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Children with Special Needs - Coggle Diagram
Children with Special Needs
causes of disability
Biological / Genetic factors
down syndrome
Prenatal Infections
drugs, alcohol, aids, rubella- german measles
Birth complications
premature
Complications after Birth
meningitis, encephalitis (virus infection to the brain)
Trauma
accidents, abuse
types of developmental
differences
Physical Disability
Tourette syndrome, Spina bifida
Sensory disability
sight & hearing
Cognitive Impairment
general delays across all domains of
development
Global Developmental Delay (GDD)
• Gross motor skills
• Fine motor skills
• Speech and language
• Social and personal skills
• Daily activities
• Ability to learn new things and to reason
Health Impairment
asthma, diabetes
Emotional and behavioral Differences
autism, ADHD
Communication Disorder
Speech Problem
Learning Difficulty
Dyslexia- problems in reading, spelling, writing,
speaking, or listening, results from the inability to
process graphic symbols
Dyscalculia- Inability to solve math problems
Dysgraphia - resulting from the difficulty in expressing
thoughts in writing and graphing, refers to
extremely poor handwriting
Assessment of children
Infancy – APGAR
Periodic visits to the pediatrician till about 6
years old
Regular observations and documentation of
teachers
Detection of abnormality
Warning signs of delayed development
Take note of variation in development; PIES
Taking into account premature birth
Parents
Professional – family doctor, nurses, school
teachers
Existing health screening programs : birth – 6
years old
Types of Special Needs
Down syndrome
a set of physical and mental traits caused by a gene problem that happens before birth.
caused by a problem with a
baby's chromosomes
Autism Spectrum disorder (ASD)
(ASD) is a broad condition affecting the development of the brain
difficulties in the
development of social interaction and
reciprocal communication, repetitive, stereotyped pattern of
behavior, activities and interests
Asperger’s Syndrome
considered to be on the “high functioning” end of the spectrum
have difficulty with social interactions and exhibit a restricted range of interests or repetitive behaviors
Motor development may be delayed, leading to
clumsiness or uncoordinated motor movements
not have significant delays or difficulties in language or
cognitive development
demonstrate precocious vocabulary– often in a highly specialized field of interest
Attention deficit hyperactivity disorder (ADHD)
brain-based disorder associated
with attention and activity
diagnosed in childhood and often lasts into adulthood
trouble paying attention, controlling impulsive
behaviours or be overly active
Spina bifida – a term that means “split spine”
Spina bifida – a term that means “split spine”
happens when the brain, spinal cord and/or meninges (protective covering around the brain and spinal cord) do not completely develop
Brain Injures
cause physical, cognitive, behavioral or personality changes
How to Handle Children with Special Needs
Visual Disability
• Introduce yourself and inform them of your exit
• Verbally acknowledge their input during conversation
• Be clear when giving directions
• Allow child to choose her ideal sitting location
• Familiarise the child with layout of the class, lab
• Reading aloud materials from projections
• Advance notification of class schedule/room changes
• Large print
• More time given for task completion
• More tactile materials
Learning disability
• Difficulty in acquiring listening, speaking, reading, writing, reasoning or mathematical skills
• Using multisensory approach like Visual, hands-on, auditory
• More time allowed for task completion
• Well defined work areas, to avoid distraction
Hearing disability
• Maintain eye contact
• Speak in natural tones, slowly and clearly
• Include visual cues / aids
• Capture his/her attention before speaking
• Unobstructed view of the speaker’s face and mouth
• Repeating questions, feedback or comments
Environment adjustments: ramps, support
railings, signs, covered corners, etc
Early Intervention in Singapore
Primary goals of early intervention are to enhance the child’s development and to provide support and assistance to the family
recognized in Singapore since the early 1980s
factors that influence the efficacy of Early Intervention
The age of the child at the time of intervention. Sooner the start the greater the benefit for the child
Parental involvement is crucial as it increases the
chances that the goals chosen are relevant to the child’s life and can be practiced at home
A structured intervention model adopting a holistic approach
Trained and committed professionals who have
passion and aptitude to work with children with special needs
Education form of Early Intervention services
Early Intervention Programme for Infants and Children (EPIC)
Major pillars of early intervention for young children aged a few
months to six years, with varying levels of support needs
Integrated Childcare Programme (ICCP)
Provides opportunities for young children with mild to moderate
disabilities to receive early education and developing children in mainstream childcare centres
Developmental Support Programme (DSP)
The DSP is an initiative arising from two pilot studies by KK
Hospital’s Department of Child Development and Society for the Physically Disabled
Preschools run by PAP Community
Foundation and NTUC First Campus receive the help to provide support for young children with mild disabilities
Supporting Organizations
• Disabled People Association Singapore
• National Council of Social Service
• Rainbow centre
• Singapore Association for the deaf
• The Down Syndrome Association
Role of the teachers
Respect the child as an individual
• deserves the same amount of attention
• deserves the right that has been given to the other children
Be sensitive to the child
• Modify activities to suit the child
• Conduct observations and documentation of their behaviours
• Work closely with professionals and parents in helping the child