Child Development: Day Care. 8. Serving Children with Special Needs

DOCUMENT RESUME

ED 068 185 PS 005 949

AUTHOR Granato, Sam; Krone, Elizabeth TITLE Child Development: Day Care. 8. Serving Children with Special Needs. INSTITUTION Bureau of Education for the Handicapped (DHEW/OE), Washington, D.C.; Department of Health, Education, and Welfare, Washington, D.C. Secretary's Committee on Mental Retardation.; Office of Child Development (DHEW), Washington, D.C.; President's Committee on Mental Retardation, Washington, D.C. REPORT NO DHEW-OCD-72-42 PUB DATE 72 NOTE 74p. AVAILABLE FROM Superintendent of Documents, U.S. Government Printing Office, Washington, D.C. 20402 (Stock Number 1791-0176, $0.75)

EDRS PRICE MF-$0.65 HC-$3.29 DESCRIPTORS Behavioral Objectives; *Child Care Workers; *Child Development; Community Resources; *Day Care Programs; Deaf Children; Emotionally Disturbed; Financial Support; Guides; *Handicapped Children; Mentally Handicapped; Parent Participation; Physically Handicapped; Program Planning; *Special Services; Visually Handicapped

ABSTRACT This handbook defines children with special needs and develops guidelines for providing services to them. It answers questions commonly raised by staff and describes staff needs, training, and resources. It discusses problems related to communicating with parents, questions parents ask, parents of special children, and communication between parents. It provides guidelines for program development including basic needs for all children, orientation activities, promoting good feelings among children, designing behavior, daily activities, dealing with difficult times in the day care day, evaluation, and follow-through. It gives techniques for dealing with special needs for visually-impaired, hearing-impaired, other physically disabled, and mentally retarded children as well as children with learning disabilities and other emotional problems. Appendices list community resources available to help provide services for children with special needs and a description of what services each gives; a description of local, state and federal funding resources, and a bibliography sectioned according to special problems dealt with in the handbook. (DG) t . -.. ILDDEI/ELOPMENT ...j. S. DEPARTMENT ..,".'150.drHEALTH. EMU( ,,:'-:;',:-:,;.., , a gm OFFICE OF EDUCATION t>.. . i'!..:*;.:':::-Ih41C-'11;,:;.i:' i tr,1

HIS POPiLmENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FR 111 .ERSPX P.'12!117:71010. 0 "'"'N^T.ING IT. POINTS OF VIEW OR OPINIONS TATE9 P ", NErESVRIIY REPRESENT OFFICIAL OFFICE OF EDUCATION .,..10SITION OR POLICY.

serving children with special needs

etr' ';' - serving men with speclai NMS

Sam Granato Project Manager Mrs. Elizabeth Krone Assistant Project Manager

11:1 DHEW Publication No.(OCD)172-412 For sale by the Superintendent of Documents, U.S. Government Printing Office Washington, D.C. 20402 - Price 75 cents Stock Number 1791-0176 2 FOREWORD

The Office of Child Development is preparing and publishing a series of handbooks on day care practices appropriate for infants, preschool and school age children. Such a series would not be complete without guides for serving children with special needs in a community day care center or family day care home. Special children have special needs. Caregivers need particular skills and understanding. But we believe that many children will benefit from being in a program which does not isolate them in their "special-ness." An integrated day care program offers the special child an opportunity to gain confidence in his abilities and strengths, and to be accepted by other children and adults. At the same time, the other children and their families have an opportunity to understand and accept differences between children and help with the problems of children with special needs. The development of this handbook is a cooperative effort of OCD, the Office of Education's Bureau of Education for the Handi- capped, the President's Committee on Mental Retardation, and the Secretary's Committee on Mental Retardation. We hope it will be helpful to all those with responsibility for the care of children.

Edward Zig ler Director Office of Child Development

3 ragrololle

PREFACE

This day care handbook on "Serving Children with Special Needs" is a product of a cooperative effort of four agencies withinthe De- partment of Health, Education, and Welfare. Although the Office of Child Development had responsibility for managing the development of the handbook, the Project Managerwas ably assisted by an interagency group which .made all major decisions regarding the focus, content and style of the document. The interagencygroup was composed of: Elizabeth Krone, OCD Jane DeWeerd, BEH Gerald Boyd, BEH Richard Lippke, SCMR Mary K. Walsh, PCMR Many experts, parents of children with special needs, and operators of programs serving children with special needs assisted in drafting and critiquing the document. Their involvementhas made the handbook a useful and realistic guide.

Sam Granato Project Manager

4 ACKNOWLEDGMENTS

The efforts of many individuals and the advice from the staff of many day care programs contributed to the development of this handbook. We would like to thank the following specialists in the fields of day care, early childhood education and special education for their invaluable assistance in helping to shape and review the contents of this manual: Nicholas Anastasiow, Indiana University, Department of Early Childhood Education; Gunnar and Rosemary Dybwad, Florence Heller School for Advanced Studies in Social Wel- fare, Brandeis University; Cynthia Gilles, New England In- structionalMaterials Center,BostonUniversity;Helen Gordon, Metropolitan 4-C Council, Portland, Oregon; Jane Greenspan, Judge Baker Child Guidance Clinic, Boston, Massachusetts; Lars arid Ginny Guldager, New England Re- gional Center for Deaf-Blind Children, Watertown, Massa- chusetts; Violet Sieder, Florence Heller School for Advanced Studies inSocial Welfare, Brandeis University; Howard Spicker, Indiana University, Department of Special Educa- tion; Kate Summey, Associated Day Care Services, Boston, Massachusetts; Jo-Anne Williams, Grace Church Nursery School, Newton, Massachusetts. Special appreciation is extended to the following programs which we visited. The staff at these centers were most cooperative in sharing with us their ideas and experiences in helping children with special needs. Special thanks go to their directors and staff: John Ora, Regional Intervention Project, Peabody College, Nashville, Tennessee; Margaret Brewster, The Dimock Pre- 0) School,Boston, Massachusetts; DianeBricker, Toddler Project, Peabody College, Nashville, Tennessee; Barbara Buttrick, Merrimack Valley Day Care Center, Concord, New Hampshire; Sally Curtis, Springfield Day Nursery, Spring- 0.) field,Massachusetts; Maggie Joy,LowellDay Nursery, Lowell, Massachusetts; K. King, Center for Developmental 11-0 and Learning Disorders, Birmingham, Alabama; Edward Cs)LaCrosse, Meyer Children's Rehabilitation Institute, Omaha, Nebraska; Richard Whelan, Children's Rehabilitation Center, CZKansasCity,Kansas; Jo-Anne Williams, Grace Church Nursery School, Newton, Massachusetts.

pp C)

Nancy Fering Ruth Freedman

5 C. 7 16 CONTENTS

INTRODUCTION: WHO ARE CHILDREN WITH SPECIAL NEEDS? 8 CHAPTER ONE: STAFF IN YOUR PROGRAM Questions From Staff 11 Staff Needs 13 Staff Training 14 Staff Resources 15 CHAPTER TWO: PARENTS IN YOUR PROGRAM Communicating With Parents 17 Questions Parents Ask 17 Parents of Special Children 20 Communication Between Parents 21 CHAPTER THREE: GUIDELINES FOR YOUR PROGRAM A Good Program For All Children 24 Getting to Know You 26 Promoting Good Feelings Among Children 27 Guiding Behavior 28 Structure or Not? 29 Activities of the Day Care Day 30 Difficult Times of the Day Care Day 32 How Good a Job Are You Doing? 34 When a Child Leaves: The Follow-Through 37 CHAPTER FOUR: WAYS TO HELP CHILDREN WITH SPECIAL NEEDS Helping Visually-Impaired and Blind Children 39 Helping Hearing-Impaired and Deaf Children 43 Helping Children with Other Physical Disabilities 45 Helping Mentally Retarded Children 49 Helping Children with Learning Disabilities 53 Helping Children with Emotional Problems 55 APPENDIX A: COMMUNITY RESOURCES 58 APPENDIX B: FUNDING ".5:ZFRIRCES 65 APPENDIX C: BIBLIOGRAPHY 66

8 7 INTRODUCTION

"Why can't he talk? Does he have a cold?" This manual is intended as a guidebook Joan age 4, was asking her teacher about Joey. for directors and staff of day care programs who Although Joey was 5, he did not talk. He was also are or might consider including some children slower than other kids his age in learning to with special needs in their program. We hope walk, dress himself, play with toys. A doctor had you'lluse it in conjunction with other resources diagnosed Joey as mentally retarded. When the and training programs. Although it provides gen- teacher explained that Joey had not yet learned to eral guidelines for integrated day care, you'll have say words, Joan's comment, after a brief pause, to apply and adapt this information to the spe- was, "I'll help him." "How?" her teacher asked. cifics of your own situationto your program, "I'll talk to him lots." staff, and the particular needs of the children Joancouldn'thaveprescribedbetter and parents you serve. medicine for Joey had she been a specialist or a Finally, we hope you'll use not only the teacher of mentally retarded children. Talking materials and guidelines suggested in the body to Joey lots was exactly what he needed. In fact, of the manual, but also the Appendices about after a year in this day care center in Portland, Community and Funding Resources and the Oregon, Joey had a whole repertoire of words. Bibliography to further investigate the idea of He'd picked up his vocabulary from Joan and other integration. kids who were willing to talk to him while playing, running, eating, singing, building, fighting, climbing and dancing together. WHO ARE CHILDREN WITH Joan and Joey are enrolled in an inte- SPECIAL NEEDS? grated day care programa program which brings children with special needs together with norm- There's no strict dividing line between ally developing kids. This manual talks about children whose needs are special and those whose how to include these special children in your needs are "normal." All children have needs, but day care center or family day care home. some children's needs are more extensive than Most people agree that the integration others. The special child usually has more needs idea is a good thing, but they're afraid it's too than other kids; they occur more often, and they complicated to get involved with themselves. One tend tointerfere with his everydaylife and day care teacher told us, "We thought about performance. taking in some special children but then gave up As they grow and develop, all kids have on the idea. Don't you need special buildings and ups and downs, needs and problems. Take walk- equipment for them?" Well, no. Special environ- ing, for example. It's normal for children to have ments and equipment are nice, but they're rarely problems when they're first learning to walk, try- necessary. This teacher overlooked the most im- ing to take those very unsteady first steps. But portant ingredient in integrated day care, and Ralph has special needs in learning to walk. Born that's the attitude that special children are first with cerebral palsy, he has limited muscle con- of all children. trol in one leg and a poor sense of balance. He'll As the mother of a special child says, "Ba- learn to walk just as other children do, but he'll sically, this child is like my other childrenonly need more time to practice. Because of his poor more so!" Good integrated day care p; .;grams are sense of balance, he'll fall more often and this basically like good regular day care programs, will frighten him at first.He'll need constant only more so. The "more so" is what this manual encouragement, support and praise from those is all about. And while this book can't answer around him. all the questions or solve all the problems you Children with special needs are those who may run into with integrated care, it does try to are often called handicapped. Some of these chil- raise many of the issues involved. Hopefully, it dren have visual problems or hearing problems. will start people thinking about them. Others have crippling conditions and can't get 8 around like other children. Some are slow learn- ents are divorced, or if there is a death in the ers and may be considered mentally retarded family). when they get into formal school programs. Oth- Special needs often go unrecognized in ers may have emotional or special problems. day care programs. A child may be mistakenas Some may have received injuries at birth or fol- lazy or slow when he really has poor visionor a lowing high fevers or other illnesses which make slight hearing impairment. The disobedient child it difficult for them to control their motor be- who never seems to follow your directionsmay havior. have a learning disability which prevents him These children often need special help in from understanding your instructions or hemay adjusting to a day care or preschool program. Be- be a gifted child whose mental abilitiesare so cause of this, they are considered to be children advanced that he is bored by the activities in the with special needs. Some children's problems do program. not handicap them. Steven, for example, has an You may be the first to recognize thata obvious special problemhe has onlyone arm. child has specialneeds. These often become But Steven's disability is not a handicap to him evident only after he's entered theprogram, in because he's been able to accept his problem his first experience in a structured setting with and work aroune ilecause of his self-esteem other kids his age. You may notice that heseems and confidence, :..kiven :s able to feel comfortable to be slower than other children in some or all and play with othr.: el-:::dren. Harold, on the other areas of development, and you might suspect that hand, is greatly handicapped by his special prob- he has special needs which must be met if he lem, which is comparatively minor. When hewas is to develop to his potential. Recognizing that a very young, he lost a finger in an accident, and child has special needs at this early age is crucial. he's never been able to adjust to his loss. It's often easier to recognize extreme or Ashamed to use his hand, he avoids playing with severe needs than marginal needs which are other kids. Harold's disability is a tremendous not so obvious. The child with marginal needs handicap to him. is usually in a program already, but most likely his needs have not yet been noticed or met. This REFERRALS TO YOUR PROGRAM is the child with whom the staff most often gets Children with special needs are often re- angry or frustrated, because no one can under- ferred to day care programs by mental health stand why he behaves the way he does. His be- centers, local associations or individual parents. havior is not so extreme that staff and parents Centers and family day care homesare often would suspect he has special problems or needs. hesitant to accept these children because staff Children with severe needs are more likely to members feel they don't have adequate training have been identifiedbefore they enter your or there are too few staff to meet a special child's program. needs. Chapter Two contains a list of questions staff shouldask themselves when deciding HOW TO IDENTIFY SPECIAL NEEDS IN whether or not to enroll children with special CHILDREN needs. How do you know if a child has special needs? This is a judgment made by parents, CHILDREN WITH SPECIAL NEEDS ALREADY IN teachers and professionals who observe the YOUR PROGRAM child's behavior over time. Many forms of be- Often it is not really a matter of deciding havior serve as signals of special needs. It's im- to take in children with special needs.Most day possible to spell out all these behaviors because care programs discover that such children are they differ from child to child, situation to situa- already enrolled. These children have minorand tion. But here are a few behaviors which might sometimes major emotional needs, learning dif- indicate special need. The child ficulties, speech problems or physical disabili- doesn't learn or catch on as well as other kids ties: many have special needs which willremain his age; with them throughout theirlives (visual and seems confused much of the time; hearing impairments, the loss of a limb), while doesn't talk or communicate as well as others other kids have needs whichare temporary, in his age; response to a certain event or crisis (a childmay is always on the fringe of activities, never really develop extreme emotional needs when hispar- involved;

9 10 6

findsitdifficult to play and get along with A specialist will try to explain to you and others; the parents what the child's diagnosis means cries much more than other children; what his special needs are, how severe they are, has frequent temper tantrums; how they might have occurred. But the specialist seems uncoordinated and clumsier than other should not describe only what the child can't children. do because of his special needs. Find out also Obviously, all kids act these ways now what he can do and how you can help him do it. and again. But a child with special needs acts in While it's important to be aware of a child's one or more of these ways most of the time. limitations, don't let them immobilize either the Determining whether a child has special needs childor you.Byhelping himdevelophis or not is a very difficult process. You may notice, strengths, you'll make it easier for him to over- for instance, that Ricky always seems to be on come or compensate for his areas of weakness. the fringe of activities, but you may not know A specialist can suggest techniques for you and why. Does he have a hearing problem which his parents to use in helping the child do this. prevents him from participating? Is he a slow Remember, too, that as a child develops, his learner? Maybe he's so shy he's afraid to join in. special needs and abilities may change; he should Maybe your day care program is his first experi- be constantly re-evaluated by the specialist, his ence with other kids and adults, and he's over- parents and your program. whelmed by the group. Often the specialist you visit will not give There can be many causes and explana- you a specific diagnosis. He may not even know tions for a given behavior, and it takes a trained why the child behaves the way he does. If the specialist to determine why Ricky acts the way child is very young, the specialist may want to he does. Appendix A is a list of specialists and wait and observe him over time. He may feel 'clinics who can help you evaluate a child's special that the child's needs are likely to diminish or needs. Don't try to make your own diagnosis change, and that it would be unfair to categorize labels such as "mentally retarded" or "emotion- him at such an early age. However, the specialist ally disturbed" can be very harmful when applied can suggest general techniques for helping the by people who don't really know what these terms child in the meantime and methods for observing mean. his needs in the future.

10 tiSTAFF IN YOUR PROGRAM

QUESTIONS FROM STAFF

Integrating children with special needs experience of the staff, and on the needs of the into a regular day care program calls for careful children involved. Many programs suggest one planning. If you already have children with special teacher for every five preschool children. This needs in your program, you're probably aware of high staff/child ratio allows teachers to give one- some of the problems that can arise and the de- to-one attention to children when they need it. mands that can be made on staff. Working in any The amount of time and attention given day care program is challenging and rewarding, to a child really depends on his needs. Some but it takes a lot of your time and effort to meet children with special needs make no more de- each child's needs. This is more so in programs mands on staff than other kids in the program, where some children have special needs. but most special children will require more time If you're considering integration, the fol- and care. If extra staff isn't added, then demands lowing questions and guidelines might help you on your existing staff may be too great for them make your decision. to handle. Generally, extra staff is needed if there are children with the following kinds of needs: WHY ENROLL CHILDREN WITH SPECIAL children who physically can't get around the NEEDS? facilities by themselves; Children with special needs are often children who aren't toilet-trained; unnecessarily segregated from other kids, to the children who are very withdrawn; disadvantage of both. In an integrated day care children who are very angry, aggressive or program, a child with special needs becomes part disruptive; of the "real world" of children and adults with children who are overactive and can't control different needs and abilities. Here, a special child their impulses. has a chance to: The number of staff needed also depends learn to deal with and accept his limitations; to a large extent on the experience of your staff. gain confidence in his abilities and strengths; This doesn't mean all staff must be professional be accepted by other kids and adults. experts with degrees in special education. Cer- Your other children will have a chance to: tainly experience in working with special children is helpful, but staff can gain experience if they deal with and accept differences between don't have it. One good way is to talk to people people; who are involved with special childrenparents, understandthe problems of children with teachers in special schools, specialists in the special needs. community. You'll find it very helpful to meet Teachers can also benefit from knowing regularly with one of these people to discuss ways and helping children with special needs. By be- of working with children with special needs. coming sensitive to these needs, they can become Staff members who themselveshave more attuned to the needs of all the kids they special problems may serve as a source of under- work with and to their own needs. standing and strength for other teachers. Often their firsthand experience with special needs HOW MUCH STAFF DO WE NEED? make them effective in establishing rapport with Does an integrated program need more and helping children. staff than a regular one? The answer depends Many day care programs have found it on the particular program, on the attitudes and useful to start integration on a part-time basis.

