WORKING WITH THE PRE-SCHOOL CHILD WITH SPECIAL NEEDS

1. WORKING WITH THE PRE-SCHOOL CHILD WITH SPECIAL NEEDS

2. DIFFERENT OPTIONS AVAILABLE FOR THE CHILD WITH SPECIFIC NEEDS • The Department of Health and also the Department of Education and Skills have defined children who will be given special educational help throughout their schooling as: • “those whose disabilities and/or circumstances prevent or hinder them from benefiting adequately from the education which is normally provided for students of the same age, • or for whom the education which can generally be provided in the ordinary classroom is not sufficiently challenging”

3. This report includes • children with intellectual disabilities • emotional and behavioural difficulties • physical and sensory disabilities • specific learning disabilities • specific speech and language disorders • autism.

4. Since the Education for Persons with Special Educational Needs Act in 2004 a lot of changes have occurred in the area of special needs education and inclusion. • Since 2016 schools are legally required to provide inclusive education where it is deemed as being in the best interests of the child. • You will have seen in your level 5 notes under the role of the multi-disciplinary team that under the Disability Act of 2005 children under the age of 5 are now entitled to an assessment of needs which would be provided by an Assessment Officer which are attached to local HSE centres

5. . This assessment of needs will look at both the educational as well as health needs of the child and a statement of services based on the assessment report should be implemented. • Below we will look at the mainstream curriculum areas for a child within a mainstream primary/post primary school.

6. WHY IS IT IMPORTANT TO INTRODUCE CHILDREN WITH SPECIAL NEEDS TO EARLY METHODS OF EDUCATION IN THE PRE-SCHOOL ENVIRONMENT • A child’s early learning will allow the child to build on learning in the later years. • Research has shown that the earlier this process is begun the greater the opportunity for the child to be more successful in school at a later stage.

7. In the pre-school setting the child is learning to integrate with others: each child is provided with the opportunity of understanding the differences between children • appreciating the child for who they are and not what condition the child has • It will become more difficult for the child if he/she is not integrated until much later as the child has become more stereotyped institutionalised in his or her thinking

8. All children learn through watching and interacting with others • and through practice and repetition • This is afforded to a great degree within the pre-school system and to a much smaller degree in the school system • In the pre-school years children acquire important skills that will be built on later in school • Among these are recognising size, shape, colour and pattern as well as prereading and numeric skills.

9. Children gain a lot of language skills from being with their peers more so than spending much of the day in adult company. • It is through language that we gain knowledge so this is an essential part of the learning process which can be gained from an early age by the child with a particular special need. • Here through the pre-school system they also develop important skills that of listening and following instructions and also concentrating on the task at hand.

10. Early intervention can support families in adjusting to having a child with special needs. • With the high standard of trained professionals working with the child they will be gaining much valuable information regarding the skills which they should help in providing within the home based learning system. • You will find in England and the USA they do this through the Portage System. Here a trained professional visits the child and family on a regular basis and goes through exercises and methods of learning which will be of benefit to the child with special needs

11. The methods of the technique are shown to the family members who use these systems through daily teaching chedules and fill in the charts provided by the tutor stating when the child has reached the target. This is a very successful system • Options for parents – see parents pdf leaflet on blog

12. WHY CHOOSE A SPECIAL PRE-SCHOOL • Parents and guardians may choose a special pre-school for the following reasons: • The child will have access to much needed services such as: Psychologists Physiotherapy Occupational Therapy Speech and Language Therapy Specialist equipment Independent living skills • Many of the specialised pre-schools also adopt as stated below an individualised education programme for each child in their care and this is then discussed with parents. • Periodic reviews also take place to ensure that the programme is working well

13. FACILITIES AVAILABLE FOR THE PRE-SCHOOL CHILD WITH SPECIAL NEEDS • Below are some specialised facilities which are available for the pre-school child in your care: • Daughters of Charity: • this caters for the 3-5 year age group. • These children attend before going to formal schooling. • It encourages all forms of independent training including play, feeding, dressing and toilet training. • This early intervention programme is provided in the group’s community facilities as organised often by the relevant HSE.

14. Kare: • this pre-school type caters for children from the ages of 3-5 and provides an individualised programme to foster children’s development. • They mainly provide support for children with intellectual disabilities who attend pre-schools and playgroups in their local communities. • As time progresses they help in the provision of Individual Educational Plans, provide special school, and also provide support for children in mainstream school

15. Enable Ireland: • the age group here again is 3-5 years. • They run in three ways. • They provide support for local pre-schools • they provide centre based pre-schools where there is a multi-disciplinary team approach to the provision of early education • therapy and support, and finally a split placement model • These are just some of the groups which offer integrated/ partial/full-time care for the pre-school child.

