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Policies for Special Topics
Inclusion of Children with Special Needs Children with Chronic Illnesses Children with Stress Children from Drug-Abusing Families
Inclusion of Children with Special Needs into Child Care
Americans with Disabilities Act (ADA, 1990) Federal legislation to protect people with
physical or mental disabilities Disability defined—“a physical or mental
impairment that substantially limits a major life activity”
Applies to all child care except nanny and ecumenical care
Benefits of Inclusion Encourages acceptance Lessens discrimination For child with special needs, offers
opportunity to play and grow Better developmental progress in
mainstreamed child care Better interaction skills More advanced play Become more self-reliant
For the other children, being around children with disabilities can help them
Learn empathy See that diversity is not so scary
Allows all to see that they are more alike than different
Caregivers benefit by learning to be More patient More self-confident
The Team Approach Individualized Family Service Plan (IFSP)
Provides for an organized goal and delivery of services
One person designated coordinator Contact person designated coordination of
child care with plan Team effort should continue at site All people in plan should share information Needed training should be provided
Supporting the Child with Special Needs Environment
Adjusting the physical environment Adjusting the environment for emotional
needs Toys should be safe and durable Toys should provide opportunity for
learning, interaction, exploration, and engagement
Toys should be adapted if necessary
InterventionCaregiver intervention may be necessary if
child is Exhibiting lack of success Exhibiting frustration
Caregiver intervention may include Helping child learn how to use or play
with toys Encouraging other children to assist child Teaching specific skills such as eye
contact or appropriate language Modeling acceptance and understanding
Children with Chronic Illnesses
Chronic illnesses or conditions Affect more than 30% of population
under age of 18 years May range from mild to severe May require continued treatment
Chronic illnesses include Allergies Asthma Diabetes Mellitus HIV/AIDS Seizure Disorders Sickle Cell Anemia
General guidelines for the caregivers Understand the major chronic
illnesses Recognize the symptoms, reactions,
and triggers Have identifiers of reactions for
chronic illnesses of children in care posted prominently
Understand what actions to take in a crisis situation
Remain calm
Children with Stress
Examples of stressors in a child’s life (see Table 13-2) Divorce/single parent/stepfamily
adjustments Birth of a sibling Separation anxiety New care situation Cultural considerations, including
language Poverty
Physical reactions include Headaches Stomachaches Bouts of diarrhea Language difficulties Appetite fluctuations from norm
Emotional reactions include Regressive to aggressive behavior Withdrawal Clinginess and dependency Inability to make decisions Escaping into fantasy Being fearful or nervous
Behavioral reactions include Acting out = temper tantrum
violent behavior Vandalizing toys Biting or hitting Difficulty with social interactions Frustrated easily Use of colorful language to express
anger
Caregivers need to Be alert to stress as a factor in
children’s behavior Structure environment to support
child Protective
Give child Security Sense of control Feeling of self-worth
Provide predictable routines Provide quiet place to retreat from
world Help children transition from one
activity to another Help children identify their emotions
and feelings Role modeling Dramatic play Books Discussions
Redirect anger, frustration, and aggression
Reinforce positive behaviors Use team approach
Caregiver + parent Be predictable and consistent with
children and parents
Working with Children From Drug-Abusing Families
Prenatal exposure to drugs can cause the following developmental difficulties
Inability to organize playSporadic masteryLearning problems/StrategiesDifficulty with motor skills Impaired ability for language
development or communicationLack of sense of self
Reality Check: Attention Deficit/Hyperactivity
Disorder (AD/HD)
Two basic symptoms Inattention Combination of hyperactivity and
impulsive behaviors
Begins between ages of 2 and 6 years
More likely to be a boy
Symptoms include difficulty in focusing attention, transitioning, and easily distractible (see page 425 for list of symptoms)
Cause is unknown but there are links Several areas checked during diagnosis
Physical exam Family medical history Parent/teacher interview Observation