11 One center invited children from a nearby school sistance to families; for the deaf to come three times a week for some providing funding for programs; play activities. The staff was able to get a feel providing vo;unteers or part-time staff. for integration by starting out this way. By observing children and talking to their teachers Although some community resources can about their needs, they could assess whether be expensive, many programs have been able to they would be able to work with them on a more use specialists from State-funded agencies for permanent basis, and whether more staff was little or no cost. For example, a program might necessary. request help from a consultant in a State-funded Another important factor is the stability mental health center, or from the State's depart- of your staff. If the same staff members have been ment of education. Another way of getting around working at the center or family home for a year the cost problem is to share community resources or more, they already know the children and how with other programs. Some programs have linked best to work with them. The children also know up with Head Start projects or public school their teachers and feel secure in being with them classes to share consultants, training, equipment day after day. All kids like to know they can de- and other resources. pend on Mrs. M. or Mr. T. to be there when they're needed, and fewer staff will be necessary under HOW MANY CHILDREN CAN WE INTEGRATE? these circumstances than if staff members don't There are no magic numbers when it remain with your program long. comes to integrating. How many children with special needs you enroll depends on how many WHAT ABOUT COMMUNITY RESOURCES? you already have in your program, and how willing The need for community resources will and able your staff is to help them. It may take vary from program to program. Where staff has enough of your time and energy to meet the needs experience with special children, you'll probably of the children you already work with, or you may need less help from the community than pro- feel you can handle more children. grams with little expertise to draw on. But all Your decision should also depend on the programs need some outside help. You can't ex- personalities of the children. For example, it's pect to meet all the needs of a child and his very difficult to manage a large number of aggres- family by yourselves. At the very least,you should sive, "acting-out" childrenmany programs feel be familiar with services in your community to they can take only one or two hyperactive children which you can refer children and their families. per twenty. Other kids, whose emotional needs Hopefully, you'll be able to use specialists in the are not so extreme, can be integrated in larger area to train and consult with staff about in- numbers. dividual children. Most integrated programs suggest that you begin by enrolling one or two children with Resources vary from community tocom- munity. Some programs may be lucky enough special needs. Bringing in large numbers of chil- to have clinics, specialists, universities and hos- dren all at once may be more than your staffor the kids can handle. As you become more pitals nearby to consult with. Otherprograms, ex- perienced, you'll be able to sense howmany chil- particularly in rural areas, may not haveaccess dren you can and want to integrate. to all of these resources. Appendix A isa list of community resources to investigate ifyou don't know where to turn for help. IS OUR SETTING SUITABLE FOR SPECIAL CHILDREN? Community resources can help you in lots of ways by: Is family home care more suitable for special children than center care? Not necessarily identifying,diagnosing andevaluatingthe so. Both family home care and center care offer needs of children; good opportunities for integratedprograms, and helping you set goals for individual children this manual is addressed to both. By family home and evaluating their progress; care we mean a program for a small group of providing individual tutoringor therapy or re- children in someone's home during the day. By habilitation for children; center care we mean care for a large group of training teachers to use specific techniquesfor kids, usually with a larger staff,in a day care children with special needs; center. providing financial, social or psychologicalas- Both settings have advantages. In family 12 13 home care, children are in small groupsusually STAFF NEEDS 3 to 5 childrenwith one daycare "mother" or "father." Kids can feel secure ina setting very much like home. With fewer children, plans and We'llbestressingchildren'sneeds schedules can be easily changed formore pro- throughout this manual. But what aboutyour gram flexibility. It's also easier to give one-to-one needs? You have your own feelings andneeds to deal with too. attention when there are onlya few children. And finally, family home programs often providecare for several children from a single family,thus YOUR FEELINGS ABOUT SPECIAL CHILDREN giving a child the security of being withbrothers Most staff members, like most parents, or sisters. grow up isolated from people with severe special Day care centers offer many benefits too. problems. Teachers who firstcome into contact Because they serve largergroups of children, with special children ina day care program may centers generally have more staff,more equip- suddenly find themselves dealing withnew and ment and larger facilities than family daycare difficult feelingsthe negative feelingsparents homes. Special children get the chanceto adjust may have about their special children, a teacher's to group settingsan adjustment which willbe own feelings of insecurity about being able to help the children, feelings of rejection helpful to them when they later enterschool. or hostility They'll meet many different kids in theirown age toward a child who looks or acts differentlyfrom range and relate to a variety of staff members, the other children, feelings of resentmentabout having to make a special effort parents, volunteers and students. An addedbene- to help a child fit of center care is that parents of childrenwith when there are so many other thingsto do, and special needs have a chance to meet withother feelings of guilt for having all thosenegative thoughts. parents in the program. Active parents'groups invite involvement. Centersmay offer counseling It's natural to have these feelings. Teach- and other services to parentsor may refer them to ers need to talk about these feelings withone other resources in the community. another. As you get used to being arounda child Another type of day care setting is the with special needs, andas you get to know him home care/center care system in whicha group better for himself, you'll probably discoverthings of family day homes is linkedup with a day care you like about him (and dislike about him) the center or centers. Services in thesystemstaff way you do with anyone. You'll often discover training, equipment, social and healthservices, that those initial negative feelings have disap- counseling, parent educationgroupsare shared peared. All teachers have kids they'remore par- tial to; don't be surprised with both home care teachersand center staff. if the special child This system is very useful for familyday care turns out to be one of them. If not, itdoesn't matter, as long as you can respond to him parents who are interested in working withspecial with children but are afraid to doso without proper patience and understanding, andcan give him the extra help and guidance he'll need. support, advice and materials. Thesystem can hire a coordinator who visits eachfamily home You'll also have to learn to deal withvery and center to give staff hintson working with natural feelings of frustration. You can't expect special children and to refer thechildren to to perform miracles, although you'll probably services in the area. Another benefitof the home want to. There are natural limits to whatany one care/center care system is, again,flexibility. A human being can do. If a child is deaf,you can't child who has problems relating tolarge groups change thatyou've got to accept this factand of children can enter a small familyhome first help the child work around it.It's a very slow and later move into themore complex environ- process. Similarly, changes in attitudes and be- ment of a day care center. Or hecan spend part haviors don't happen overnight. At times,your of his time in the home andpart in the center. efforts will seem to make no differenceat all, or Family home care, centercare and home they may be fiercely resisted by the child.Frustra- care/center care systems alloffer excellent op- tion is perfectly natural. portunities for children with specialneeds. Par- You must be able to understand andcope ents should know about and weigh thebenefits of with your own feelings, though, beforeyou can the different settings when theychoose an inte- effectively work with children. It takesa great grated program for their child. deal of time and skill to deal with feelingsand attitudes. These issues should be dealtwith at 14 13 staff meetings and in-service training sessions. a special child. The Liaison Counselor also keeps Remember too that staff feelings aren't just a track of the child's adjustment and progress in topicsomething to be handled and solved in the new school. one meeting. Feelings and needs evolve over time, as the program and the childreninit change. Keep in touch with yourselves and each STAFF TRAINING other. A good day care programwith or without THE NEED FOR TIME children with special needsshould provide its One of your greatest needs will be for timetime not only to discuss your feelings, staff with pre- and in-service training. Student teachers, volunteers and part-time staff should but time for: participate in these sessions as well as full-time advance planning of activities specifically de- teachers. In pre-service training, your new staff signed to help children develop; should discuss and deal with their feelings about conferences about the needs ofindividual working with special children and learn the tech- children; niques they'll need to help them. An in-service in-service training sessions; training program should include in its curriculum: meetings with parents; helping staff understand their feelings about meeting with specialists. the child with special needs; helping change Finding time for meetings is always a negative or hostile feelings; problem. Depending on your schedule, some staff normal child growth and development with can meet before thechildren arriveinthe emphasis onareasrelevanttochildren's morning, or after they've left. Other programs hold special needs; meetings during nap time, or they stagger staff ways to identify special needs; schedules so certain teachers can meet during suggestions for curriculum, equipment and the day. If none of these is practical, your meet- materials for children with special needs; ings may have to be held at night in order to get ways to work with special children; setting ex- everyone together at once. pectations, guiding behavior, etc.; Meet regularly, not just when a crisis how to work with parents in terms of education, arises. At the very least, you should all get to- counseling, involvement in your program; gether once a weekmore often if you have chil- introduction to community resources available dren whose needs are severe. for special children and how these resources can be used. NEW STAFF ROLES Integrated programs have recently been Staff training can be done in a variety of adding these staff roles to meet their special ways, both formally and informally and is particu- needs: larly necessary when children with problems are to be enrolled. Here are some methods frequently Coordinator of ServicesThis staff member stays used: in touch with all local services for special chil- visiting other integrated programs or special dren. Duties might include compiling a master education classes (especially helpful as part list of specialists, local associations and service of pre-service training); organizations in the community. The Coordinator of Services helps schedule a child's outside ap- lecturesanddiscussionswithspecialists pointments. He or she talks with specialists and relevant to all of the in-service areas mentioned keeps a child's records up to date. This person above; also keeps in touch with the child's parents and discussion sessions with parents, in which par- can give individualized special help to children ents train staff about the needs of special in your center. The Coordinator arranges for staff children; in-servicetrainingconcerningchildrenwith workshops oncurriculum,equipment and materials; special needs. slides and filmstrips; Liaison Counselor--This staff member locates special or college courses outside the center schools for children ready to leave the center and which deal with helping special children (some provides these schools with information about programs pay part or all of the tuition of such 14 courses to encourage staff to pursue further PARENTS OR SIBLINGS training). Both parents and older brothers and sisters can help in the classroom. As aides, you Many day care programs have set up small librar- should give them responsibility for specific tasks ies which they use as part of their training pro- or activities and treat them as experts. Use them grams. Your staff and parents can bring in their as resources for their special areas (art, music, own books and materials, or the center can order carpentry, etc.). Although they may not be able some books and pamphlets. (Many good publica- to serve as regular or full-time volunteers, their tions are available at little or no cost., See Ap- assistance for special events or field trips can be pendix C.) most helpful. (A father who is a fireman could organize a trip for a few children to his fire station, where they could see and play on the fire STAFF RESOURCES trucks.) Parents who speak foreign languages can If you don't have enough money to hire provide bilingual activities in the program. This extra staff for your special children, you can add is great for children who are themselves bilingual quantity and quality to your roster without adding and for other children who have not yet had the much to your budget. Try using some of the fol- opportunity to experience other languages and lowing resources. However, you must not use cultures. these part-time staff resources to replace the staff If they've worked as teachers or aides in who work on a permanent full-time basis. Itis the center, parents can help train other parents important that care be continuous and stable for or volunteers to carry out activities. Parents are the children. Too many people in and out of the also good teacher trainersfor example, in in- center for short periods of time may disrupt service training programs, parents can sensitize the continuity of the program. teachers to their concerns by leading discussions on the feelings and problems of families with STUDENT TEACHERS special children, how teachers can best help Student teachers from local colleges and their children, and similar topics. universities often prove to be the most reliable Parentscan help in administrative sources of non-paid staff. Student teachers have capacities: serving on the governing board of the a genuine commitment to come regularly to the center, serving as public relations agents, as center. They're often eager to learn. Their pro- lobbyists for relevant legislation, as fund-raisers, fessional supervisors in the university may also as car-pool drivers for the center, as equipment benefit the program. Particularly useful are stu- builders for the program. dents from departments of early childhood education, elementary education, special education, HIGH SCHOOL CHILD DEVELOPMENT OR HOME psychology, or counseling. You might try to find ECONOMICS STUDENTS students specifically interested in the needs of High school students, particularly those your special children. (Keep in mind that these taking child development or home economics students may not be available during school classes, may be interested in working with young vacations.) children. Try advertising informally for interested high school students, or set up a regular program STUDENTS ON FIELD PLACEMENTS in cooperation with the school. The latter ensures Students from schools of social work, a regularstructure and supervisionforthe sociology, psychology, nursing, medicine physi- students. cal or occupational therapy can be awned to the program on field placements or internships. Depending on their particular profession, they WORK-STUDY STUDENTS can work in the classroom with the children, or Many colleges participate in work-study with parents and community resources. Students programs which place students who need to earn on field placements make a commitment to come money in jobs, preferably appropriate to their regularly to the centerthis can mean once field of study or career interests. The largest weekly or full-time. As with student teachers, share of their salary comes from the Federal they are generally under the supervision of people Government;the remainderispaidby the from their schools. employer. 15 FOSTER GRANDPARENTS If you want to use volunteers on a regular Some programs have found the Foster basis, look for people who will commit themselves Grandparents Program (0E0 Act of 1964) very to specific times and regularly fulfill that com- beneficial. This program recruits,trains and mitment. Also, stress to the volunteers how im- places elderly citizens with low incomes in part- portant their participation is. They must be in- time jobs where they work with young children. cluded in staff training workshops and meetings They receive the Federal minimum wage per hour where they can contribute their observations and for an average of 4 hours a day, 5 days a week know their presence is appreciated. from the Government. You may find that these "grandparents" can give the extralove and PART-TIME CONSULTANTS warmth certainchildren need. They can be Children with special needs may require especially useful working on a one-to-one basis help fromspecialists outside your program. with a particular child who can benefit from in- Some children will already be getting this help; dividual attention. To find out more about Foster others may need it. The specialist called for de- Grandparents in your area, write to: Older Ameri- pends on the needs of the child. Appendix A is cans Program, Domestic and Anti-Poverty Opera- a listing of different specialists and clinics where tions, ACTION, 806 Connecticut Avenue, N.W., help can be found. Clinics can evaluate, diagnose, Washington, D.C. 20525. treat and prevent problems in children. Specialists can work directly with a child, or they can train you to help him. You can consult OTHER VOLUNTEERS with them about specific needs (how best to help Some centers rely heavily on volunteers Susan learn to walk), or about more general skills to maintain their minimum teacher/child ratios; (working with children who have speech prob- others try to use volunteers only for extras such lems). Such advice helps the wholeprogram. For as special activities or one-to-one work. Most pro- example, a speech therapist can suggest activities grams agree that volunteers aren't necessarily to encourage the language development of all the as reliable as regular staff and shouldn't be de- children. Moreover, specialists can help prevent pended upon to take the place of staff. Thepre- future problems as well as treat presentones. viously mentioned volunteers must be peoplewho It may be necessary to make extensiveuse of are more committed to the program than the specialists before and when a child with problems average volunteer is expected to be. In general, has first enrolled, so the staff will know what to volunteers can come frommany sources in the expect and how to start off using correct special community (see Appendix A). techniques.

16 17 LS PARENTS IN YOUR PROGRAM

COMMUNICATING WITH PARENTS

The best way to find out about a child is probably won't be enough. You may need to set to ask his parentsthey're experts in dealing up more formal times for staff and parents to get with the child and his needs. Remember, they've together. It's easier for home care teachers to be been caring for him for many months or years. informal about meetings because they deal with a If the child has special needs, his parents may smaller group of families. Frequent telephone have talked with specialistsdoctors, psycholo- chats or an occasional coffee get-together can gists, social workers or physical therapists help keep the channels of communication open. about those needs, and they can pass along professional advice and information. You and the parents in your program QUESTIONS PARENTS ASK need to share information. Parents can tell you what their children are like and what's happen- Before parents enroll their child in your ing to them at home. In return, tell parents about integratedprogram,they'llnaturally want to their children's accomplishments, activities and know if it's the right kind of program for their problems in the day care program so parents can child. Their concerns are very understandable. follow up at home. They want to be sure it's a happy and worthwhile Setting up times to talk to parents can experience for everyone. The foliowing questions be a real problem, particularlyif both parents are those most often asked by parents. work, but it's one of the most important aspects of a good day care operation. Communication with PARENTS OF CHILDREN WITHOUT SPECIAL parents should begin even before a child is en- NEEDS ASK: rolled, when you describe your integrated program to them and answer any questions they "Will the presence of special children in the class- have. A teacher or other staff member should room upset my child?" visit a child's home to get acquainted with the Generally speaking, children don't get whole family. While mothers seem to have the upset because they simply don't see children most contact with staff, fathers, brothers and with special needs as different. When they do sisters should be involved, too. notice differences they can learn to handle them Once a childis enrolled, you'll findit sometimes on their own, but most often with valuable to chat with family members when they the support of teachers and parents. One couple bring the child to the program or pick him up. told about their son's integrated experience: Encourage parents to come early or to drop in "Once, we did notice that he was upset by during the day so they can watch their children. the disruptive activities of one of the very These informal contacts give parents and other aggressive children. It did upset Jimmy, but family members a chance to see the child in that doesn't mean that it was bad. It meant actionthisisespeciallyimportantforthe that he was working on a problem. He de- families of special children who may see their cided to tell the child that he would only child doing things they didn't know he was play with him if he would stop hitting him. capable of doing. After a few days, they were playing together Because many parents work full-time, in- most of the morning. Upsets can give op- formalcontactbetweenstaffandfamilies portunities as well as problems. If we want

