For Special Needs Learning Guide: Approaches, Modifications, and Accommodations
For Special Needs Learning Guide: Approaches, Modifications, and Accommodations
by Dewi Griffith Ph.D
Educating children with special needs in preschool needs to be planned thoughtfully and sensitively, in order to ensure that children have access to high-quality early education programmes tailored to their individual needs.
This programme will set out best practices for supporting children during their preschool years, with strategies, modifications and accommodations to enable a learning environment that meets the needs of children.
The topics that we cover include the following:
Approaches to Addressing Inclusive Practice
Recognising the individuality of each child is essential in inclusive early childhood education.
As Annie Moses wrote in her article, educators should acknowledge the unique strengths, interests, experiences, and needs of each child and family (Moses, 2024). Implementing Universal Design for Learning (UDL) principles creates an inclusive environment where all children can participate fully.
Articles within the Young Children cluster highlight the importance of tailored teaching, embedded learning opportunities, and fostering engagement in inclusive settings.
Programs should also include evaluation guidelines for selecting children’s books that discuss disabilities in a strengths-based manner.
Collaboration between agencies and efforts to reduce suspension and expulsion contribute to a more inclusive and respectful educational environment.
Let's explore effective strategies to address the unique needs of children with learning disabilities, ensuring they receive the support and opportunities they need to thrive.
Individualized Education Plan (IEP)
What is an IEP?: A customised educational plan designed to meet a child's specific needs with a learning disability.
Components: Goals, accommodations, services, and progress monitoring.
Importance: Provides a structured approach to support the child's learning and development
Individualised Education Plan (IEP)
What is an IEP?: A customised educational plan designed to meet a child's specific needs with a learning disability.
Components: Goals, accommodations, services, and progress monitoring.
Importance: Provides a structured approach to support the child's learning and development
Universal Design for Learning (UDL)
What is UDL?: A framework for designing educational environments that are accessible and effective for all students.
Principles: Multiple means of representation, expression, and engagement.
Benefits: Reduces barriers and provides flexibility to meet diverse learning needs.
Behaviour Intervention Plans (BIP)
Purpose: Address specific behavioural challenges that interfere with learning.
Components: Identification of behaviours, intervention strategies, and monitoring.
Examples: Implementing positive reinforcement techniques to encourage desired behaviors.
Incorporating developmentally appropriate practices (DAP) is a key principle in early childhood education for children with special needs.
According to the National Association for the Education of Young Children (NAEYC), educators are encouraged to use evidence-based strategies, such as modelling, prompting, and reinforcement, to support children with Autism Spectrum Disorder (NAEYC, 2024).
Ensuring equity in early childhood education by promoting inclusivity and representation is vital. Effective approaches also include fostering social and leadership skills through play, peer interaction, and structured activities.
The emphasis on family engagement and professional partnerships further enhances educational outcomes, making children feel supported and understood.
Effective strategies for teaching children with learning disabilities need to be research-backed and flexible.
The Learning Disabilities Association of America outlines several successful approaches, such as direct instruction, learning strategy instruction, and multi-sensory methods (Learning Disabilities Association of America, 2024).
Breaking learning into small, manageable steps and providing regular feedback are crucial. Teachers should use visual aids, ample practice, and model practices, engaging students with process questions.
Scaffolding, transitioning from guided to student-led instruction, further supports individual progress.
Prioritising individual achievement and tailored remedial instruction helps meet the specific learning challenges faced by these students.
Modifications and Accommodations for Special Needs
In toddler rooms today, where there are normally children of different backgrounds and abilities, it is important to modify and accommodate to ensure all children can play and learn.
Especially for students with extra needs, educators can make an impact by ensuring that the students have an equal chance at success. Which particular aspects of modifications and accommodations can significantly impact the inclusivity of a classroom?
1. Classroom Environment
Physical Modifications: Organising the classroom to make it easier to get to and minimise the number of distractions.
Sensory Accommodations: Provide sensory tools, like headphones that block out noise or fidget toys.
2. Instructional Strategies
Modified Curriculum: The curriculum is being modified to fit the child's level of understanding.
Simplified Instructions: Putting tasks into smaller steps that are easier to handle.
Alternative Assessments: Instead of traditional tests, using oral presentations or projects as tests.
3. Assistive Technology
Tools and Devices: Text-to-speech software or message boards are two examples of technology that can help people learn.
Benefits: Enhances independence and access to the curriculum.
4. Support Services
Specialist Support: Work together with special education teachers, speech therapists, and occupational therapists.
Paraprofessional Assistance: Giving children one-on-one help in the classroom.
Case Study Example
Meet Alex: A Journey with Dyslexia
Alex, who is five and has been diagnosed with dyslexia, struggles to read and write. His special-education teacher, Mrs Johnson, uses multi-sensory reading for Alex, explaining the mechanics of reading out loud, while holding up flashcards with words on them as he reads along. She also uses sand-tray materials for pronouncing words and social-emotional learning to build confidence. Through these methods, Alex is able to improve reading and writing skills. His IEP includes providing extended time on assignments and an allowed tablet with text-to-speech software.
Challenges and Solutions
1. Identifying Needs Early
Challenge: Early identification of learning disabilities can be difficult.
Solution: Regular screening and assessments help identify children who may need additional support.
2. Limited Resources
Challenge: Schools may lack resources and trained staff.
Solution: Advocating for additional funding and professional development for educators.
3. Parental Involvement
Challenge: Engaging parents in the educational process.
Solution: Regular communication, workshops, and involving parents in the development of IEPs.
Conclusion
To facilitate optimum learning for these children, it is essential to plan for and provide differentiated instruction, alongside appropriate and suitable accommodations for children with learning disability. Children with learning disabilities need to be not only included but also well-supported in their learning.
References and Further Reading
References
Special Education | NAEYC. (2024, July 21). National Association for the Education of Young Children. Retrieved from https://www.naeyc.org/resources/topics/special-education
Moses, A. (2024, July 22). Individuality and Inclusive Practices for Early Childhood | NAEYC. Retrieved from https://www.naeyc.org/resources/pubs/yc/winter2021/inclusive-practices
Successful Strategies for Teaching Students with Learning Disabilities. (2024, July 21). Learning Disabilities Association of America. Retrieved from https://ldaamerica.org/info/successful-strategies-for-teaching-students-with-learning-disabilities/
Building an Inclusive Environment: Strategies for Supporting Children. (2023, June 26). My CA Quality Early Learning. Retrieved from https://my.caqualityearlylearning.org/creating-inclusive-environments-how-to-accommodate-children-with-special-needs/
Yudin, M. (2024, July 20). Raising Awareness on Specific Learning Disabilities | Office of Special Education and Rehabilitative Services. Retrieved from https://sites.ed.gov/osers/2015/10/raising-awareness-on-specific-learning-disabilities/
Promoting Inclusive Practices in Education: Bridging Gaps and Fostering. (2023, December 27). Sage Journals. Retrieved from https://journals.sagepub.com/doi/full/10.1177/00400599231223785
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