16. H.S.E.: • The Health Service Executive is responsible for the child with special needs from birth. • The child is assessed, and may, when of age, be allocated to a pre school to encourage integration and help with social skills. • In this situation a special needs assistant will be required

17. Aistear • Aistear early childhood care and education must support a child’s sense of “well being, identity and belonging, exploring and thinking and communicating”. • These goals are to be achieved by adults in a caring and supportive environment through play. • The main areas, which will be focused on for learning will be as follows:  Play  Language, Literacy and Numeracy  Books and Storytelling (pre-reading skills)

18. Another popular method of pre-school education is the Montessori Method of education, which focuses learning on practical life education such as Sensorial Education and Exercises

19. Early Intervention • Name the team • Why is it so important

20. Mainstream School • The child with special needs may be educated in the mainstream class. • This child may receive assistance from the learning support or resource teacher and receive support from the special needs assistant. • Special class or Special Unit within the mainstream school • Some children may attend mainstream school but would be specifically educated within a specific unit or special class in order for the child to receive the appropriate education specific to their needs. • Special classes for children with specific speech and language disorders may be set up once application has been accepted by the area SENO.

21. Special Schools • These schools cater specifically for the needs of children with special needs. • Among these schools are specific schools catering for children with hearing impairments, • visual impairments, • general learning disabilities • and for those with behavioural difficulties.

22. Autism Units and Schooling Options for the Child on the Autism Spectrum • A child on the autism spectrum may be educated within the mainstream school if there needs can be met within this inclusive setting. • The child may be educated within an autism unit which is attached to a mainstream or special needs school. • Within an ASD unit there would be six children within each unit with one teacher and the special needs assistant. • ABA schools may also be an educational option for this child, these are standalone campuses with a specific method of education. • Finally another option educationally may be Home Tuition Scheme for a child attending the pre-school system this will occur if there is no availability within the school or preschool centre

23. Reading Schools • A child with dyslexia may attend a special reading school or a special reading unit attached to a mainstream school if they have significant literacy difficulties. • The regular school curriculum is followed with the exception of Irish. • The child cannot enter this school or special unit unless they have completed 2nd class and are 12 or under.

24. Home School Tuition Programme • The Home Tuition Programme provides funding to parents to provide education at home for children who are unable to attend school for example if they have a medical condition which does not allow entry to school. • It may also be used while this child is awaiting a placement in a school. • July Education Programme • This programme is funded by the Department of Education in order for schools to provide further special needs education in the month of July. • This programme also includes children with severe or profound general learning disabilities. • Schools who cater for children with autism may also extend their education at home with specific tutors within the month of July if the school does not participate in this programme.

25. Primary Schools get a “general allocation” in order to meet the needs of children with special needs which includes specific learning disabilities, borderline and mild general learning disabilities. • Learning difficulties includes people with mild speech and language difficulties, mild social or emotional difficulties and mild co-ordination or attention difficulties associated with conditions such as dyspraxia and ADHD. • Each school decides how these resources for high incidence support are used and divided among the children who need this support. • Further additional supports may be allocated by the SENO once an individual application has been accepted.

26. What are the general aims of primary education?

27. The general aims of the primary education are: • To enable the child to live a full life as a child and to realise his or her potential as a unique individual. • To enable the child to develop as a social being through living and co-operating with others and so contribute to the good of society. • To prepare the child for further education and lifelong learning.

28. The philosophy of the 1999 Curriculum is based on 5 principles: • The full and harmonious development of the child • The importance of making due allowance for individual difference • The importance of activity and discovery methods • The integrated nature of the curriculum • The importance of environment-based learning

29. What do we mean by • ‘full and harmonious development’ • ‘making due allowance for individual differences’

30. The principles of ‘full and harmonious development’ and ‘making due allowance for individual differences’ are redefined in the broader concepts of: • Celebrating the uniqueness of the child • Ensuring the development of the child’s full potential. • The later three principles have been revised and broadened; therefore they clearly characterise the learning process

31. The more important of these are:- • the child’s sense of wonder and natural curiosity is a primary motivating factor in learning • the child is an active agent in his or her learning • learning is developmental in nature • the child’s existing knowledge and experience form the base for learning • the child’s immediate environment provides the context for learning  • learning should involve guided activity and discovery methods • language is central in the learning process

32. the child should perceive the aesthetic dimension in learning • social and emotional dimensions are important factors in learning • learning is most effective when it is integrated • skills that facilitate the transfer of learning should be fostered • higher-order thinking and problem-solving skills should be developed • collaborative learning should feature in the learning process • the range of individual difference should be taken into account in the learning process • assessment is an integral part of teaching and learning

33. Key issues from the white paper • They include: • quality in education • literacy and numeracy • developing a sense of Irish identity • the place of the Irish language in primary education • the spiritual dimension in life • the European and global dimensions of modern living • pluralism, a respect for diversity and the importance of tolerance • the function of the curriculum in contributing to equality and fairness of access in education • partnership in education • the role of information and communication technologies in enhancing learning • catering for children with special needs • the crucial role of early childhood education • facilitating the transition from primary to post-primary education • the role of the curriculum in establishing patterns of lifelong learning.