17 I him to be a problem-solver when he grows younger and smaller than she were mentally re- up, he ought to start when he's young." tarded. When once again her teacher told her this wasn't so, Alice went around the room point- One day care teacher puts it this way: ing to each child, asking, "Is he mentally re- "It's a growing experience for children to tarded? Is she?" After a few days she just gave up see and face a variety of human experi- trying to figure it out. By the end of the week, one ences. They'll face these problems in public of her best friends in the class was Andrew, a school anyway, and it's easier for them to boy her mother might have called retarded but solve them now, before they have precon- who, for Alice, was simply a great playmate. ceptions. Four-year-olds are less likely to "Will there be fewer activities offered because of have learned stereotypes. They can still treat the special children?" special children as individuals." Definitely not.If anything, there should Although upsets aren't common, they do be a broader range of activities to meet the needs occur. Teachers and parents must be alert to of individual children. A good integrated program children's possible fears or worries about other must rely on activities that stress all areas of children's special problems. For example, if there developmentseeing, hearing, talking, smelling, is a blind child in the classroom, another child touching, tasting, moving, thinking. This means might develop a fear that blindness is something children will get more experiences, not fewer. he might catch or something that will happen "Will my child be neglected because the staff has to him if he's naughty. Since some kids can't tospend too much timewiththespecial talk about their fears as well as others, observe children?" them in the classroom and listen to what they say. A good integrated program makes sure it Communication between teachers and has enough staff, aides and volunteers so every parents is most important here, because some child's needs can be attended to. Special children children express anxieties at home and not at are of course not the only ones with needs. school. If a fear seems to be developing, parents Maria is a healthy, bright youngster, but she's should tell you, and vice versa. The child can then very shy and fearful of new experiences. Her be reassured with facts both at home and at teacher will likely have to spend a great deal of school. time trying to draw her into new activities and "Should we explain to our child beforehand that situations.Infact, more individual time will 'there will be children with special problems in probably be spent with Maria than with Christo- the class?" pher, who is mentally retarded but outgoing, ex- Please don't. Although parents should plorative and very talkative. Remember too that answer questions as they come up and be on the kids are great teachers of other kids. Christo- alert for possible anxieties, they shouldn't warn pher's needs will be met in large part by playing children beforehand that there will be "different" with other children who will help him explore children in the classroom. Often as not, such newactivities and ideas. differences are perceived by adults and not by "Will my child pick up bad behavior from children children. with special needs?" Advise parents not to use labels such as Many parents are afraid their child will "mentally retarded" withtheir children. One pick up bad habits. For example, they'll wonder mother enrolled her daughter, Alice, in a center if their child will become aggressive and wild which integratedslow-learningchildren,and if there are aggressive children in the class. A decided to prepare her child. She told Alice there child may copy another's behavior for a short would be some mentally retarded children in her timeimitation,inpreschoolers,ispartof class. Alice spent the first few days in the 'center normal maturation and development. Some chil- trying to discover who the retarded children were. dren may imitate the particular walk of a physi- First, she decided that perhaps Matthew and Jill, cally disabled child,. the mannerisms ofa blind the two children who wore glasses, were the child or the aggressive behavior of anotheras a mentally retarded ones. She asked her teacher sort of trying-on stage, just to see how it feels if Matthew and Jill were mentally retarded and to be that child. Usually this imitation behavior was told they were not. Then Alice looked around dies out because the child realizes he doesn't the room and decided perhaps the children much have to act that way to get what he wantsor to 18 19 have people respond to him. and find success areas to compensate for them. Another parental fear is that a child will He may not be able to run, and this he must become "slow" in a class with children who are slowly learn to accept, but he may be a great delayed in their development. This won't happen artist or block builder. Finding activities that make when you're meeting the needs of each child a child feel good about himself is important in individually and providing a choice of activities helping a child accept his limitations. for children at various stages of development. A good teacher is always on the lookout Some integrated programs are currently research- for situations which might put too much pressure ing this question. Although no study has yet been on a special child. But at the same time, she completed, one day care teacher has observed: doesn't overprotect him. For instance, Jamey, a slow-learninglittlegirl, wanted to play Drop- "In our six-week summer program, we have seen no sign of children picking up the the-Handkerchief with a group of kids. Although she didn't understand the rules of the game, she characteristics of the mentally retarded chil- enjoyed being part of the circle and watching dren. We have found, however, that the the others play. The teacher, watching from one mentally retarded kids were very much up- side, saw a boy drop the hankerchief behind patternsoftheother gradedbythe Jamey. Knowing she couldn't understand this was children." a signal for her to run after the boy, she stepped in, took Jamey's hand, and ran with her. This PARENTS OF CHILDREN WITH SPECIAL NEEDS gave Jamey the support she needed without call- ASK: ing attention to her problems, and the children "Will my child get more specialized attention in were delighted to have the teacher join in. a day care program only for children with special It'snot unusual for both teachers and needs?" parents to imagine a child has limitations above This is a tough question to answer be- and beyond those that really exist. They may causeit depends so much on the particular expect too little from him and overprotect him. child's needs. If his ,problems are so severe that In cases like this, contact with other kids can be he needs one-to-one attention at all times, then a healthy kind of pressure and a good teaching perhaps a specialized setting is preferable. But device. integrated settings can be specialized as well. Five-year-old Sandy is blind. When she Trained staff with good attitudes can provide first came to the center, she was afraid to play specialized attention for all children. If children in the playground. Her mother had always dis- have needs the staff doesn't know how to handle, couraged her from playing on jungle gyms and communityresourcescanbe mobilizedso slides because she felt it was too dangerous for teachers can learn effective techniques. Caution a blind child. When Sandy's best friend at the should be taken to assure that specialized atten- center asked her to play on the jungle gym,

tion is given to any child requiring such help, Sandy at first refused. "I'm not supposed to. I either in a specialized or integrated setting. The don't know how," she said. "Come on," said her child's physician will be able to advise regarding friend, taking her hand and coaxing her over. which setting can best sr ve to meet the child's Sandy eventually climbed the first few rungs of special needs. the jungle gym and felt as if she'd scaled the Himalayas, thanks to a little girl's encouragement "Will an integrated setting be too pressurized for and helping hand. my child? Will he feel lie can't do anything when he sees what all the r,ber kids can do?" "Will my child be rejected by the other kids?" Children with special needs must learn to No integrated program can promise that live with and work around their limitations. The all its kids will accept the child With special needs healthy acceptars:e of limitations is a long, slow in a compassionate and insightful way. There's processone which might as well begin when always the possibility that someone will say or do the child is young and has understanding staff something that will hurt a child. ("How come you and parents to support him. For example, a talk so funny?" or "Gee, you're a dummy!") Teach- physically disabled boy may be very distressed ers must constantly be on the lookout for such and frustrated about his inability to run and jump comments so they can handle the feelings of like the other children. Skilled teachers can help both parties as soon as possible. They must help him accept his real and undeniable differences the special child understand the remarks and deal 19

0641 itgialli11106111111111MMliailmill110r with his feelings. And a child who makes such NEGATIVE AND GUILT FEELINGS comments must have guidance and realistic in- Parents often find it difficult to accept formation about the needs of the other child. a child because of his special needs. Seeing The special child has probably already teachers, other parents and other kidsaccepting encountered and will continue to encounteroc- and valuing the child may make it easierfor casional ugly comments all his life from insensi- them to do so.Negative feelings toward the tive people. It's unfortunate that specialchildren childfeelings of anger, rejection,even revul- are sometimes teased and rejected, but ifit sionare normal. Most ofus have learned to be happens, it's good for perceptive adults to be on uncomfortable with differences in otherpeople, hand to intervene and set things straightat once. particularly physical differences. Wegrow up Support and understanding at this stagecan separated from blind, deaf, physicallydisabled make later experiences easier to handle. and mentally disabled people. (Infact, many parents' first real contact with sucha person may be with their own child.) Moreover,this special PARENTS OF SPECIAL CHILDREN child has probably caused hisparents much worry, mental anguish, extra time and extra Parents experience many joys andmany money. It would be abnormal for such parents problems in living with their children andwatch- not to have negative feelings aboutthese children. ing them grow. But families with specialchildren Parents are usually afraid toexpress such feel- havelikely had more problems to faceand ings, or they may deny theyexist, even to struggle through than other families.Your staff themselves. shouldhavesomeunderstandingofthese Guilt feelings are alsocommon. Parents problems. may feel guilty about their negative feelings,or Common to most parents of special chil- they may feel that they mustsomehow be to dren is the difficulty of locating services and blame for their child's problem.They may have programs to meet their child's needs. You can lived through many agonizinghours trying to help parents find resources in the communityor figure out why this happened to them,how they mobilize support for such resources. Parentsmay were at fault. A mother may feel that her physi- need to apply for financial assistance, talk toa cally disabled son is a punishmentfor an action family counselor, or have a specialist evaluate in her past which she regrets;the mother of a their child's problem, and you can help by know- slow learning child may be convincedhis prob- ing what's available in your area and by referring lems are a result of the time sheaccidentally them to the appropriate source (see Appendix A dropped him on his head; the fatherof a girl for a list of community resources). who can't relate well to peoplemay think his violent arguments withhis wife causedhis ACCEPTING THE CHILD'S SPECIAL NEEDS daughter's emotional difficulties.The parents Perhaps the most difficult problem for are probably not to blame for their child's needs. families of special children tocope with is the But even if their actions partiallycaused the acceptance of the child's special needs. Every problem, they certainlynever meant to hurt parent looks forward to havinga child who is their child. bright, physically attractive andeasy to get along with. While there are probablyno parents who OVERPROTECTING THE CHILD always feel their child is exactly what they would Often from the time of his birth, the child have "ordered," parents of special children must with special problems hasneeded extra help adjust to the fact that their child is in some ways from his parents. It'seasy to see how parents not what they feel a child of the same age should and teachers, too, get usedto giving this child be. They may at first try to deny that the child more help than he really needs. Theymay do this has any problems at all. "He may be behind other because they underestimate the child's kids his age, but he'll catch up," is abilities; a familiar because they feel guilty about himand try to reactionto achildwith learning problems. make up for this by giving himas much as they Eventually they may have to readjust their plans can; because they feel helpless and frustrated and goals for their child. Acceptance of a child's by his problem andcan only deal with these feel- special needs is the first step toward doingsome- ings by constantly doing things thing about them. for him; or for a multitude of other reasons. Theparents may also 20 have kept their child sheltered from the outside she's just naturally good at making things world to spare him from rejection by other people. with her hands." Perhaps they themselves are ashamed of his You can help parents get out of the special needs. overprotection habit by letting a child do everything he possibly can by himself. If parents get HOW YOU CAN HELP PARENTS to watch this, or if you tell them what the child Listen to parents and try to understand has accomplished, they may decide their over- their feelings. Let them know that asking for protection is no longer necessary. One common help isn't a sign of weakness. Tell them you, too, resultofoverprotectivenessisunintentional wil! need their help and advice. But when par- neglect of other children in the family. Show an ents ask for advice, don't feel you have to come interest in a child's brothers and sisters by talking up with an answerbe honest with them. Don't with parents about them and by involving them in be afraid to say, "I don't know either. Let's see if some of the center's activities. we can find out together." You should, as mentioned earlier, know about community resources PARENTS CAN HELP YOUR PROGRAM for special children and their families. Seeing that they're really competent to Helpingparentsaccepttheirchild's help their child can give parents confidence in special needs and overcome their negative and themselves. Offer parents the chance to help out guilt feelings about the child is a very difficult in your program. Working with their own and process. Most parents slowly learn to adjust to other children is often more helpful than formal the situation, but some have great trouble doing counseling in changing attitudes about a special sothey may find it helpful to talk to a therapist child. As we mentioned in Chapter One, there or counselor who can help them understand and are a number of ways families can help day care deal with their feelings. You are not, and shouldn't programs. expect to be, therapists for parents. Therapy takes Many educational activities can be carried a lot of skill and training you probably haven't out at home by parents and older brothers and had,nor do youhavetimeforintensive sisters. The center or family home can set up counseling. a toy and book lending library so parents can The best way you can help parents is to take materials home. One center has a special accept the child's problem yourselves, and to toy shelf for parents to use. Each toy comes with show the parents you do. When parents see teach- written instructions for its use as a learning tool. ers treating Tommy, who happens to be blind, For example, you might have a file of idea cards as Tommy and not as "the blind boy"while at for playing with musicalinstruments,blocks, the same time recognizing Tommy's blindness puppets, etc. (see diagram on following page). and helping him deal with itit's easier for them to accept hiS special vision problem. In talking with parents, you can acknowl- COMMUNICATION BETWEEN PARENTS edge a child's special need without making it seem like the most important thing about him. INFORMAL CONTACTS Try this approach: Contact between parents is an important "I know you're concerned about Jo-Anna's part of any day care program, but it's especially speech problems. We've also noticed she beneficial to an integrated one. Parents of special isn't talking as much or expressing herself children often feel isolated and alone with their as clearly as other kids her age. I think your child's problems. They may have avoided con- plan to talk to a speech therapist is a good tact with other parents because of feelings of idea. A therapist can really give her special shame about their child's problem, fears that help. We'll try to help here in the center by their child would be rejected, or just pridea talking to her and encouraging her to talk wish not to be objects of sympathy. They may not more. If we could also talk to the therapist, have had many chances to get together with other he could probably tell us the best ways to parents. help her. You know, I enjoy having Jo-Anna In an integrated program, these parents in my classroom; she's so happy and co- can share experiences, feelings, concerns and operative. Those great big smiles of hers plans with other parents. Listen to the mother really give me a lift. She loves the art corner of a physically disabled boy relate her experience:

21 6-Ar IDEA CARD FOR PLAYING WITH MUSICAL artificial arms or not. He INSTRUMENTS* went to a physical therapist weekly who taughthim to use his arms, but I always had the feelingwhen she talked to me thatshe was just trying to give me a rosy pictureof what he would L Let child explorethe musical be able to do. Also, Iguess I just needed to baby him. I felt sosorry for him, and some- instruments byhimselc. times I felt soangry that he couldn't have been like other children thatI almost hated 2.Play instruments withthe him. Then I would feelguilty about feeling that way and want to doeven more for him. child, labelin5 the sounds. I didn't want him toplay with the other children in the neighborhood (This is becauseI was a avian-- boom( This afraid they would teasehim.Inever got close with the othermothers nearby, either. is a bell --jingle,jinglel), Iguess Ifelt they would justbe nice to me because they felt 3.Ask child to close sorry for me. his eyes. Then last year Ijust happened tosee an article in the "What newspaper about a day care this sound?"or Is center which had handicappedkids like this a drum? Jim in it, along with theother kids.I was Pratse child. worried about him notplaying with other 4.1-ap children, so I decided tocall them up. A a rhythm; ask chit teacher came out to visitus and, to make to play withyou. a long story short, Jim endedup in the center auring the mornings.In spite of what &Play or singa sim e the teachers said,I was still afraid of how the other kids wouldtreat him, soI hung around the center and MOP watched. They asked him questions abouthis arms, but they the seemed to want to playwith him like they would any other kid. Hewas shy at first be- C.Pl ay `increasi'n&y cause he hadn't been aroundmany children difficult but after a few weeks hebegan to join right why.thms for`child to in. Pretty soon hewas painting and running around just likeeveryone elsehe was do- 'match. ing things I'dnever dreamed he'd be able to do! He made friendswith a little, normal boy, Tyrone, andone day Tyrone's mother asked us bothover for lunch. That just did something forme. Ican't explain it there they were eating, I had kept Jim at homewith me almost all talking, and giggling the time for the first three like any other two kidsin the world. There years of his life. we were talking about He was born withoutarms and I can't tell our sons and she wasn't acting like hewas different from her you the agony his father and Iwent through .in trying to accept this. sonshe had her problemswith him, too! He was fitted with I guess that's what artificial arms atan early age, but frankly, I did the most forme never gave him much of talking to the otherparents and feeling like a chance to use I could just get together them. I guess I had thefeeling that he would with them without just never be able to them feeling like Jimand I were strange. It's do much for himself, really changed our lives.

From The Center forDevelopmental and Learning Disorders, PARENT GROUPS 1720 Seventh Avenue, South, Birmingham, Alabama, 35233. Parents can get to knoweach other in- 22 23 formally as they meet at the center or family knowledge about the subject can be invited to home. You should encourage parents of all chil- lead these discussions. dren with and without special needsto get to know each other by seeing they're involved in Workshops parents' groups and committees. (One program Teachers can help parents arrange work- organized their car pool so each car included shops on toymaking, arts and crafts and other children with special needs. This gave parent skillsthings parents can do with their children drivers daily contact with different children and at home. Parents often really enjoy the art ac- their families.) tivities their own children do in the program, and Parent groups are more organized op- can use their toymaking skills to add to the portunities for parent communication. An active center's equipment. parent group is helpful to all parents and an asset to the program. Regular meetings allow parents Work Days to get together and discuss their children and Designate a Saturday or Sunday as a time themselves. Other activities for parent groups when parents can come to the center or family are: home and help with whatever needs to be done: making toys,building playground equipment, "A Day in the Life of Your Child" Night cleaning, painting, etc. As parents work together, One center arranged a night when parents they'll also have time to get to know each other came in and did everything their kids did during better. the day. This gave them a better idea of what their children did with their time and how each Family Outings activity was designed for a specific kind of educa- A weekend can be set aside for a picnic tional development. for all the program's families. Dinners Fund-Raising Activities One center hosted monthly dinners dur- Parents' groups can organize bake sales, ing which one teacher volunteered to eat and stay car washes, yard sales and many other group in one room with the children so parents could projects to help raise money for the program. relax and talk informally over a meal. Remember that parent involvementin your program isn't just for the benefit of parents. Presentations and Discussions A center with strong and enthusiastic parents You can discuss various aspects of child behind itpeople who have a stake in its success development, particularly those relating to the and are committed to ithas a very special kind special children in the program, or other topics of of unity. Children who see their parents taking interest to parents, in round-table or more formal an active part in their center develop pride in discussions.Community peoplewithspecial their own activities. They know their parents care.

