Special Education For Early Childhood

John Q . Student________ UniversityScenario A - Kristy , who is a child with subjugate syndrome , whitethorn face the following issues while attending preschoolWhether her peers at the preschool go forth accept her . If Kristy s relationships with her peers at the school be not arrogant , it may lead to fashional and ablaze problems in Kristy (Deater-Deckard , pp 565-579 convert , Payne Chadwick , pp 84-108The instructor s attitudes and expectations will land a major economic consumption in the fashional and genteelnessal outcomes of Kristy . Historically , instructors have been unfavourably inclined to the policy of including children with special needs in immutable schools (Center Ward , pp 41-56 Forlin et al pp 119-133 . Teachers who have negative attitudes towards inclusion conciliate less frequent use of instr uctional strategies directed curiously at children with learning disabilities (Bender , et al . pp 87-94 , 120The role of the support instructor will manoeuvre an important role in the horny and intellectual development of Kristy . While most children with overpower syndrome argon able to take part in some activities with especial(a) additional support , they atomic number 18 able to derive sovereign benefit only if they have access to a classroom assistant or support teacherIf children with Down syndrome are invariably compared unfavorably with non-disabled students , this may lead to a diminution of the self-concept of the students with Down syndromeThe relationship in the midst of the teacher and the parents of Kristy will also play a vital role in her schooling . The bird-scarer of good collaboration between the family and school is vital to the pedantic and social development of KristyThe extent of participation of Kristy s parents in her fosterage in the school settings also plays an important role in he! r educationTeachers should use strategies specifically targeted at disabled children to encourage interactive engagement (Brown , Odom Conroy , pp 162-175 . Teachers need to modify and adapt activities to ensure that they are relevant for children with Down syndrome .

Some ways that teachers can do this is by designing activities , which require group effort and fundamental interaction among children , using more intrusive strategies like seating a child with Down syndrome near non-disabled peers to encourage interaction between them , prompting interaction among the disabled and non-disabled children , modelling correct mutual behavior , and interpreting for the typical children the meaning of social behavior for children with Down syndrome (Hamilton , David ,br 133Often children with Down syndrome are not adequately valid of the dangers that they need to be aware of (like hot stove , heights strangers , parking lots , etcKristy s preschool teacher should ensure that Kristy has a smooth transition to preschool next year by ensuring that she forms healthy and domineering relationships with her disabled and non-disabled peers (Laws Glynis Kelly , Elaine ,80 . The teacher can help in this by making Kristy sit close to her non-disabled peers or making the children do group activities in which a child with Down syndrome would be asked to form a team with a non-disabled peer . The teacher should also...If you want to get a full essay, order it on our website: OrderCustomPaper.com

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