34. List the key subjects on the primary school curriculum

35. Language – English irish • Maths • Sese – history Geography science • Arts education – music art drama • PE • SPHE – social personel and health education

36. knowledge acquired through the child’s personal experience and discovery is likely to be more meaningful and purposeful to him than information acquired at second hand. • The child is now seen to be the most active agent in his own education. • At times, when he tackles problems as an individual, he develops self-reliance and independence; • at other times, when he works as a member of a group or of a class he learns the value of co-operation and his social development is fostered.

37. What is the role of the teacher?

38. According to Padraig Pearse • “What the teacher should bring to his student is not a set of ready-made opinions or a stock of cut and dry information but an inspiration and an example; • and his main qualification should be, • not such an overmastering will as shall impose itself at all hazards upon all weaker wills that come under its influence, • but rather so infectious an enthusiasm as shall kindle new enthusiasm

39. The role of the teacher while thus seen in a new and different light is in no way diminished in importance.

40. WHAT IS S.P.H.E.? Social, personal and health education give the child many opportunities to establish and expand personal development, health and well being, initiate and maintain healthy and supportive relationships and become an active member of society. Through an S.P.H.E. program, children can develop a framework of values, attitudes, understanding and skills that will inform their actions and decisions in these areas of their lives both now and in the future. A school and its staff can play an important role in the social, personal and health education of the children. It can provide a supportive environment, allowing a variety of learning experiences to take place that will lead children to have a better understanding of themselves, both as individuals and in relation to others. It can also offer an environment that fosters the development of healthy patterns of behaviour.

41. Why do S.P.H.E.? • S.P.H.E promotes self-esteem and self-confidence. • It allows children the chance to identify their own feelings, abilities and behaviours. • Through this they learn how to manage their own actions and understand the consequences. • They are encouraged to fully participate in the setting of personal goals within this safe and supportive environment. • S.P.H.E. helps children to establish and maintain positive and supportive relationships. • Enjoying the company of others, and skills in basic conflict resolution are establishedHealthy habits and attitudes which are firmly grounded in childhood will influence health and well-being both now, and in the future.

42. Key characteristics • 1. A lifelong process: It begins before the child comes to school and will continue long after he / she has left school. During school years the child will be provided with a foundation in S.P.H.E. • 2. A shared responsibility: Parents, teachers, health professionals and members of the community all have a responsibility for the social, personal and health development of their child. • 3. A generic approach: S.P.H.E. aims to develop a generic set of skills, attitudes, values and understanding relevant to a range of social, personal and health issues. • 4. Based on the needs of the child: Priority is given to the needs of the child and his / her environment is taken into consideration. Adaptations are made within the curriculum to suit individual requirements and individual school situations.

43. 5. Spiral in nature: Issues and topics are revisited at different stages throughout the child’s education in school. This provides for opportunities to consolidate and build on previous knowledge and experience. • 6. Developed in a combination of context for learning: Learning takes place in both formal and informal settings. To be effective, it should be implemented in a combination of ways through - the context of a positive school climate and atmosphere - discrete time - integrated learning. • 7. Children are engaged in activity based learning: The children need to be actively engaged in the learning process in order to use what they have learned in a variety of situations.

44. myself • interpersonal side of the child’s life. to know and understand oneself. self-identity - trying new tasks, experiencing new situations, taking increasing responsibility for actions and voicing his own opinions. He is encouraged to talk with the teacher about school work, interests and frustrations. Children who care for and respect themselves are more likely to treat their own bodies with dignity in terms of health and well being. Exploring the process of growth and change understand themselves and the various changes that they will go through as they grow towards adolescence.

45. what to do when he is at risk. • potentially dangerous situations – explore • decision-making skills • exercise judgement • look at possibilities • own rights and the rights of others, and associated responsibilities.

46. to care for and respect others • the role of various people in one’s life • how people interact, communicate, live, play and work together. • Myself and my family’- the experience of family as a community to which the child belongs. • discuss families and different aspects of family life in an S.P.H.E. curriculum. • the privacy of the child, the family and the teacher should be respected at all times

47. to explore the meaning and significance of friendship, • genuine friendship and making, • changing friends, as part of growing up. • Communication and interpersonal skills • learning to listen effectively, • talking and discussion, • giving and receiving compliments • developing an ability to empathise • explore issues from a variety of perspectives

48. Conflict resolution skills are introduced and developed. • Skills include learning how to compromise, to apologise, to accept an apology and to forgive. • The issue of bullying can also be dealt with during this strand

49. Myself and the wider world • of the world in which he / she lives. • respect for cultural and human diversity in the world • appreciation for the democratic way of life • focusing on the class or school as a community • what belonging and participation really mean. • Local and school community • local, national, European and wider communities • interdependent nature of the world. • Caring for the environment, both immediate and more distant • ownership and citizenship of the wider community. • Isense of responsibility and achievement. • developed and explored in social, environmental and scientific education (S.E.S.E • See page 24 of notes

50. Maths in national school • Overview for infant classes Skills development Skills • Applying and problem solving • Communicating and expressing • Integrating and connection • Reasoning • Implementing • Understanding Strands Strand units • Early mathematical activities Classifying • Matching • Comparing • Ordering Number • Counting • Comparing • Analysis of number • Combining • Partitioning • Numeration