23 GUIDELINES FOR YOUR PROGRAM

A GOOD PROGRAM FOR ALL CHILDREN

Good day care is more than having ex- Every Child Needs to Feel That He Belongs and pensive new equipment and a staff with lots of Is Accepted degrees, although these can be nice. A good pro- You can help each child feel he has a gram is tailored to meet the needs of the kids special place in the center or family home, a place the basic needs of all children and the special no one else can fill. Do it by giving him a special needs of individual children. space, marked with his own name or picture, where he can keep his things; his own crib or MEETING BASIC NEEDS* cot; his own place at the table. Greet himby nameenthusiastically when he comes to the Every Child Needs to Feel Loved center or home, and tell him you missed him if he You can communicate love and apprecia- was away. Encourage him to join in group activi- tion of each child in many ways as you hold ties such as singing, storytime or working with and touch him, as you smile at and talk to him, other kids at the art tables. Letting him help as you give him care and attention through the with special jobs which benefit the whole group, day's activities. Being with the same adults every such as passing out snacks, is important for his day gives a child a chance to establish a loving self-esteem. relationship.Unhappily,special children may Most of all, each child needs to feel ac- have had experiences which have given them the cepted as he is, with his weaknesses as well as idea they aren't as good as other children. Ob- his strengths. If a child feels his teacher honestly viously, they need more support from warm, accepts his limitations and still values him, he understanding adults to help them feel good can accept himself in the same spirit. This is, about themselves. Give them plenty of love. of course, especially true of special children. Every Child Needs to Express His Feelings and to Feel Understood Every Child Needs to Feel Secure and Free From Children feel many thingslove, anger, Fear fear, frustration, to name a few. Babies express Children gain a feeling of security in the their feelings through tears and smiles, laughter day care center as they find that their needs are and screams. As they grow older, children learn being met by teachers they know and trust.If new ways of expressing their feelings, such as they know they'll be fed when they're hungry, hugging and hitting. And gradually, they learn to taken to the toilet when they need to go, or talk about how they feel. Chris has angry feelings changed when their diapers are wet, held and which make him strike out at those around him. comforted when they're hurt or afraid, protected He's afraid and ashamed of his anger and the from the angry feelings of other children (or from results it brings, but it just seems to make him the possibly scary results of their own anger), hit harder. Your understanding can let him know they'll be able to feel secure. A predictable daily it's okay for him to have those feelings and can routine is also important: play time, storytime help him express them in ways that won't harm and snack time in a regular order. Children himself or anyone else. must always be able to count on meals and a nap time when the teacher will help them be Research on the basic needs of children has been done by quiet so they can rest. Special children particu- Lewis E. Rath, see Rath, Lewis E., and Burrell, Anne P., Under. standing the Problem Children, the Economics Press, West Orange, larly need this kind of reassurance. Carmen, for New Jersey, 1963. instance, is painfully shy and afraid of things 24 ermeY41,...C. other kids don't think twice about. She'll need buckles his overshoes. Sometimes just doing extra holding, comforting, extra protection to feel these things is enough to give a child a feeling secure. of achievement; sometimes recognition and praise is awfully important ("What a fantastic tower you Every Child Needs to Feel Independent built, Larry!" or "Ann, that's a really nice job At birth, babies are completely dependent, you've done with those sticks."). John, who wears but from then on, growth toward independence braces and has a hard time walking, feels he has begun. Children need to feel they can do can't do most things as well as other kids. He things themselves and that adults trust them to needs special help to find things he can do well, do so. You can help children gain independence and extra praise for doing them, before he'll feel by encouraging them to do things for themselves. real achievement. Sure, you can do a better job wiping up two-year- old Timmy's spilled milk than he can, but Timmy Every Child Needs a Good Self-Image wants to wipe it up and he can clean up at least This is another way of saying every child some of it. You can break an egg into the brownie needs to know who he is and to feel good about batter with fewer accompanying egg shells than himself. A child's self-image is strengthened as four-year-old Debbie, but Debbie can also help the needs mentioned above are met: as he feels pick the shells back out. Maybe the coats and loved and accepted, as he feels that someone boots do go on faster when you put them on, listens to and understands him, as he feels secure but a little less time outside is a small sacrifice and successful in his ability to accomplish what for the child who can say for the first time, "I he wants to do and solve problems that come up. dressed myself!" Jeremy, in a wheel chair, has Tommy was slow in learning and developing and parents who do almost everything for him. He'll has been a great disappointment to his parents. need special encouragement to learn to do things Your job will be to work extra hard at making him for himself, but when he does master them, he'll feel loved, accepted and successful. have verynecessary feelingsofprideand You can also promote healthy self-images independence. by allowing each child to develop his own individual style and by expressing appreciation about Every Child Needs a Chance to Discover the World what makes each one special. Tony has brown The day care room is rich in materials for discovery, and so is the outside world. You can skin, black hair and brown eyes; he has three share enthusiastically in the infant's or child's sisters; he lives on Center Street; he likes ice discoveries and be an interested listener as he cream better than anything; he especially likes talks about his grandmother's visit, the peanut to build things at the woodwork bench; he can he found on the floor, the men who fixed the count farther than anyone in the class. That's telephone, his discovery that mixing ali the paints Tony. Let him know that Tony's a pretty good produces a muddy brown color, or the squirrel person to be. tr he saw in a tree on the way to the center. Kids SETTING GOALS FOR CHILDREN have a natural curiosity most adults have lost; Young children grow and change quickly. letting them explore their world and giving value They grow physically larger; they learn to move to their experiences makes learning the fun it in new ways and to do many things with their should be. For special children, this may be a large and small muscles; their language develop- little harder. Jenny, who is blind, needs your en- ment increases. They learn to speak and under- couragement before she'll begin exploring the stand more and more complicated thoughts; world and discovering things she can delight in. their intellectual abilities expandso they can But she can, with you to guide her. understand more about the world around them; Every Child Needs to Achieve and Feel Successful they grow socially in their capacity to understand, Good day care means giving kids chances get along with, and enjoy other people; they grow to experience success. A baby learns to make emotionally in the ways they feel and express new sounds and his teachers show delight; the different kinds of emotions. While it's useful for toddler's first toilet training achievements are us to think of these different kinds of develop- met with smiles and praise; a little girl paints and ment separately, bear in mind that these areas makes a tower with blocks for the first time; an are all interconnected. Each is a critical part of older boy climbs all the way to the top cl the a child's total development. jungle gym, makes a collage, prints his name, You grow one step at a time. You had to 26 25 walk before you could run, to speak words before the room, the toys, the teachers and the other you could form sentences, to play alongside children, with at least one parent there to make another child before you could play cooperatively her feel comfortable and secure. Although her with him, to express frustration by crying before mother had to arrange to take a few days off work, you could talk about it. she's aware that a good, happy start is very im- Each child develops in his own way and portant. Children need the security of gradually in his own time, and this is also true for children getting used to a new place, and special children with special needs. Your day care center or family may need more time. A gradual start also lets home must be a flexible place, full of the activi- parents get to know the center and feel com- ties, materials and warm, understanding people fortable about leaving their child with you. necessary to help a child take each step when he's Teachers may also need a chance to get ready for it. to know the child before he begins to come full- A good day care program sets concrete time. It's understandable that they may still have goals for each child based on the steps they're fears about their ability to work with a child with ready to take. If a child has a vocabulary of single special needs, but actually meeting the child words, your goal will likely be phrases and then helps overcome these uncertainties. complete sentences. Do this by structuring situations which encourage or require that he link VISITING HOME AND THERAPIST those new words he's learning together. Let him As we mentioned earlier,visiting the know that's what you're driving at. child's home before he's enrolled is a good idea. You and the child's parents should get You can see how he behaves when he's secure together periodically to set up a series of goals and happy. It's a chance to see his favorite toys, for him. These goals give a sense of direction learn what he likes and doesn't like, and see how to both staff and parents in their work with the his family deals with his special problems. He'll child. Parent-staff cooperation isn't justa term: feel more comfortable with you when his parent it's really important for a child to havecon- can no longer stay at the center, and you'll be sistent direction, both at school and at home. better able to talk to him about his family and Above all, be realistic in your approach. home. Use materials and activities already available in Meet with the child's speech therapist, the center or home as much as possible. Be physical therapist, guidance counselor or other flexible too. If a child doesn't want to participate specialist, if there is one, to get special hints on a particular day, encourage him but don't force about working with him. You'll find you can often him. If, after an adequate trial period,one ap- integrate therapeutic exercises into your regular proach isn't working, try a new one. Look for activities or plan group things that are fun for spontaneous occasions to help each child learn everyone but especially benefit the child with use breakfastorsnack-timeconversationto special needs. further language goals, for instance, not justyour formal language sessions. FLEXIBLE SCHEDULING Trial Period GETTING TO KNOW YOU If you're not sure a special child will fit into your program, a trial period is useful. The child can try out the center fora month or two INTRODUCING THE CENTER with special attention from staff to help him ad- Beth has a special problem. She speaks just. At the end of this period, you and his family very little and her words are hard to understand. should decide whether he ought to continue. If She's getting speech therapy at a local clinic, you feel another kind of programone only for but her therapist suggested it might also help if special children, or a smaller groupmight be she were in a day care center where she'd have better for him, try to help the family locate such a chance to talk with other children and teachers, a program. Or you might suggest the child try rather than being cared for by a babysitter while again after he's had more time togrow and deal her mother works. But before she's enrolled, both with his problem. If a child does have to leave Beth and her mother need to see what thepro- the program, a great deal of care should be taken gram's like so they can decide whether it's right in explaining to him why he's leaving. He mustn't for her. Beth should have a chance to get used to feel this is a failure on his part. Similarly, handle 26 27 the separation carefully with classmates by ex- asks questions about another child, he may be plaining that Sammy is leaving to get special help afraid he'll catch a special problem or such things in his new school, not because he was "naughty." will happen to him if he's bad. Since some children can't verbalize their fears, watch for be- Part-Time Enrollment A full day in the center or home might havioral signs of anxiety, such as a child frequently watching or avoiding a special child. If be too much for a child with special needs, at you suspect a child's afraid, reassure him at once. least at first.In this case, have him come half days or for a few hours daily until he's more A fascinating problem in integrated programs is that children are often overprotective comfortable. of the child with special needs. If a child has an Special Scheduling for Appointments obvious problem, other kids, just like adults, may Outsideappointments, such as for try to do too much for him. Kevin could do almost therapy, should be arranged so the child doesn't everything the other kids could do, but they liked have to miss the most important activities or his to push Kevin around the center in his wheel- favorite ones. If his parents can't leave work to chair, to get toys for him, to run and get the ball take him, use a volunteer. This gives the child for him when he missed it. After a few weeks, a chance for special attention from his very own his teacher noticed he'd stopped doing many driver. things for himself: he was letting the other kids wait on him. She began to watch and to step in, reminding the kids that while it was nice of them trl PROMOTING GOOD FEELINGS to help Kevin, he could get the ball himself and AMONG CIADREN throw away his own cup and napkin after snack. Be on guard for unnecessary exclusions One teacher we know is often asked, "How of children. Make sure, for instance, that kids are the special children accepted by the other understand that deaf children can't hear their in- kids?" Her answer is, "Kids are naturalsit's the vitations to play, and that silence may not mean adults who have the problems!" Children may be a refusal. Show them how to gesture to the deaf curious and ask questions about differences in child or take him by the hand in invitation. Some other children, but they'll probably be able to exclusions may not be accidental or unintentional. deal with and accept those differences, especially There may be incidents where one child pur- if you're ready to help them. Adults tend to posely teases another about his problem ("You interpret the directness of a child's questions talk funnyI don't want to play with you! "). In or comments about another child as insensitive. cases like this, discuss with the teaser how such Such directness may seem insensitive to adult comments hurt people's feelings, and how a feelings, but the specialchild may not be speech problem is not the child's fault. Most im- bothered at all. In one integrated classroom, a portantly, point out the special child's strengths. teacher overheard four-year-old Jill asking Billy, A highly effective device is to involve both chil- "Hey, how come you've only got one arm and I've dren in a joint project where the special child can got two?" The teacher rushed over, ready to pro- shine. tect Billy's feelings, but Billy had calmly an- Special children may even exclude them- swered, "Because I've got one." Satisfied, Jill selves from activities because of shyness or feel- went back to cooking sand on the toy stove. ings of inadequacy. Give them a hand with new Answer children's questions honestly and activities and make sure they get in on the things directlywith both the special child and the they do well. other children listening. For instance, if a child Kids can pick up attitudes about special asks "Why can't Greg climb the jungle gym with children from adults, parents and teachers. If you us?" you can respond, "Greg needs to sit in his treat a slow-learning child as if he can't learn to wheelchair because his legs don't work like ours do anything for himself, the other kids may begin do. He was born with different legs. He can watch to treat him the same way. If you baby a physic- you climb, or maybe he wants to do something ally disabled child, then the children may begin else. He's awfully good at building castles in to baby him too. Your own attitude must be posi- the sandbox." tivewarm, accepting and seeing the child as It may happen that a child becomes fear- himself, rather than in terms of his problem. ful about another's problem. If a child repeatedly Above all, be encouraging. When such a positive

4==m1111 attitude is evident, the other kids will be able to children." Putting your arm around him whileyou pick it up. talk may show you really do like him. Don't use a child's behavior as a bad example for others. Never say, "See what a mess GUIDING BEHAVIOR Julie left?I don't want the rest of you to be like that." Rather, praise children for their good be- YOUR EXPECTATIONS havior: "Paul, you did such a good job picking up A teacherrecently toldus why she your blocks!" Children should never be shamed couldn't accept special children in her class. into changing their behavior.Ifthree-year-old She'd like to, she said, but "since you can't ex- Cindy isn't yet toilettrained,don't exclaim, pect them to behave as well as other children, "Three years old and not toilet trained yet!" they'll destroy the limits I've already set up." This Cindy should be quietly changed in a room away needn't be so. You can expect the child with spe- from the other children so they won't tease her. cial needs to behave as well as other kidsyou Shaming and using a child's behavior as just may have to give him more help and enough bad examples are both negative approaches to time to change. Some special children have an discipline. Instead of negative thinking, take a easier time following behavior guidelines than positive outlook. Don't just say "No!"tell a kids without special problems; others need more child, "You can't do that, but you can do this help and guidance in accepting your limits. The instead." teacher who says of an aggressive child who has just broken a window, "That's all righthe can't REINFORCING GOOD BEHAVIOR help it," isn't really helping him or giving him a One positive approach is reinforcement chance to learn to control his behavior. of good behavior. It means rewarding children for Your rules for behavior should be clearly acceptable behavior and withholding rewards for and simply expressed, when necessary. Some unacceptable behavior. Rewards might mean spe- children may need to be reminded often. The cial attention or praise. Some teachers use other rules might be: 'We don't hurt children; we don't kinds of rewards, like allowing children to do hurt toys or furniture; we help put away the specialactivities. Since kids want attention, things we've taken out." If you see one child hit- praise and privileges, they'll want to behave so ting another, tell him, "I won't let you hurt any- they get your rewards. Unacceptable behavior is one here. I know you're angry but maybe you can ignored or corrected. Most teachers use this tell me why." A very aggressive child may need method of guiding behavior without even thinking a great deal of help before he can accept this about it. It works well because it's positive in its limit. It calls for your time and attention. approachit really encourages children to behave If a child doesn't yet understand lan- in ways that are good for them. guage, or if he's deaf there are other ways of say- Reinforcement seems simple and itis ing no. You can shake your head, communicate simple. In order for it to work, however, you have with facial expressions, or you may need to ex- to be consistent. If a child is sometimes praised periment to find a way to help him understand and sometimes ignored for helping put away the what you do or don't want him to do. You can also toys, he's less likely to keep putting them away help a child express his anger in variousnon- than if he's almost always rewarded. How can a destructive waysyelling at theother child, busy teacher manage consistently to be aware of pounding clay, hammering nails into wood, doing and praise each child's behavior? You probably messy finger painting. Try to help him understand can't for all your kids, but you can use this tech- that angry feelings are natural, but those feelings nique with children whose problems seem most shouldn't hurt others. severe. All of the teachers in the program can be When a child goes beyond your limits, you asked to watch for certain behavior in special want to communicate to him that it's not him children and to reward it appropriately. This may but his behavior you don't like. Remember that a seem difficult, but bear in mind that it probably child should never be called bad or naughty. won't be necessary for very long. The point of While the child who hits others may becomevery reinforcement is that the child soon begins to upset and cry after being disciplined, hecan be behave appropriately without rewards from you. assured by the teacher, "Ilike you very much, It'sa gradual process: after awhile the child Robbie, but I don't likeit when you hit other won't need to be rewarded as often as he did at 28 29 firstyou progress from consistent to occasional stimulate children's interests in educational mate- rewards, and finally to no rewards as the improve- rials and provide them with support and informa- ment in his life becomes the child's reward. By tion about the things they're interested in learn- this time, the new behavior is automatic. ing or doing. If you teach a child how to use a Teachers in integrated programs tell us certain toy, you're providing some structure: once that children themselves are very helpful in guid- the child knows how to use that toy, he has a ing each other's behavior. Children don't want to skill he can apply by himself in an unstructured play with kids who constantly hit them or mess situation. up their activities. A child will learn he can't do It's been suggested that special children these things if he wants to be friends with the need more structure than children without special others and join in their play. When children are problems. Again, this depends on what the child overwhelmed by an aggressive child who tries to is like and what his special needs are. Some kids hurt them, you might even suggest that the other have trouble choosing activities and then follow- kids tell him they won't play with him unless he ing them through by themselves. Others may be stops hitting. easily distracted by everything that happens Finally, as one teacher put it, "Don't give around them, and still others can't sit still during up!" If a child seems to have a hard time con- a story or participate in group activities. Some trolling his behavior and getting along in the kids may have had few opportunities to explore classroom, give him time. There are reasons why and play with many of the materials in your he behaves as he does, ard it's taken him quite classroomthey may not know what to do with awhile to learn how to behave that way in the first a toy once they have it in their hands. All these place. Give yourself time to understand him and children may need more structure than others. help him change, and give him the chance to You can tell if a child needs special guid- change himself. ance in using materials simply by watching him. (It's better not to start directing a child until STRUCTURE OR NOT? you've watched him enough to know just how much help he needs.) Some kids just need time There's a lot of talk these days about to wander around and get used to the program structured and non-structured programs for chil- before they feel comfortable enough to plunge in. dren, and not everyone agrees about what these Begin by letting them float around, and notice terms mean. Some people think of a structured what activities they're attracted to and what they program as one in which children are organized do when they find something they like. Watch into groups which are continuously engaged in them awhile and then decide how much structure teacher-supervisedactivities.They seenon- they'll need. structured programs as ones in which children can do whatever they wish all day long. Actually, HOW TO PROVIDE STRUCTURE very few programs fall into either of these ex- Since all kids benefit from some struc- tremes. Most are a mixture. A program which is, ture, we're really talking about providing good structured usually has more time planned for learning situations. There are lots of ways to do teaching specific things to its kids, either indi- this: vidually or in groups: a non-structured program Begin With Your Classroom sets aside more time when children can choose The classroom should be arranged by whatever activities they want to do. activity areas to make it easier for children to Eventhemost unstructuredprogram choose and get involved in one activity at a time. really has some structure built into it, in the sense Room dividers or partitions between areas will that a child's choices about what to do are partly help kids who have a hard time shutting out dis- determined by what activities and materials are tractions. This kind of classroom arrangement available to him. Many non-structured programs also helps guide children's behavior. If a child involve very careful planning of what materials to knows that in the reading corner he must quietly provide at what times. look at books or play with puzzles and in the art A structured program may be based on area he is to participate in or observe art projects, various concepts taught at specific times of the it will be easier for him to get involved. He'll know day, but there's lots of teaching in unstructured what's expected of him in different parts of the programs too. Here, in a less formal way, teachers room.

