare needs in the classroom. It briefly discusses various special health care needs for children, birth to age 8, and their implication for early childhood educators in their early identification and management of health problems.
Chapter 6 – Sensory Impairments: Hearing and Vision (pp. 129-137): This section of chapter 6 focuses on children with visual impairments and includes definitions and descriptions of different types of visual impairments. Characteristics of children, birth to age 8, with visual impairments are described in terms of academic, social, and emotional abilities and independence. Appropriate early intervention and preschool programs for young children with visual impairment, instructional modifications, and use of technology are described to meet the needs of a child with visual impairments in the general education classroom.
Optional Resources:This video describes the social interactions that begin at home and then demonstrates how the child’s social circles gradually widen as they age. It emphasizes the important role these skills play in a student’s success in the community.Watch VideoDeveloping Social Skills in Children Who Are Blind or Visually Impaired with Sharon SacksDuration: 25:27
User: Perkins School for the Blind – Added: 6/26/13
This article explains how motor skill development influences cognitive, social, perceptual social, and cognitive development.
Libertus, K. & Hauf, P. (2017). Editorial: Motor skills and their foundational role for perceptual, social, and cognitive development. Frontiers in Psychology.
Publisher’s PowerPoints of the Assigned Chapters: These are useful for previewing before reading the chapter and for review.
Allen_ExceptionalChild_GEC9e_PPT_CH07.pptx Allen_ExceptionalChild_GEC9e_PPT_CH07.pptx – Alternative Formats
Allen_ExceptionalChild_GEC9e_PPT_CH06.pptx Allen_ExceptionalChild_GEC9e_PPT_CH06.pptx – Alternative Formats
Unit 7 DB: Physical Disabilities and Visual Impairments
Unit 7 DB: Physical Disabilities and Visual ImpairmentsIf your first name begins with A-L, you will work on physical disabilities.
If your first name begins with M-Z, you will work on visual impairments.Now that you have read the text and any other resources to gain an overview of both physical disabilities and visual impairments, it is time for you to put all of your reading to practice. Your task is to provide appropriate teaching strategies to support the development of a student in your classroom who has the assigned disability or impairment. By sharing strategies and resources, you will continue to develop a “Strategy Bag” so that when a child with one of these disabilities or impairments enters your classroom, you will feel more confident in your ability to meet their needs. We acknowledge that children with these disabilities or impairments are individuals, and not all of the children will exhibit the same concerns or characteristics. This is an opportunity to put theory into practice.Physical Disability: Discuss the plans and preparations you would make to enroll a child with a physical impairment, birth to age 8, in an early childhood setting to ensure their full participation in gross motor activities with their typical peers. Identify the materials, learning activities, socialization, and independence strategies you would implement in your program. Explain how you would re-draw the floor plan for a classroom that has children who use walkers, crutches, wheelchairs, standing chairs, and other adaptive equipment. Finally describe how you would prepare the typical developing peers for the addition of this child with a physical impairment in the program.
Visual Impairment: People with visual impairments are also impacted by mobility challenges. Discuss the plans and preparations you would make to enroll a child who is visually impaired, birth to age 8, in an early childhood setting to ensure their full participation in the general education curriculum with their typical peers. Identify the materials, learning activities, socialization, and independence strategies you would implement in your program. Explain how you would re-draw the floor plan for a classroom that has a child who is blind. Finally, describe how you would prepare the typical developing peers for the addition of this child who is blind in the program.
In response to your peers, include one comment or suggestion on your topic and one on the other topic.