29 Don't clutter the classroom with too many activities can do for your kids, you'll be able to materialsthis only makes it harder for kids to do a better job of seeing they get special help choose and play with any one thing. Select and where they need it. display only the materials you want the children to use on a given day. This is actually another ARTS AND CRAFTS way of structuring the curriculum. The art corner is a busy, exciting place in The classroom should also have places most day care centers. Art can take many forms where kids can be alone when they want or need for young children: easel and finger painting, to be. It may be a large chair in the corner, a little printing, crayoning, cutting, pasting, sewing,car- house, or a special room where a child can be pentry, weaving, sculpturing. Children usually alone with a teacher. love art activities; they also learn and develop Grouping the Children through them. Remember, it's the process of It's also easier for children to get involved painting, pasting, sculpturing, etc. that benefits in activities if there aren't too many other kids the child; while everyone may admire the finished around. If you can, keep groups fairly small. This products, these products shouldn't be the main goal of your art program. will mean fewer distractions for the children and should also make it easier to hold their attention Art activities allow each child to express during stories, music or other group sessions. his feelings and ideas in his own way; to experience mastery in exercising a skill and in creating Work With Children Individually something beautiful; to develop his sensesas he A child who has difficulty concentrating experiments with new materials; to develop finer on or following through with an activity will prob- coordination of muscles. ably gain more from individual structure than These experiences may be especially im- from group structure. In general, you'll allow a portant for a child with special needs. If he has child to pick an activity which interests him and trouble with speech, artactivitiesgive him then help him learn from that activity. At other another way to express himself. If he's had few times, you may want to guide a child's learning chances in his life to feel successful, art projects by suggesting certain activities or by working can let him experience success at being able to with him to help him learn a specific thing. These paint, paste, mold clay, make a picture. A child specific things will vary depending on the inter- with muscle coordination problemscan improve est, ability, needs and stage of development of his control while doing things he enjoys. A child the child, as well as the philosophy of your pro- can release aggressions by using clay or paint gram. One child may need to be taught to button rather than pounding another childor hurting his coat, another may need help learning how to himself. paste macaroni on paper for a collage. You may Here, as in other areas, extra support and decide a certain child will benefit by learning to encouragement may be necessary for special chil- recognize different shapes, colors and sizes. dren to develop and express themselves freely. Individual instruction takes many forms. Resist the temptation to do something for the It may mean just being with a child and support- child; instead, encourage him to do it hisown ing him as he works; it may mean deliberately way. Praise his efforts often ("I like the way you teaching him a certain skill or idea. The method pasted the shapes in this picture! "). If he's frus- of teaching you use will depend on the child. trated by not being able to do something, (cutting Some kids may just need to be shown things with scissors, pasting two pieces of paper to- once; some need repetition. Some children al- gether) you may want to step in and help him most never need your guidance in choosing what learn that skill so he'll be able to make things they're going to do; others may almost always for himself. But never push a child to learn a skill need it. Take your cue from the kids themselves. he doesn't want to learn. Art should be self- directed: if a child is enjoying art activities, he's also learning and developing at his own rate. ACTIVITIES OF THE DAY CARE DAY MUSIC Having a variety of activities means that Music activities are a part of most day kids can develop in several areas in their own care programs in one form or anothersinging, time and their own ways. If you know what various listening to records, dancing, rhythm bands,or 30 creative movement. While many programs have a skill, and increases his general intellectual ca- special time of the day for music, it can happen pacity (language development and the ability to spontaneously throughout the day as a child or understand are related). A child's attempts to teacher begins humming a tune or as music is express himself verbally should be encouraged. put on the record player to paint or rest by. If a child's pronunciation is not perfect or if his Most kids enjoy music and will respond language is non-standard English, he should not with interest to these activities. Through music, be constantly corrected. This will only make him they learn to listen carefully and to distinguish more self-conscious and less willing to express sounds, pitches, rhythms and words. Group music himself. activities are a way for kids to feel close to others Some language development activities by sharing an enjoyable experience. Music is are valuable not only for their contribution to in- another way to express feelings and ideas. Music creasedlanguage capacitystories alsobring can stimulate or it can calm. unlimited possibilities for enriching a child's life Music can be enjoyable for a child with by stimulating his imagination and adding to his visual problems who may be very sensitive to knowledge. Books can truly be the key to the sounds and won't be hampered by visual prob- universe for a child. Stories can also be an emo- lems in most of these activities. A child with tional release. As he experiences intense emo- hearing problems can practice discriminating tions along with the story's characters, a child among sounds, and a deaf child can participate feels closer to other people and can handle his t. in rhythm and creative movement activities. One own feelings better. A book about something the with emotional problems can express his feelings child fears (going to the hospital, for instance) r. through music, especially creative movement, and gives him a chance to practice experiencing that may be comforted by the soothing sound of a fear in a safe place, and this can make the actual favorite song. experience much less frightening. You may even learn more about a child's Children with special needs can benefit special needs as you watch him during music from language development activities too,par- and creative movement activities. To make him ticularly if there are speech or special language feel at ease, play his favorite songs or have the problems. A child with emotional problems may group sing them. Play his favorite record when profit from hearing stories embodying hiscon- he's having a difficult day. And of course, praise cerns. All the kids benefit from hearing stories a child's attempts to express himself through about similarities and differences betweenpeo- music. ple, and this can smooth the way fora child with special problems, (see annotated bibliography of LANGUAGE DEVELOPMENT children's books in Appendix C). Language development goes on almost constantly in a good day care program. If there's IMAGINATIVE PLAY lots going on. there's lots to talk about. Kids Imaginative play or dramatic play(or should be talking about their ideas, their feelings. good old-fashioned pretending) is one of the what they do at home and school. Story reading child's most comfortable ways of "being" in the is a regular activity in many programs; there may world, a way of expressing ideas non-verbally be a reading corner where children look at books before he has a command of words. Imaginative by themselves or have stories read to them. Other play gives kids a chance to identify with adult language activities include acting out stories. roles by acting them out in a reassuringly child- finger plays or songs. You can use pictures, flan- centered setting. It gives them a chance to under- nel board shapes, games and various objects to stand and control their emotionsfearscan be talk about and teach new words (animal names, managed easier when they're brought intoa make- colors and shapes) or new concepts (size rela- believe situation. Imaginative play promotesco- tionshipswhich is bigger? which is smaller?). operation between kids too, and helps themreal- Some day care centers use planned language ize that other people experience the worldas they development programs such as the Peabody do. It's also good as problem-solving and decision- Language Development Kit. making practice. Since children with special As a child's language develops, his abil- needs often have more problems than other kids; ity to communicate with others increases. This in they may find special value in imaginative play. turn gives him new feelings of competence and You can learn a great deal about each

31 child by watching his imaginative playthings The playground and its equipment can like his self-concept, his strengths and weak- alsohelpdeveloplarge-muscle coordination. nesses, perhaps even his worries become evident. Jungle gyms, swings, tricycles,pullor push Although your role in dramatic play is usually not wagons, and running,hopping, skipping and an active one, you can stimulate new kinds of jumping games all exercise young muscles. A play by the materials you provide and the sug- balance board, made by resting a long piece of gestions you make. A shy girl who prefers to 2 x 4 lumber on two supports, such as cinder watch from the sidelines may need suggestions blocks, can also be very useful (see diagram). from you. If she's visited a farm over the week- Playground play not only develops balance and end, you can capitalize on this knowledge by giv- muscle coordination, but also encourages cooper- ing her a pile of blocks and toy animals and sug- ative play, since kids seem to have fun doing gesting she build a farm like the one she saw. these things together. You might also want to stay with her and encourage her play. A teacher's genuine interest and occasional participation can build up a timid child's confidence. The housekeeping area is often where children dramatize the roles they're most familiar with: they can become mothers, fathers, babies, doctors,storekeepers, postmen. By trying on various roles, children learn what it's like to be somebody else. They're also free to express emotions or needsa little girl with a new baby sister can be the baby herself and get lots of needed attention; the boy who is ordered around at home Some of your special children may have can play mother or father and do the ordering coordinationproblems and willbenefit from himself. muscle-coordination activities. The balance board Blocks, cars and trucks encourage imag- encourages arm and leg coordination as well as inative play of a different kindkids build roads, balance. The jungle gym exercises both arm and houses, whole cities, and then destroy what leg muscles. Ball and bean-bag throwing devel- they've built with a sweep of the hand and a ops arm-hand-wrist and eye-hand coordination. heady sense of power and control. Swings help develop the large back muscles. Tri- The water play tub means an ocean to cycles, ladders and slides are good for leg muscle sail ships on, a lake to fish in, water to wash coordination. Pull and push toys, punching bags dishes and clothes in. The sandbox can also and rope swinging help coordinate back and arm fire a child's imaginationwith kitchen utensils, muscles. kids can measure, pour, pretend-cook; small cars, You can also develop exercises yourself, trucks, people and animals will of course need using rhythms or music, for your special children. elaborate roads, cities and farms; small sticks Since the others will enjoy them, do them with become trees growing in a forest. the whole group. A child with arm-coordination Problems may enjoy playing "Simon Says" or INDOOR AND OUTDOOR LARGE AND SMALL doing rhythm activities which rely heavily on hand movements. MUSCLE ACTIVITIES Because a child's muscular development improves rapidly in the preschool years, many day care activities are designed to help him prac- DIFFICULT TIMES OF THE DAY CARE DAY tice muscle coordination and control. Small- muscle coordination usually develops naturally Certain times of the day are difficult for through indoor activities such as painting, color- kids; for those with special problems, they may be ing, pasting, looking at books, and playing with even harder. The issues identified here should be small puzzles, games and toys. Large-muscle co- discussed fully with parents at admission time. ordination improves as kids play with large blocks Don't wait until the child is in the program and and balls, move chairs and tables, or run around the difficult times arrive to talk with parents about the room. them.

32 "LETTING MOMMY OR DADDY GO" TIME ing diapers when others his age are toilet trained, All young children have some difficulty you can help him by always changing his diapers seeing their parents leave when they first begin in the staff room or other private place to avoid in a day care center (or, for that matter, in kinder- possible teasing. garten). A child with special needs may, for a variety of reasons, be especially attached to his SNACK AND LUNCH TIME mother or father, and/or especially afraid to let Food and eating can also mean different them go in the morning. He may also be shyer things to different children. Some kids may as- about plunging right into whatever activities are sociate food with securitythey may grab at food going on. One teacher should plan to greet this or cry because they're afraid they won't get child every morning, talk to him, and stay with enough to eat. Other kids may not eat much be- him until his parent has gone and he findssome- cause they're distracted by the conversation and thing he wants to do. Sometimes kids need to activity around them, or because they've found start with the same activity every day to make refusing to eat is a way of getting the attention them feel secure. Two-year-old Janey shyly looked they need. at her feet and went straight to the play dough Some eating problems may be due to a table every morning. She'd sit down, grab a hunk lack of physical coordination. Children may be of dough and squeeze it in her hands for a few unable to handle a fork or knife or have a glass of minutes before she had the courage to look milk without tipping it over. They'll need your around the room. If a child needs a certain mate- help. Again, try to be aware of each child's feel- rial or activity to start the day, make sure it's al- ings and problems with eating. Perhaps giving a ways there. If he doesn't gradually give up the child a certain place to sit every day at meal- activity by himself, help him by slowly substitut- time will give him the security of knowing he ing a new one. (But let him know ahead of time has a place to eat, a place where he'll invariably what you're going to put in place of his special get his food. Plan to sit next to children with thing.) special eating problems and talk to them about general topicsthey'll be getting individual at- TOILET TIME tention, they'll be comforted and reassured, and Toilet trained or not, children have a vari- you'll be stimulating language development. ety of attitudes about going to the toilet. Some may have been punished for accidents at home NAPTIME and may associate toileting with guilt and fear. Especially at first, children often have Others may have been rewarded for going in the trouble going to sleep or resting quietly in a cen- proper place and have feelings of pride about it. ter or day care home. They're used to sleeping Parents often communicate feelings of disgust in their own beds, and they're not usually around about bowel and bladder functionstotheir a lot of other kids when they try to rest. Some children. kids can't settle down simply because they're Children who lack general physical co- afraid they might miss something. ordination may have problems controlling their Three-year-old Jeremy refused each day bowel and bladder movements, or undressing to sleep during naptime. He sat stiffly on his themselves and sitting on the toilet. If other kids cot, rubbing his eyes and fighting sleep. He'd their age are going by themselves, they may be respond to a teacher's suggestion that he lie ashamed of their lack of control. Blind children down and rest with a flat "No!" and to further are sometimes afraid of going to the toilet be- suggestions with tears. One day his teacher cause they can't see what's happening and may quietly took Jeremy aside and asked him why be frightened by the loud flushing noises. he didn't like to sleep. He burst into tears and Make a point of finding out each child's said, "Mommy and Daddy will come." "You think feelings about bowel and bladder movements and Mommy and Daddy will come when you're sleep- about going to the bathroom in general. Some ing?" she asked. "Yes, and then they'll go away." kids may need to have an adult with them to "You think they won't see you if you're asleep and help; others might just want to have an adult with leave without you?" Jeremy nodded and sobbed them; still others prefer to be left entirely alone, violently.The teacher'sreassurancethatif with no children or adults around. As mentioned Mommy and Daddy came, she or they would wake earlier, if a child with control difficulties is wear- him up brought more violent sobs and denials.

33 After school that day, the teacher spoke to programs are continuously trying to meet the Jeremy's parents. That night, they convinced their goals they've set for each child and for thepro- son that they would always wake him up and gram as a whole. never leave him in the center overnight. When The whole idea of evaluation makes some the next day's naptime rolled around, Jeremy fell people nervousthey don't want people criticiz- asleep immediately and slept for several hours. ing their program or trying to prove they're not Talk to a child's parent about his sleep- doing a good enough job. But that's not what ing habits. Some kids just don't seem to needas evaluationisall about. The basic purpose of much sleep as others; some get more sleep at evaluation is to provide regular feedback to your night. If a child really seems to need sleep and program in order to improve it,not to prove has a sleeping problem, try to stay near that whether it's good or bad, right or wrong. child during rest time. Evaluation must take place over time. It's Some day care programs use quiet music a little like taking movies. Watch films of Anita on to get everyone in a relaxed mood at naptime. her first and second birthdays and you'll see It also helps to precede naptime with a low-key dramatically how she changed during that year activity such as story reading or telling to let she grew physically larger, her hair grew longer, kids wind down. Some centers separate children she learned how to walk, she could blow out the who really do need to sleep from those who don't. candles on her cake by her second birthday. If The latter can talk quietly, look at books, play with all you had was a still photograph of Anita age 1, quiet toys without distracting resting. kids. you couldn't really see how much she'd changed. You'd need a series of pictures, taken over time, END OF THE AFTERNOON: THE FIVE O'CLOCK to see whether changes had occurred. You can AWFULS put together your own pictures of children and The end of the day is a hard time for your program without expensive cameras. You'd children and teachers alike. Almost everyone is compile your pictures by recording your observa- exhausted and many children may be cranky. It's tions and by constant evaluation. at this time that a child's special needs are most likely to be displayed. Children with language EVALUATING CHILDREN difficulties may regress to more baby-like speech. How can you evaluate whether a child has Aggressive children may hit more. There's likely developed in your program? Growth of this kind to be more crying at this time of day. is hard to measure because it's so individual. Make this a relaxed time. Turn on the TV Progress for one child may mean learning to set and let the kids watch a children'sprogram, quiet down, progress for another may mean being or bring out special storybooks. Some kids enjoy able to speak up. There are no exact measures of singing at this time. One center found that large growth or progress. You simply have to use your block building was good at the end of the day own judgment. Observe the child from the very aggressive children can put energy into building, beginning and continue to do so throughout his shy children can build a house and retreat into stay with your program. it, children can use the blocks in all kinds of Ideally, evaluation starts even before the imaginativeplay.Kids may also need extra child is enrolled. When you visit his home (or he warmth and cuddling at this time of day. Anda comes to you) and you talk with his parents, ask small snack such as a teaspoon of honey,a them what he's like, and where he is physically, cracker with peanut butter, or a piece of apple mentally, socially and emotionally. His parents can give needed energy without spoiling supper will provide the first pictures in the series you'll appetites. be compiling. During the first few weeks of the program, while he's adjusting, your observations will likely HOW GOOD A JOB ARE YOU DOING? seem erratic. They'll soon settle into a pattern you can see. Ask yourself and his parents, after a Evaluationthe processinwhich we suitable amount of time has elapsed, questions regularly ask how well are we doing? howcan we like these to check his adjustment: improve?takes place all the time ina good day does he seem generally happy? does he smile care program. It's done at the end of an activity, and laugh? or does he seem sad, depressed? at the end of the day, the month, theyear. Good does he like coming to the center? or does he 34 play sick many days or come reluctantly? department of education or psychology, or a does he seem happier outside the center than guidance department in a school system to find inside? out which tests are appropriate for your needs. does he get involved in activities? or does he Most tests thatarereadily available require just wander around or watch most of the time? administration by trained professionals. has he made any friends at the center? does he spend most of his time alone? RECORDING YOUR OBSERVATIONS has he been excluded, rejected or teased by Don't wait until the end of the day or week other children? to get your observations down on paperyou're does he go unnoticed because he's so quiet likely to forget important points or even whole and accommodating? incidents. Obviously, you can't always jot down has he disrupted the activities of others or the yourthoughtsimmediatelyespecially when program as a whole? you're up to your elbows in finger paint. But it's has he bullied, frightened or intimidated other handy to have a central log or journal in the children? center where staff can write down their observa- Keep these questions in mind as you work with tions as they happen or as soon after the event as your children during the first few weeks. At the possible. end of this period, parents and staff should get to- What should you note? Any event which gether to decide, on the basis of these or similar seems significant at the time. If Carol buttons her questions, whether your program is the right one coat all by herself for the first time, get it down. for the child and whether you feel you can help If Martin has three temper tantrums in the course him. of a day, the time and circumstances under which While you're assessing, assess what the they happened should be described.If Kenny child can do at the center, not just what he can't seems less lively today than usual and his face r. do. For example, when three-year-old Jose's par- is flushed, you ought to note it. All of these little ents and teacher got together to check his lan- events, taken singly might not mean much: put guage development, they asked: them together, however, and they form a com posite picture of the child over time. does he seem to understand what you say? Here are excerpts from a teacher's notes can he make his wants known efficiently? at the Merrimack Day Care Center in Concord, does he verbalize his thoughts and feelings? New Hampshire: does he speak clearly? how many words does he know? David B.February 25: David started here Mon- day. His initial adjustment seemed very easy. He They asked similar questions about his social, participates in just about all the activities of the emotional, physical and mental development too. class. He listened to stories and looked at books Putting together information from home and by himself. He is not able to do even a three- school, they recorded what Jose could and could piece puzzle, but this will probably develop. not do in each area. In the following months, He is strongest in the social areas, takes his parents andteacherchose activities great pleasure in interacting with people, espe- specifically aimed at helping him where he was cially adults. The children either ignore him or having trouble. Evaluating his progress meant seem to be fond of him (kissing him and talking seeing whether he was improving in various areas. to him). He does not initiate many contacts with By repeating this process throughout his stay, the other children yet. He kisses Peggy when he the center compiled a record of his progress and leaves. its staff was able to tailor a program for his chang- When I gave him 10-inch cubes, he took ing needs. There are many child development them all and then gave them to me one by one, books and manuals which cover the different de- waiting for my reaction after each one--very velopmental areas and their stages (see Appendix social! Can build a 10-cube towergood fine- C). motor coordination. He understands almost every- Some programs use more formal methods thing you say to him, but doesn't always respond of evaluation of each child's progress. There are to his name when called. many tests available to measure gains in the different areas of development. Consult with a February 27: We worked on two puzzles (three psychologist, a child guidance clinic, a college and four piece) and 10-inch cubes. Davidwas a6 35 able to do the three-piece puzzle after some work- to play houseshe is the "baby" and is much ing on it. Recognized glass of milk in four-piece manipulated as if she were a dollcarried about, dairy puzzle and said, "Milk." David babbles etc. Connie and Joyce are occasionally annoyed quite a bit and I'd expect he might start talking that she has a will of her own, unlike a doll! within the year. Joyce helps her undress doll. Merle dresses and March 1: David says "goodnight" in response to undresses doll. First real spontaneous play so a picture of a girl sleeping, "milk" to a picture far! of a glass of milk. Long attention span-15 or 20 minutes on a puzzle or story. MAKING GOOD USE OF YOUR WRITTEN OBSERVATIONS March 3: David copies horizontal lines, vertical Your observations won't be good for any- lines, a circle, and is almost ready to copya thing unless staff and volunteers refer to them. squarelooks like this: D. This is almost up New teachers will find it particularly helpful to to age level. read through your accounts. They'll get a sense May 3: David has become increasingly active of who each child is and where he is in the and sensitive to his environment. He reacts to program. almost everythingfor example, when pickingup All teachersold and newshould refer a cylindrical block he will roll it along flat surfaces to the log when they're puzzled by a child's be- (does not try to roll square blocks). When he havior to see whether he's acted that way before, finds a thread, he holds it up before his face how it was handled, whether the solution worked. and blows it to watch it move. The log should be a vital source of information for He loves to climb in front ofa person staff meetings and for conferences with outside while holding onto both their hands. This isa specialists. Good written observations can provide good alternative thing to do when he raises his those living pictures so necessary for evaluation. arms to you to be picked up. Babbles and sings almost always. One of his favorite things in the OTHER INFORMATION ABOUT THE CHILD classroomis the piano. He plays notes and You can also keep samples of children's listens; seems very gratified that he produced it. artwork to see how they are progressing. Some programs periodically encourage children to tell It's particularly useful for one teacher to an imaginative story which they record and keep now and again spend a day observing each child in a special file to give some indication of changes in the program for 10 minutes or so, writing down in the child's concerns. It's also a record of lan- everything the child says and does while he's guage development. involved in an activity. When this is done monthly Programs which formally test children's or more often, a picture of the child's thoughts, growth as part of their evaluation will want to feelings, actions and growth will evolve. keep the test results in the child's folder, along Here's such an observation by a teacher at with any testing results or information from out- the Merrimack Center: side sources. (See page 50, "The I.Q. Score") March 24, 9:52 a.m.: Merle has been sitting on Use this information in addition to your written the floor for several minutes with blocks in front observations. of her but not using them. She is watching the older children at the table and the teachers talk- EVALUATING YOUR PROGRAM ing to themwalks over to them and looks into Using the same techniques discussed a bowl in which a worm is squirming about. above, you can evaluate your program as a whole. Stands for another minute watching adult faces These questions can help staff evaluate how good and children's movements. Is lifted to window by a job they are doing and may point up areas where teacher but does not look outplays with dress, they could improve. At the end of a day, ask your lifting it up and twisting it. self: Mandy talks to Merle, bending over her to how did the day go? speak. Standing sucking index finger. When story did the kids seem to be involved in the is read to her, she lies back on me and seems to activities? enjoy the physical contact but looks off into space if not, which children were least involved? were and does not seem to be listening. they just having a bad day or were they bored? Joyce and Connie have convinced Merle Ai4 I offer them enough of a variety of materials

36 and activities? shown you every day how many things they can were there any difficult times or problem situa- do. As they get older, as you watch them grow, tions today? why were they difficult? how were you start to wonder what will happen to them after they handled? could they have been handled they've left you. better? How do you know whenit's time for More general questions to ask at the end of a special children to leave the center and go on to week, two weeks, or a month: another school? You know in the same way you know when it's time for other kids to leave on the whole, have we been able to meet the you've kept track of their progress in your pro- individual needs of most of our children? gram, so you know when they've acquired the do they seem happy? skills they'll need to learn and to be happy in have they gained in language development, another school. Children usually leave a day care problem-solving, generalintelligence? (some center or family day care home to go to another centers use formal tests to measure growth in early childhood school, to a kindergarten or first these areas) grade. Some special children are ready to go on have they gained in motor development? to kindergarten or first grade when other kids are; have they progressed in the abilities to get other children's needs may delay their develop- along with others? ment in certain areas and they may need to spend do they benefit from teachers without depend- an extra year or two in a center or family day ing too much on them? care home. are we happy? do we enjoy the children? You should be aware of the community's are we able to handle special problems as they schools and their policies regarding children with arise? do we need special help or training? special needs. Some school systems have specific do we have a good in-service training program? classes for special children, especially those with are we growing in our abilities to understand, learning problems; other systems integrate these teach and appreciate the children? children into regular classrooms. Some communi- have we involved parents in our program? have ties have private schools, such as schools for the we been able to meet their needs? blind or the deaf. Talk with the different schools how are we using our resourcesfunds, space, in the community and also encourage the child's equipment, staff, volunteers, professional ex- parents to do so. Together, you, his parents and perts? could they be used better? school representatives can determine what kind have we reached out into the community for of school would be best for the child. If the sys- advice, referrals, volunteers, funds, resources? tem's policy is to place children with special Ask parents for their evaluation of the program needs in a special class, but you feel the child too. You'll find out what they like and what they're would do well in a regular class, you might be dissatisfied with. Some programs request that able to play an active role in getting that child parents fill out a questionnaire about the program integrated into a regular classroom. at least once a year. One particularly useful ques- Once a decision has been made about tion to ask is whether they would enroll their child where the special child will go to school, tell his in an integrated program again if they had that new teacher all about him so she'll be able to choice. Their reasons for choosing or not choosing pick up where you left off and so the transition your setting will be very helpful for your own for the child will be smoother. You'll want to pass planning, along your perceptions about: the child's special problem his health WHEN A CHILD LEAVES: his special abilities THE FOLLOW-THROUGH the areas in which he needs special help; how to help him Larry, who can't see; Carlos, who can't his likes and dislikes walk; Mary, who can't hear; Jimmy, who can't his personalityshy, outgoing, etc. learn as fast as other children: you've had a his feelings about leaving his center and his chance to be with these children in your center new school or family day care home for awhile now. You've how to help him feel comfortable and happy taught them and learned from them; they've in a new situation

37 You might suggest that the new teacher try to them. Information about the progress of children arrange her schedule so she can observe the child will also help you evaluate your own program. while he's still in the center. She'll get firsthand And, of course, staff will want to know what's knowledge about him and it may also minimize happening to their special children. The day any doubts she has about having a special child care center or family home might want to desig- in her classroom. nate a liaison counselor to keep track of special Once the child has started in his new children or all children who leave theprogram. school, the center or family day care home staff This counselor can be a staff member,a parent may want to keep track of his progress there. If he or a volunteer. has any problems, they might be able to help solve

38 39 ...... orman...Mrnno

WAYS TO HELP CHILDREN WITH

SPECIAL NEEDS

What follows in this chapter are general lation.If they're not encouraged to use what suggestions. There are no guarantees that they'll vision they have, their residual vision will de- work with every special child, but they've helped teriorate. If they can see bright colors, then they many. The books listed in Appendix C will give you should be taught the colors with brightly colored more specific information about special problems clothes, toys and books. If they can see large and can help your staff prepare to work with objects held up close, they'll need large books children with special needs. with big pictures, large blocks and balls to play If you suspect a child has special needs with. but aren't sure what is specifically the problem, you might read through the different sections in PHYSICAL DEVELOPMENT OF BLIND AND this chapter to see if the special behaviors de- VISUALLYIMPAIRED CHILDREN scribed are similar to your child's. For instance, Blind and visually-impaired children go you might find that a child's needs are like those through the same stages of physical development associated with learning disabilities. Your next normal kids do, but sometimes at a slower rate. step would be to contact his parents and then Starting when they're very young, they often need seek the advice of specialists in your community. encouragement to exercise the muscles they'll You might also try some of the suggestions listed need for sitting up, creeping and walking. Even to see if they work with him. before a baby learns to sit up or creep, he must Don't expect to have time to follow all of be able to lift and hold his head up when he's these suggestions or to deal with all types of lying down. Sighted children naturally lift their special needs in your program. It's helpful, at least heads at a certain age because they're curious in the beginning, to integrate children with one about the sights around them. Visually-impaired type of problemfor example, one or two chil- and blind children are often slow to lift up their dren with visual problems or one or two mentally heads and exercise these muscles because they retarded children. When you've learned how to can't see what's there. They must be motivated help these children, you might then consider by sounds, not sights. Hanging objects with dif- including additional children with different needs. ferent sounds above them in the crib or playpen encourages these children to raise their heads. Mobiles with bells, noisy rattles and wind chimes HELPING VISUALLY-IMPAIRED are great motivators. AND BLIND CHILDREN Often children with visual problems must also be motivated to creep and walk, since they Relatively few children have total blind- won't reach out into the unknown unless they've ness. Blindness is a complete lack of vision, or got a reason to. Encourage them to move toward the inability to see anythingcolors, shadows, toys with interesting sounds and textures. Some shapes, darkness, or light. Most special chiidren blind children are afraid to explore their sur- with visual problems are visually-impaired chil- roundings because they can't see where they're dren who have slight vision. Some can see very walking and often bump into thingshave them small objects held close to their eyes; some can practice in areas that aren't too busy and clut- see general shapes of things but not the details. tered. If furniture and equipment stay in the same Visually-impaired children can learn to use what- places from day to day, a child can have a feel- ever vision they have left, which is called the ing of stability about his surroundings and he'll residual, if they get a great deal of visual stimu- gain the confidence to explore. When things must 40 39 be moved around, tell him about the changes use words like "see" and "look" when visually- you've made. impaired or blind children are included. Doso Such children can very quickly learn their by all means. As soon as he can understand, tell way around day care centers which are divided the child that people see and look in different into activity areas. They'll know the art corner wayssome people use their eyes to see; others, by the smell of paints and paste; they'll know the without sight, use their ears, hands and fingers. nap area because that part of the room is car- Words help children with vision problems peted; the storytime area has bookshelves along to organize the world they experience. We saw the wall. You can also give them hints to help above that words can help a child learn how to them get their bearings. One teacher has hung do a certain task. Words also help the visually- different sounding wind chimes in differentareas impaired or blind child know how other people of her center. Carpet or tile of various textures feel. Sighted children know that a friend is happy can also tell a child where he is. Help him locate when they see the smile on his face; when some- his own cubbyhole or cupboard by giving himthe one is angry by seeing his frown. We depend last one in the row, or by marking it witha big more than most of us know. on eye-to-eye contact button or feather for easy identification. with people. Blind and visually-impaired children don't have these clues. They can sense the feel- COMMUNICATING THROUGH WORDS AND ings of others only when those feelings are con- TOUCH veyed by speech or by touch. Without these clues, It's hard even to imagine learning with- they're effectively cut off from the world around out the help of our sight. We don't realize how them. When you communicate without using much we rely on seeing the world to understand words, the blind child loses out. If you're in the it. Most kids may be motivated to try by watching habit of showing your approval by smiling and someone else do it. To teach someone how to winking, the child without vision won't know you draw a circle, you draw one and ask him to look approve. He receives only silence. You have to at it and see if he can do one just like it. Visually- tellhiM how youfeel("That's verygood, impaired and blind children can't drawone just Johnny!") or show him by giving him a pat on like itthey often can't see the circle in the first the back. place. These children can learn best by hearing These children can tell how you feel about how to do it (having the teacher talk about what them by your voice and general manner. As in- she's doing) and feeling how to do it (having the fants, they rely totally on feeling and hearing the teacher put her hand on theirs and guiding them love others have for them. Communicate love to through the circular motion several times). Other very young children by holding and embracing ways of teaching the circle include tracing stencil them, by touching and patting them when they're shapes of circles, feeling sandpaper shapes, feel- older. Putting your arm around a child or holding ing the rims of circular pans or drawing circles his hand can convey a great deal of warmth and in wet sand. It'll be easier fora child to learn if security. Shaking hands can also give the child you chat about it while you're doing it"Now, a feel for the person he's meeting. Denise, we'll hold this pencil inour hand together. And we'll take a piece ofpaper. Now let's THE NEED FOR CONCRETE OBJECTS AND draw a circle on this paper. We'llgo round and EXPERIENCE round with the pencil like this. Round and round. You must systematically and deliberately Are you feeling the pencil going round andround? introduce blind children to the world around Oh, we're making nice round circles. Let'ssee if them by stimulating their curiosity and desire to you can go round and round on the paper by discover. At first,toys and objects must be yourself." The rhythm involved in thecircular handed to a blind child to encourage him to motion may also help her. explore them. He needs concrete objectsto ex- It's very important to talk with these chil- perience and feel. You can't just talk aboutan dren all you can. Toys, objects, food and events objectyou've got to show him that object and should be named as the child encounters them. have him hold it, feel it, smell it, experience it. By hearing words and doing and feelingwhat Talking about something calleda "coffee pot" to those words stand for, a child can compensate a visually-impaired child is meaningless. He's got for his lack of sight. to hold one, feel what goes inside it,pour from People often wonder whether they should it, touch it, taste it and smell it before he really

40 41 understands what a coffee pot is. that the child is probably lonely or bored. He's Two fathers were discussing how their moving inthispeculiar manner because he blind children learn from their surroundings. One doesn't know what else to do or because he wants said, "I don't know how I can ever explain to some attention. Blind and visually-impaired chil- John about what a fence is.I can tell him it's a dren often resort to these activities because they row of posts set in the ground, with wire strung don't have as many ways to exercise their mus- along them or with boards nailed to them, but cles as other kids havethe mannerisms in fact how will he ever get an idea of its extent in space, give them sensations from their bodies. If a visits relationship withits surroundingsin fact, ually-impaired child is waving his hands in front what a fence is like?" The other father replied, of his face, he may be watching the light flashing "My little girl knows what a fence is. It's as far between his fingers. If you feel he's simply bored, as you can go in the yard. It's what keeps the dog show him things to do that are fun and interest- from running away and what keeps other dogs ing. Toys that need both hands also help discour- out. It's what the neighbors are on the other side age odd mannerisms. If other kids in the class- of. It's a board fence so it's what you can climb room ask about these mannerisms, explain hon- up on or brace a board against to jump on." estly: "Johnny's probably rocking because he's A blind child's definition of an object is bored and wants something to do. Why don't you a functional one. What does it do? What can I ask him to play with you? I'm sure he'd rather do with it? He defines the object by touching it, play with the blocks than rock back and forth." manipulatingit, movingitifit moves, being stopped by it, being moved by it. Until he's had SELECTING TOYS FOR CHILDREN WITH VISUAL many experiences over time with real concrete PROBLEMS objects, he can't understand miniatures of those Toys aren't much good without people. A things. A child must play with a real dog who visually-impaired child won't even know a toy is jumps on him, licks him, barks and wags its tail near him unless someone calls his attention to before a stuffed toy dog has any meaning for him. it and makes it interesting for him. Handing him "The visually-impaired child will need to a toy isn't enough, thoughhe has to be intro- have many experiences with a ball or with duced to it. You'll have to teach him how to ex- a block or wagon before he can take clay plore toys and objectshow to feel the weight and shape a ball, block or wagon, capturing of the toy, to jiggle it to see if it makes noises, to their chief features. He can enjoy shapes manipulate its parts to see if they move. If he (beginning with circles and squares) through drops the toy, he must be shown that he can look the material they are made of, their odor, for it and pick it up again, that it doesn't just dis- the sound they make when dropped, whether appear into nowhere. or not they roll, etc. Later comes the idea You don't have to buy special toys for of roundness and squareness. Next comes these childrenthey'll enjoy the same things all the ability to fit these pieces into the form- kids do. Because of their vision loss, however, board. Still later, the child develops a grow- pick toys for them that are interesting to the ing understanding that other things are touch, to hearing and to smell, as well as to round and square, too." whatever remaining vision they have. Toys and materials in your program should vary in terms of: BLIND MANNERISMS Some visually-impaired children at times texturesoft, hard, fuzzy, furry, rough, squishy rock back and forth, wave their fingers in front weightheavy, light of their face, or make odd noises and movements. soundloud, soft, squeaky, jingling, rumbling, People mistakenly call these mannerisms "blind- clanging isms." It's an unfortunate label, since kids with- movementbouncing, rolling, take-apart toys, out visual problems often do these things and jack-in-the-boxes, tops many visually-impaired children never do. If they Toys found in regular stores will have occur, such mannerisms should serve as signals most of these characteristics. If the toys in your program don't have interesting sounds or tex- * Carol Halliday, The Visually-Impaired Child: Growth, Learning, tures, they can easily be adapted. Attaching a Development, Infancy to School Age. Louisville, Kentucky: Ameri- can Printing House for the Blind, 1971. Page 53. jingle bell to a toy which has no sound will help

41 2, make that toy interesting to a blind child. Dif- DOLLS AND OTHER MINIATURES: We men- ferent textured fabrics pasted on toys with dull tioned earlier that representations of real objects surfaces are also inviting and attractive. Children don't have very much meaning for visually-im- with visual problems are also great fans of home- paired children until they've had lots of experi- made toyspots and pans, spoons, jar lids, tin ence with the real objects themselves. This isn't foil, cardboard boxes, egg cartons, ice cube trays, to say that dolls and other replicas of things can't rolling pins, empty spools, etc. or shouldn't be used with them. They'll just play Children with some residual vision should with and enjoy these toys for differentreasons than have toys to help them exercise that vision. If most children. They'll play witha doll because the child can see big things held up close, then they like the noise it makesor its moving arms there should be large toys for himbig blocks, and legs, not because they understand it'sa "pre- dolls, trucks, balls. Some visually-impaired chil- tend" baby which they can dress, feed,put to dren prefer very small toys or pictures because sleep, etc. they can see the whole object when it's heldup close. Don't worry if a child holds things right STORYTIME AND BOOKS: Blind and visually- up to his eyes, even touching his cheeks or nose. impaired children have a lot to gain fromstory- It won't hurt his eyes to look at things thatclose. time if you can make it meaningful to them. If Here are some additionalhints about the child has any residual vision, heshould be everyday toys and activities: encouraged to sit up front at storytimeso he has BALLS: Balls must be large enough for the a chance to see the pictures and colorsup close. child to handle and to locate. Sounding devices Often, the plot of a story is revealed only through the pictures, and you must be ready to explain (like bells) make the ball easier andmore interesting to follow. A special child must be shown what's happening in the pictures for the blind how to play with a ballfirst how to roll it, then child. One teacher tapes stories beforehand and how to throw and catch. Show him how to extend lets her blind child listen to the preview tapes before storytime. This way, he's familiar with the his arms with palms up so he's ready toscoop the ball toward him whensomeone throws it. story and doesn't get lost when the teacher reads it to the group. Children with residual vision often With practice, you'll be able to bounce itnear enjoy looking at the book before storytime too. enough so it falls into his extendedarms. After Books can be meaningful even if children can't he learns the basics of throwing and catching,he can learn to bounce the ball, throw it against a see the pictures or read the wordsthey espe- wall, and so on. cially enjoy the movement and sounds involved in turning the pages. Cloth books and pop-up GROSS MOTOR TOYS: Moving toys whichyou picture books are great for the blind child to ex- push, pull and roll (like musical carpet sweepers) plore with his hands. Books like this can be made will be interesting to the child not only for their out of sheets of corrugated cardboard. Attach shapes but also because they invite him tomove buttons, feathers, scraps of velvet, etc. to the around and exercise many of his muscles. pages for the kids to feel and manipulate.

TRICYCLES: With your help a blind child can PAINTING, PASTING, COLORING: Although learn to use bicycles and tricycles. He'll have to blind and visually-impaired children can't get in- be shown how to pedal, since he can't learn this volved iii the visual aspects of art, theycan enjoy by watching others. At first, hold his feeton the the physical sensations, muscle movements and pedals or tape them lightly with masking tape smells involved. Children love the sweepingmo- and guide him through the pedaling motion until tions involved in moving the paint brushes, he gets the feel of it. Once he's gotten espe- a sense cially on big pieces of paperor real-life things of the room layout, he'll be able to ride around like fences or huge cardboard crates. Finger without bumping into toomany things. These paints, play dough and clay are particularly stim- children will, of course, need to learn where it's ulating to the touch. Paints andcrayons give dif- safe to ride. They should learn, for instance, to ferent textures and feels to thepaper and have stay away from the swing area in the playground very distinctive smells. Pasting various objects by listening for the squeak of the swing chains. onto sheets of paper or cardboard isa great way They'll likely be afraid at first, so be sure to give for a child to practice his hand and motorco- them plenty of encouragement and support. ordination.

42 43 HELPING HEARING-IMPAIRED many can be distracting and take attention away AND DEAF CHILDREN from the story itself. If a child becomes too restless, let him sit on Hearing-impaired and deaf children can your lap occasionally and help turn the pages. participate in all phases of the day care daythey But try not to let it become routineit singles out don't need special buildings, special schedules this child from the rest of the group. or special toys. Like other kids, they can play in Let all the kids, including special children, the playground, draw, build with blocks, climb, bring a favorite book from home now and again run, and so on. Even music and storytimes are for you to read. This helps keep interest high and fun (and necessary) for these children. makes the book owner feel very important.

HOW AND WHEN TO TALK MUSIC Communicating Encouragehearing-impairedanddeaf withhearing-impaired children to play and feel the different musical in- and deaf children is a real challenge for parents struments. Let a deaf child feel the sounds and and teachers alike. The best thing you can do is vibrations of your guitar, piano, drums and cym- talk to them at every possible opportunity. Try bals. Let him play these instruments by himself to imagine learning to talk with little or no hear- it'llhelp his eye-hand coordination while he's ing. Children normally learn to use words after enjoying the new and different sensations 9f they've heard the sounds of those words used sounds. See that special children hum and clap over and over again. Hearing-impaired and deaf along with the other kids at songtime. Rhythm children can't learn to talk by hearing the spoken exercises are also good for developing motor co- sounds; they learn by watching other people ordination and a good self-image. Although the speak. child may be shy about it at first, he'll soon be Learning by watching speech (lipreading enjoying the new sounds and vibrations and the or speechreading) takes much longer than learn- feeling of being part of the group. ing by sound. Words must be seen many, many times before they can be understood and spoken by the hearing-impaired or deaf child. We take STORYTIM E for granted how many times a hearing child must If you plan ahead, storytime will be very hear a word: think how many more times a deaf interesting for children with hearing problems. child must see it. That's why talking to these chil- Here are some things other programs have found dren is so importantthey need the chance to useful: see words being spoken. Plan to have the special child sit close to you To be sure a deaf or hearing-impaired so he can read your lips and gestures and can see child gets the most out of your speech, try follow- the pictures. ing the suggestions below. Some of these point- Books with colorful, simple, life-like pictures ers may seem obvious, and you'll probably do will hold a deaf child's attention more than those them naturally, but others we just seem to take with pictures that are too detailed or too abstract. for granted. Obviously, books with too much print and too few pictures won't hold his interest. Talk to the child even if you think or know he Choose stories you can tell in your own words can't hear what you're saying. You may feel un- as well as read to the children. comfortable, at first, talking to a child you think Gesturing as you read will indicate what's hap- cannot hear you. However, very few children are pening in the story (huffing and puffing for "The totally deaf, with no hearing at all. Most hearing- Three Little Pigs," for instance) and can give the impaired children can hear only certain sounds or deaf child those necessary clues. they hear all sounds very faintly. Talking to them You can sometimes dramatize a picture or will help exercise whatever residual hearing they story by using a small toy or prop to make the do have. And remember, even if he can't hear story more alive and understandable to the child. your words, he can see what you're saying. (You'd show the class sticks, straw and bricks to Talking to the child as you do things with him demonstrate what the three little pigs' houses "Now let's get some crayons. What crayon do were made of.) Flannelboards and puppets are you want to use first? What a nice color you also very useful, but don't overdo the propstoo picked!"

43 Speak naturally. Use your normal voice, mouth- room or something that happened yesterday or ing your words as you usually do, at a moderate will happen tomorrow. When you're talking about rate of speedneither very fast nor very slowly. a ball, it helps to show him a ball. When you use You may find yourself distorting speech at first, the word "running," make a running motion. Try shouting or speaking slower than usual, or exag- to connect the words you use with concreteex- gerating each word. Try not to. This only confuses periences and actions. the child since lip reading is based on good, normal speech. CLUES THAT GO ALONG WITH TALKING Speak in short, simple, but whole sentences. Communication isn't just speaking. We You want him to be able to talk normally, not in often know what someone is saying or thinking baby talk. Ask, "Do you wanta glass of milk, by the look on his face or the gestures of his Johnny?" and not, "Johnny want milk?" Thismay hands and body. You can tell whensomeone is sound far-fetched, but you'll be temptedto over- happy by his smile and by the look in his eyes. simplify. You can sense when someone is nervous by the Make sure the child can seeyou when you tightness of his body and the fidgeting of his hands. Since children with hearing losses rely speak to him. A deaf child must watchyour lips move if he's going to learn lipreading. He can't do heavily on these nonverbal clues, help them with gestures when you communicate with them. it when your back is turned or when you're atthe other end of the room. You don't have to overdo the gestures, but try to remember to use them naturally when there Come close to the child whenyou talk to him. is a chance. When you do gesture, don'tsubstitute Most hearing-impaired children have some hear- the actions for words: use bothways of coming left, but they must be very close to the source municating simultaneously. For example, when of sound if they're going to hear it. Rather than you say, "Sit down, Eddy," you can also tap his shouting from a distance, get near the child and chair. When you motion withyour hands for Judy then speak. It's important to let himuse and exer- to come over to you, say, "Come here, Judy,"so cise whatever hearing he has left.Talking to him she can practice lipreading at the and humming and singing with him will same time. also help Physical contacts with deaf and hearing-impaired him use that residual hearing. children are very important. A paton the back, Face the light when you talk to the child.The a hug, holding hands are ways of showing the light must be on your face, not hisif lightis feelings you normally show throughwords. glaring in his eyes, he won't be able tofocus on Manual communication or finger spelling your lips. is a very special set of cluesor signs used by Try to get to child's eye level when you talk to deaf children. The deaf child and thosearound him. Lipreading is very difficult when the speak- him learn finger signs which stand forletters of er's lips are not on the same level as the child's the alphabet or for certain words andexpressions. eyes. Often an adult will assume the child can You can get information on sign languageand see his lips if he just bends down from the waist. finger spelling from a hearing specialistin your This isn't always enough, since the adult's face community or from one of the nationalassocia- tions dealing with hearing problems is still at an angle. You should try to haveyour listedin face approximately parallel to the child's. Either Appendix A. you must get down to his level (in a deep knee bend or by kneeling) or the child must getup to FEELING WORDS AND SOUNDS yours (by sitting in a high chair or at a desk or Deaf children understand language not table). only by seeing words on people's lips but also by feeling the sounds of the different words. From Make your conversation interesting and there- infancy on, you can expose the child to sounds fore worth watching. A child won't bother looking and vibrations. When you holda baby, put his at your lips if he isn't interested inor familiar head close to your chest so hecan feel the vibra- with what you're talking about. When he's begin- tions in your speech. Sing, hum, and talkto the ning to lipread, use words that represent objects child when you hold him so hecan feel lots of and actions he likes and is familiar with. At first, different sounds. Let him put his handson your talk about concrete things and events happening lips, cheeks and throat so he can feel wherethe here and nownot about something in the next sound comes from. 44 45 Before a child can become aware of fitted, the hearing aid is not uncomfortable and sounds, you have to be aware of them so you can is usually taken for granted after the child adjusts call them to his attention. Hundreds of sounds toit.Minor difficulties teachers and parents and vibrations can be everyday learning experi- should be on the lookout for include: ences. If you stop reading right now, you can IMPROPER FIT OF THE EARMOLD: If the ear- listen to all kinds of soundsthe refrigerator, mold doesn't fit the child's ear opening prop- the slam of a door, the squeaking of a swing, erly, it can be very uncomfortable. A chipped hammering on the fence outside, the laugh of a or cracked earmold will often irritate the skin child, the flush of a toilet. Children with hearing around the ear. You can sometimes tell when problems may hear these sounds if they are loud an earmold is chipped because it will make a enough, or they can become aware of them by squealing sound known as feedback. In this the vibrations they makefor instance, the vibra- case, the audiologist or hearing aid dealer tion of vacuum cleaners, subway cars, airplanes, should check to be sure the earmold is fitted refrigerators, radios and telephones. properly or have a new one made. Once you are aware of sounds, you can begin drawing a child's attention to them: DEAD BATTERIES IN THE HEARING AID: You can tell the battery is dead if the child doesn't "LISTEN! I HEAR THAT!" Perhaps you could seem to be hearing the sounds he is usually turn the sound on and off a few times to help aware of. Have a reserve supply of batteries on him become aware of its presence. Help hand. Parents or a hearing aid dealer can show him feel the vibrations by placing his hand you how to change the batteries. lightly on the object or some place where the vibrations can be felt. Some of the vibra- WORNOUT HEARING AID CORDS: If a cord tions can be felt through a wood floor or a wears out, breaks or splits, the hearing aid table top. We know one little boy who would won't work properly. Cords are easily replaced, lie down on the floor when music was play- so keep a spare on hand. ing because he could feel the vibrations all INFECTED OR IRRITATED EARS: The earmold over his body through the floor."* should never be inserted in an infected, sore or bleeding ear. The child's ears should be THE CARE AND USE OF HEARING AIDS examined by a physician and the earmold Manyhearing-impairedchildrenwear should not be inserted until his ear has healed. hearing aids which make sounds louder and bring At first, check a child's hearing aid at least them more directly to the ears. A hearing aid won't once a day to see that it's turned on working and change a child's hearing conditionit simply the battery is good. Do this until the child learns amplifies sounds so the child can become more to check for himself. If other kids in the class have aware of them. A profoundly deaf child with a questions about the "funny little box" called the hearing aid might become aware of certain loud hearing aid, let them try it on. They'll notice that noisesa slamming door or the toot of a horn. sounds are amplified and you can explain that Children with mild hearing losses can often, this helps the special child hear better. with the help of a hearing aid, learn to be aware of ordinary conversation and speech. An audiologistis trainedtotest and HELPING CHILDREN WITH OTHER evaluate hearing. He can decide if and when a PHYSICAL DISABILITIES child should begin wearing a hearing aid and which model he ought to use. There are three types of hearing aids commonly worn by children. A child missing two fingers has a physical One is worn in an undergarment pocket close to disability. So does a child who has a cleft palate the child's chest. Another is worn on the head, (an opening in the roof of the mouth which affects clipped to the hair or a headband. The third type speech), a child with cerebral palsy who has poor is worn behind the ear. These aids are attached muscular controlin both arms, and achild to cords which plug into the child's ear through paralyzed from the waist down and confined to a a tiny insert called an earmold. When properly wheelchair. We can't cover the specific needs of each of these physically disabled children in this manual. The best way to find out about a particu- * The John Tracy Clinic Correspondence Course,924 West 37th Street, Los Angeles, California. lar child's needs is to talk to his parents and his 46 45 physical therapist, if one is involved. If the child chairs. Sand tables and water tablescan isn't seeing a therapist, you might try tolocate easily be brought down to floor level. Sand one in your community. This specialist can de- tables can also be covered with plywood termine the child's physical needs and findways tops and used for other activities. to overcome or deal with his problems. Physical therapists often recommend specific exercises Equipment should be scaled down toa child's to height. For instance, adjustable blackboards help a child strengthen a weak limbor muscle. If a child has trouble sitting up by himself, the and easel stands can be lowered to wheelchair therapist can suggest special chairsor props to level, if necessary. Wheelchairs should also be help him support himself. scaled to the size of the childtheyare manu- Here are some suggestions from parents factured in both child and adult sizes. and teachers of physically disabled children: Railings, at a child's level, should be attached to walls. These provide mobility for children ADAPTING YOUR FACILITIES AND EQUIPMENT in wheelchairs and for kids who havedifficulty If a child is confined to a wheelchair,cer- with balance and motor coordination. The rail- tain requirements in the daycare center or family ings are also great as ballet bars andas day care home must be met: general exercise rails for all children. Doors must be wide enough to allowpassage Chairs should be child-sizedso the child's feet of a wheelchair. don't dangle in mid-air. If this isn't feasible, Wheelchair ramps must be available make footstools out of reinforced cardboard where boxes. It is very important for children stairs prevent movement into andout of the to be building. comfortable sitting: a good sitting posture is necessary for activities requiring finehand Toilet cubicles must be wide enoughto accom- coordination. If a child has problems support- modate children with wheelchairs. (Standard ing himself in a chair,a physical therapist doors can be replaced by curtains or folding should be consulted. He may needa modified doors which take less space and make access chair with an abduction block whichprevents easier.) him from sliding off. Abduction blockscan Handrails in the toilet cubicles shouldbe at- easily be made from covered tincans, wooden tached so the child can swing from hiswheel- blocks or cylinders and can be appliedto any chair to the toilet seat easily. chair (see illustration). Modifiedchairs which match regular classroom chairs The suggestions below aren't absolutely can also be neces- bought: they usually come equipped with sary, but they are strongly recommended: straps for legs, waists, chests, etc. Non-slip floor coverings make it easierfor children on crutches and those who havedifficulty walking to get around.Iffloors are waxed, be sure crutches have non-skid tips and shoe soles have fine sandpaperor masking tape applied. Equipment should be accessible toevery child, including those in wheelchairs: Sand tables and other activity tables should be placed away from wallsso kids can get to them from all sides. Tables with semicircular "bites"out of the rims make it easier for wheelchair '$t children to get up close to thetable. These tables can either be boughtor zig made at home. ABDUCTION BLOCK ON CHAIR:

One way to make equipment accessible Suggested materials: small wooden cylindrical block,or to all is to put it on the floor. All kidscan tin can covered with carpet sample or heavy fabric. get to the floor, including those inwheel- Purpose: Prevents child from sliding off edge of chair. 46 47 Children in wheelchairs should have other seats Small-sized benches and step-platforms are available to them. Floor seats exercise different useful in most day care programs, but they are muscles than do wheelchairs. They area especially good for children with physical dis- change of scenery for the child and give him a abilities. A small wooden bench can be at- chance to do activities he couldn't get to in his tached to the front legs of a chair so the child, wheelchair. Since there are a variety of floor while sitting, can support his legs instead of seats available, you might want to consult a dangling them (see illustration). As mentioned physical therapist about your choice. Or you earlier, this gives the child a better sitting pos- could ask the therapist for advice on how to ture for fine-motor activities. Wooden benches make these seats yourselfthey're easy to should also be used in front of the toilet and make and much cheaper this way. Many of the sink. With these benches, a child does\l't have national associations for physically disabled to be lifted to the facilities, but can reach them childrenpublishhow-to-make-it guidesfor by himself. The bench in front of the to et lets parents and teachers (see Appendix C). One a childrest hisfeet insteadof heling teacher discovered that a toy wagon with high suspended in air, he has security and su:port. sides and back (a farm wagon) gave the neces- These benches are easy and inexpensi e to sary support to a child who had difficulty sitting make: in seats other than his wheelchair. The other kids enjoyed pulling the wagon and he loved getting the rides!

WOODEN BENCHES FOR BATHROOM OR CLASSROOM* Measurements: 10" x 14", approximately. 6" height for toilets, 8" height for sinks. WOODEN BENCHES ATTACHABLE TO CHAIRS* Materials: 3/4" plywood. Slots for handgrips to carry. Measurements: 18" x 9" with several heights- 2", 3", 4", 6" Purpose: To assist child in learning self-help skills. Child will feel more secure with feet supported and can step Webbing straps on back should be long enough toallow up to toilet and sink rather than being lifted. Benches for chair legs from 131/2" to 161/2" wide. may also be used in practicing sitting balance in classroom. Suggested materials: 3/4" plywood, webbing straps. Purpose: To give the child a more secure sitting balance for best use of hands in fine skills, and to avoid deformity From: Mrs. Nancy Fieber, Physical Therapist, Meyer Children's of the ankles in some children. Rehabilitation Institute, Omaha, Nebraska. eb 47 ...... 117=41.,

RECREATION The child with poor balance was able to walk Children with physical disabilities must quite steadily when he pushed the carriage. have a chance to discover for themselves what At snack time, each child had a turn collecting they can and can't do. Too often we discourage the paper cups and napkins in it, andsoon it them from participating in physically rigorous was a special honor to use the carriage. activities because we are afraid they'll get hurt. Wall toys, that is, toys mounted to the walls Physically handicapped children may fall down or bump into things more often than other chil- .1 a child's height, can be great for any child who has problems with hand coordination, dren, but they must be given a chance to try and to discover their own physical limitations and balancing and grasping. Wall toys allow chil- abilities. dren to grasp and play with toys that they other- Let them use all the equipment and par- wise might not be able to handle. Toys should ticipate in all the activities you normally provide be mounted high enough to encourage stand- in your day care program. When disability pre- ing, far apart enough to encourage walking. vents them from using a toy or a piece of equip- These toys are also accessible to children in ment, try to find ways to adapt it for them. Com- wheelchairs. Many toys on the market can be mon sense and a good imagination go a long way. mounted on plaques and attached to the wall. Other wall toys can be made by your teachers, Here are some creative ideas parents and teachers have come up with: parents, brothers and sisters. For example, here are directions for a homemade wall toy: If a child doesn't have enough muscular control to keep his feet steady on the pedals ofa tricycle, secure his feet with a giant rubber INSTRUMENT BOARD WALL TOY band made out of a tire's inner tube. The tube is so elastic and flexible that the child can pull his foot out of the binding if he falls. Children in wheelchairs find it difficult to play toss games such as ring toss, bowling and target games with bean bags or balls. The Exceptional Parent magazine suggests: "If you tie or sew one end of a piece of twine to the ball, bean bag, or ring, and the other end to the arm of the wheel chair, your child will be able to retrieve the object by pulling on the string.If the target is a hole, the ball-on-a-string will probably get stuck in the hole. Therefore, a flat target is adyis- able." Scorekeeping from a wheelchair is anotherac- tivity suggestedin The Exceptional Parent magazine: Materials needed: A piece of birch 24" x 16" x 1". "An abacus-like chain of beads attached A piece of iron 20" long and 1/3" in diameter. to a part of the wheelchair thatcan be Some wooden balls, 2" in diameter. Two bicycle reached and manipulated easily can be used bells which cannot be unscrewed. Three tele- for scorekeeping. The size of the bead will phone dials. (The Telephone Company may help need to be varied according to the coordina- out with some old samples.) Any other materials tion ability of the child. Another possibility that you can think up, such as chains, iron rings, for scorekeeping is a pad of paperor a roll etc. of tickets that can be torn off and collected as a score is made." Directions: Sand the wood, especially the corners and edges. Paint the wood in bright colors. Mount Kids who have trouble with balance and motor the different pieces to the wood, makingsure coordination may find it helpful to push some- that they are not placed too close together. thing as they propel themselves. One day care Mount the instrument board to the wall at chil- teacher loaded a toy carriage with sand bags. dren's height. 49 ART ACTIVITIES fences or cardboard boxes. These activities Children with poor muscular controlin don't require very careful, delicate strokes. their arms and hands often find it difficult to do Finger painting and clay are other activities art activities.If their movements are very jerky which don't require fine-hand coordination. or spastic they'll find it hard to manage the fine hand skills required. Occupational therapists can often suggest devices and props to help these HELPING MENTALLY RETARDED children exercise their fine motor skills for draw- CHILDREN ing, painting, cutting, pasting and so on. If one of the child's hands is stronger than the other, involve him in activities that require use of both CHARACTERISTICS hands. Otherwise he'll ignore the weak one com- Manymentallyretardedchildrenare pletely rather than give it the proper exercise. limited in their ability to learn, generally more Don't tell him to use his "bad hand"labels such socially immature than others of their chronologi- as "bad hand" and "lazy hand" immediately sug- cal age, and sometimes have additional emotional gest that this hand is worth less than the other and physical needs. In more scientific terms, and will make him more conscious of his dis- mental retardation refers to "reduced intellectual ability.Just draw himintoactivities which functioning which originates during the develop- naturally involve both hands. mental period and is assocated with impairment Here are some practicalhints for art in adaptive behavior."* activities: Mental retardation can be caused by de- fects in the developing embryo, by diseases of the Tape the drawing paper down on the table so nervous system, by toxins and poisons, or by it doesn't slide around when the child colors or brain injury in early life. One serious factor affect- paints. ing the development of children is environmental If a child's hand movements aren't steady or deprivation in early childhood.If a child's en- strong enough to make dark marks with a pen- vironment fails to meet his basic physical, emo- cil or crayon, use magic markers (very thick tional and social needs and fails to stimulate his felt-tippens). These takelesseffort than desire to grow, learn, and discover, the child may crayons. become retarded in his development. If, at an There are lots of ways to make coloring easier early age, such children are exposed to an en- for a child. Large-sized chalk can be used for vironment which meets these needs, the mental drawing on blackboards. Punch pencils and retardation can often be prevented or reduced. pens through a rubber ball so a child can hold Here are some characteristics often as- the ball to control the instrument. One teacher sociated with mentally retarded children: suggests wrapping a crayon in several layers of inability to follow multi-step directions paper until it's thick enough to fit inside a plas- tic deodorant container from which the ball little self-direction in choosing activities has been removed. Her kids can color much tendency to imitate rather than to create easier with crayons in these large, graspable poor abstract reasoning ability containers. If the handle of a paint brush is too thin for a child to grip, it can easily be thick- difficulties in concentrating and learning ened with sticking plaster or layers of masking inability to apply learning from one situation tape. to another, or to anticipate consequences If a child can only make large, sweeping move- inability to see similarities and differences in ments with his hands, don't frustrate him with objects or situations normal-sized paper. Only part of what he tries slower development than other children (walk- to draw will actually land on the paper if it's ing, talking, toilet training) too small. Extra-large easels and paper give him the space he needs to express himself. delayed or poor motor coordination Large blackboards are also good. poor eye-hand coordination Children who have problems with fine-hand The Problem of Mental Retardation, U.S. Department of Health, coordination can also be great artists when it Education, and Welfare, Office of the Secretary, Secretary's Com- comes to painting big, life-sized objects like mittee on Mental Retardation, Washington, D.C. 20201, p. 1. SO 49 Mentally retarded children don'tneces- score, we tend to expect very little from him sarily have all of these characteristics. This de- usually far less than he's capable of doing. It's pends on the degree of mental retardationmild, hard to measure I.Q.'s in young children, and moderate, severe or profound. A mildly retarded I.Q. scores can vary for the same child depending child may not differ to any great extent from the on the setting and his mood when he takes the slower children in his age group, while the mod- test. Another problem with the I.Q. test is that the erately retarded child may have more of the above questions seem to be geared to the white, middle- characteristics and function more like children class culture and often ignore the culturesof in a younger age group. black, Indian and Spanish-speaking children. Here are some of the developmental Because I.Q. scores are so variable, don't characteristics associated with the different de- use them as the only measure of a child's abili- grees of retardation:* ties. The best way to find out what a childcan do is to let him try.If the mother of a retarded pegree6:0 Menial re-School Age 6-5 child with a low I.Q. inquires about your day Retardation Maturation and DeVelopment care program, don't be frightened off by that low I.Q. an ;' develop. s o. cia.I and cot- score. Find out from his mother what the child - munication , ski I lsr minimal: re, can docan he make his needs known? can he ./.. idaiqn in: SeniOrirridtqr areas' play with other children? can he eat by himself? Offen .: not distingu 'shed from'. These answers will help you makea better judg- normal, until :bier age.:::-- ment of the child's abilities than if you relied

era ' ';Cari:.talk ,or learri;t0 rcothenur6' only on his I.Q. score. Letting the child try out your program part time will give you concrete : cate; --".. poor, : sociala Wa reness;, fa ii!: irOtor. deVe I oineritc: profits evidence of what the children can and can't do. from training-ski' :ielf:tielP; There are some scales you can use to 00,,,.- can 150';Iniirligee'ilstifimoderate assess how a child is developing in certain areas .iiitervision. motor, verbal, reasoning, social and emotional. #: Some of these scales are easy to apply just by eVer ..PCor .....motor development; watching a child. For example, if a three-year-old iv' 1 ..speech .-: is minimal; generally. doing large motor activities has only the ability :i.thable to profit froth training in of a two-year-old, you'll know he needs help in self help; i / litile or no comuni-ril this area and you'll structure his activitiesac- Cation skills , cordingly.Examplesofgooddevelopmental Pitfikiiid' Gross .':,'. retardation; minimal scales are the Vineland Social Maturity Scale, The Kuhlman Tests for Infants, the Gesell Testing xr Ci paCity for' funCtion i ng 'insen- sorhotOr areas beeds nursing of Infant Maturity, Voile Developmental Survey, i care, and Bailey's Developmental Assessment Scale. If a child is functioning at a youngerage THE I.Q. SCORE level than his chronologicalage, he may benefit from day care classes for younger children. He The most common way tomeasure de- may fit into a younger class easily because his velopment of mental processes has been withan Intelligence Test, such as the Stanford-Binet Test abilities will be similar to those of the kidsaround or the Wechsler-Bellevue Intelligence Scale for him. This arrangement works out bestif the Children (WISC) which comparea child's mental mentally retarded child is about thesame size as the other children. If he's much bigger and abilities with those normally achieved bychildren more physically developed, the other children might of his chronological age. A child of six whoseems exclude him or he may feel out of place. to be able to do only those thingsa four-year-old can normally do will have a lower Intelligence GENERAL GUIDELINES Quotient (I.Q.) than a child of six whocan do what most other six-year-olds are doing. Here are some generalguidelines for working with mentally retarded children. There is no exact way tomeasure how retarded a particular child is. Don't regarda child's SELF-HELP SKILLS I.Q. score as infallible. Ifa child has a low I.Q. For a variety of reasons, mentally retarded children are often dependenton others to help The Problem of Mental Retardation, page IL them eat, dress, toilet and wash when other kids 50 $1 their age are doing so on their own. Sometimes learn the other steps later on, but she'll be able they have problems with these self-help tasks to enjoy the same finished product the other kids because their coordination is too poor to let them have. fill a spoon, unbutton a button, etc.but often You'll have to go through this process of they'reoverdependent simplybecausethey breaking down tasks whatever you teach these haven't been given a chance to do these things special children. What looks easy to us and to themselves. Parents know they can get things most children may be very complicated for chil- done faster, with less mess than their children dren with learning difficulties. This is the way can. They've also assumed that because the they'll learn how to walk, skip, talk, dress, play. child was mentally retarded, he just wasn't cap- Here are some other examples of breaking tasks able of performing self-help skills. down: These children are capable of such skills. Teaching a boy to put on his own trousers:* Day care mothers and teachers should emphasize activities to help the children learn to eat, dress, 1.Start with the child's trousers already on toilet and wash independently. You can't expect him and almost up to his waist. Have progress overnight, but you must let them try, him help you put them into position. even ifit takes longer and is messier at first. 2.Start with the trousers already on his Letting retarded children do things for themselves legs but down near his ankles. Encour- gives them highly important feelings of confi- age him to pull them up himself. 3. dence and independence. After he has learned the pulling-up motion, begin teaching him how to put his BREAK DOWN TASKS feet into the trouser legs, one foot at a In teaching self-help skills, break down time. the task into sequences of simplified, short steps. 4.Teach him to put both feet in by him- A child with learning problems is likely to be con- self. fused by an activity or even a single direction nor- 5.Hand the child the trousers in the proper mally considered simple for children his age, but position and have him put them on him- a series of shorter, simpler steps will let him self. manage the task. He can practice one step at a 6.Teach the child the front and back of time. the trousers, as well as the top and Take, for instance, an art activity which bottom. involves cutting and pasting. You can't just say 7.Give the child the trousers folded and to Alice, "Why don't you cut some circles out and have him set them up and put them on paste them on this cardboard?" Cutting and past. correctly. ing involves a series of skills. First of all, Alice 8.The final step will be to teach the child must be able to hold scissors in one hand and a to zipper and button the fly. piece of paper in the other. You are assuming that she understands what the cutting motion is Teaching a child to eat with a spoon:* all about, what circles are, and how to cut out circles. If you draw circles for her to cut out, she 1.Teach the child to hold a spoon in her must know what it means to cut along the lines. hand. Once she's through cutting, she must learn how 2.Guide her through the motion of bringing to paste the circles onto the cardboard. This in- the spoon up to her mouth. volves learning to dip the paint brush into the 3.Fill the spoon with food and guide her paste jar, putting the paste on one side of the hand to her mouth. circles, and learning that the circles must be 4.Fill the spoon but encourage her to bring. placed somewhere on the piece of cardboard. It's the spoon to her mouth by herself. often impossible for the child to learn all these 5.Teach the child to fill the spoon by her- things at once. Alice might need to practice hold- self. ing the scissors and learning how to make the 6.Supervise the child'seating and en- snipping motion. She may have to practice cut- courage continuous practice. ting scraps of paper before she can learn to cut along the lines. Sometimes it helps if a child begins by learning the last step in the process *Gerard Bensberg, ed. Teaching the Mentally Retarded: A Hand- book for Ward Personnel. Atlanta: Southern Regional Education pasting the circles on paper. This way, shecan Board, 1965, p. 135.

51 KNOWING WHERE THE CHILD IS SUCCESS-ASSURED ACTIVITIES Of course, all kids won't have to start Failure breeds failure. If a child has too learning at the very beginning of each task. Some many bad learning experiences he'll be afraid to will already be quite far ahead in the series of try new things. Plan a number of success-assured steps. The challenge for parents and teachers is activitiesones the child can't help but do well to find out what the child can already do in the to give him the confidence he'll need for new process, and what the next steps are. and more challenging ventures. Things withno Where the child is and what's next are "right" and "wrong" about them are reassuring to tough questions to answer. There aren't any clear- the child with learning problems. They can beas cut steps in this process. You learn to sense simple as asking, "What do you think of when where the child is after you've spent time with you hear that music?" or "Which book would you him, seen how he plays and socializes, howco- like me to read today?" ordinated he is. How and what you teach each Praising the efforts of any child is im- child will depend on what you think he already portant in teachingonly more so for children knows and what he might be capable of doing. with learning difficulties. They need frequentpos- Since you can never tell how mucha child might itive encouragement. They're often timid about be able to do, always aim high. But notso high entering new activities for fear they won't be that you frustrate the child and yourself. There good at them, so your job isreassurance that is a middle ground. they're doing a fine job with the tinker toysand TEACHING AT THE APPROPRIATE that it's wonderful that they can climb the jungle LEVEL gym. There are three teaching levels to be aware If a child is learning a particular skill step of:* by step, such as tying his shoes, he must be "1. A tolerance level at which it iseasy for praised at every step. When he learns to tighten the child to work, (using skills which up the laces, make him feel he's accomplisheda the child has already attained); very important taskhe has. Waiting to praise him 2. A level at which it is a challenge for until he's learned the whole sequence will betoo the child to apply himself; defeating.If you want him to move on to the 3. A level at which it is frustrating for the others, he must be praised for what he's already child to try." mastered. However, don't praise children forno Everybody, adults included, learns best at the reason. Unwarranted praise can be smothering first two levels. Children enjoy activities which and may even encourage a child to stop trying they can do and which are challenging for them. altogether. Again, there's a middle ground. Things which overwhelm them are frustrating and USING REPETITION no fun at all. Children with learning difficulties often One day care mother decided to teach have very short attention spans, whichmeans Lennie how to tie his shoes. She knew where he they don't learn well in activities which require washe knew his right shoe from his left and how a lot of concentration and time. They learn best to put them onbut he wasn't yet able to tighten when they have short doses of activities, repeated up the laces or actually tie the knot and bow. She many different times. Repetition doesn't have to elected to spend some time on the lace-tightening be boring; these children need the security of stage before she went on to the knotting and doing something over and over again. They also bowing steps. This tightening stage might at first have difficulty generalizing from one situation to seem insignificant (why spend time on something another. Once they seem to have mastereda par- so easy?), but it was a challenge for Lennie, since ticular skill, they can try doing it at different he had very poor hand coordination and he had times, in different settings, and with different trouble concentrating on pulling both laces with materials. A boy might learn how to tie his brown both hands at the same time. To try teaching shoes but be lost when asked to tie his sneakers. Lennie how to tie the bow without first teaching Practicing with different kinds of shoes is the kind him the preceding steps would have beena very of repetition he'll need. frustrating experience for him. SHOW AS WELL AS TELL Mentally retarded children Marylou Ebersole, Newell Kephart, James Ebersole. Steps to often have Achievement for the Slow Learner. Columbus, Ohio: Charles Merrill trouble following verbal instructions. Youcan Publishing Company, 1968, page 4. suggest to Sharon, "Why don't you put thepegs 52 sa ..A.eirrorosrortecren in the pegboard?" but this may not be enough. POOR AUDITORY DISCRIMINATION: She may hold the peg in her hand and not know Inability to distinguish between differ- what to do with it. If she doesn't seem to under- ent, but similar, sounds and words stand you when you tell her, show her how to POOR KINESTHESIA: Difficulty distin- manipulate the pegs. If this doesn't work, guide guishing between familiar objects by her hands through the movements. As you show feeling, such as her or do the activity with her, talk about what a penny and a nickel you're doing. She needs lots of language stimula- a dime and a quarter tion too. cardboard cutouts of letters of the AVOID DRASTIC CHANGES OF alphabet GEARS POOR EYE-HAND COORDINATION: Children with learning difficulties may Difficulty making his hand do what his find it hard to change from one kind of activity to eye sees, such as anotherfrom drawing to water play, from quiet copying to noisy play, and so on. These changes in activ- tracing ity can't and shouldn't be avoided in a regular hitting a ball with a bat day care programthey provide a varied, exciting POOR SPATIAL ORIENTATION: Diffi- curriculum. But drastic changes of pace for a culty remembering the differences be- the special child can be avoided. For instance, if tween childis playing a quiet game by himself, he right and left shouldn't immediately be asked to plunge into a up and down noisy, active game with a large group of kids. In- over and under clude him first in an activity with a small group, outside and inside then later move him into the larger group. horizontal and vertical on top of and underneath POOR FIGURE-GROUND: Difficulty HELPING CHILDREN WITH selecting one thing from a group, such LEARNING DISABILITIES as a particular letter in a word Many children who are referred to day his cubby fromotherchildren's care centers or are already in programshave cubby holes learning disabilitiesdisabilities which prevent a triangular block from a square them from learning in the usual ways. This block doesn't mean these children can't learnit means PERSEVERATION: Difficultyshifting we have to find other ways to teach themskills. from one activity to another. (Once he CHARACTERISTICS has learned the answer to a question, A child with learning disabilities some- he may give the same answer even times displays the following characteristics:* when the question changes.) What color is the grass? Green. POOR VISUAL DISCRIMINATION: Dif- What color is the sky? Green. ficulty distinguishing between What color is the snow? Green. squares and rectangles circles and ovals HYPERACTIVITY: Inability to concen- m and n trate on a structured activity, because h, n, and r almost any lesson bewilders a child p, b, d, g, and q with a learning disability. This might 6 and 9, 21 and 12 result in POOR VISUAL MEMORY: talking at any time forgetting what he has seen touching everything not remembering what he has read inattention distracting other children

* Murphy, John F. Listening, Language and Learning Disabilities: DISINHIBITION: Tendency to be leth- A Guide for Parents and Teachers. Cambridge: Educators Publish- ing Service, 1970, page 1. argic or hyperactive, with an "I don't 53 care about anything" attitude. series of directions when theyare presented POOR SELF-IMAGE: As a result of the orally. reaction of parents, teachers, and classmates to one or more of the above TEACH AT THE APPROPRIATE LEVEL symptoms, a child may see himself as (see page 52 ) anything but "normal." THE USE OF REPETITION IN TEACH- Obviously, most of us at one time or an- ING (see page 52 ) other display some of these symptoms. (You may AVOID DRASTIC CHANGES OF GEARS become hyperactive or lethargic during a dull (see page 53 ) speech.) But a child with a learning disability has many of these symptoms most of the time, GIVE DIRECTIONS IN SMALL STEPS and they interfere with his everyday life andper- Many times children with learning dis- formance. abilities cannot follow multistep directions. They These children are not mentally retarded. are usually capable of performing each step in- Children with learning disabilities nearly always volved, but the directions are told to them in have average or above-average intelligence. a And way that throws them off.If a whole series of these children are not emotionally disturbed, at steps are involved, ask them one at a time, not least not primarily. Their difficulties with learn- simultaneously. For example, instead of asking ing aren't because they're upset,or troubled, or John, "Could you close the door and thencome undisciplined, or rejected. They may, however,be into the kitchen and get out the cookies?", ask tense, anxious, depressed or angryas a result him in three consecutive steps: of their frustrating learning experiences.* GENERAL GUIDELINES 1."John, could you close the door?" (John closes the door.) Theselearningdisabilitiesneed not handicap children ifwe can teach them in ways 2."John, please come into the kitchen." they'll understand. Some usefulmethods: (John goes into the kitchen.) TEACH THROUGH ACTIVITY 3."Please get the cookies out." (John gets "Childrenall children,but especially the cookies out.) thosewithlearningdisabilitieslearnbest This is easier for John to understand and follow through activity, through doing somethingrather than asking all three steps at once. than sitting back passively and beingtold or GIVE DIRECTIONS WITHOUT CLUTTER shown. It may be partly because doing,touching, handling make things less abstract; Children with poor auditory memory often it may be have difficulty screening out the unimportant because of the element of discoverythat doing brings; it may be because words that are not necessary in sentences. You impulses from the can help by giving directions using only muscles to the brainfacilitatethe learning necessary process." t words. Here is an example ofa cluttered direction: TEACH THROUGH MANY SENSES Teaching through as many sensesas pos- John, could you close the doorso it won't sible seems to work best. Good teachersbring be cold in here and then help Susie and in other senses even when the teaching material me in the kitchen to get the cookies and milk ready for snack time? (Bold phrases seems to be directed at only one sense. Tracinga letter and feeling a letter made out of sandpaper, point out clutter.) as well as looking at it, sometimes helps to fix it REDUCE DISTRACTIONS r. in the child's mind. If a child has troublein fol- Many learning disabled childrenmay be lowing spoken language, use a picture or chart easily distracted by outside stimuli.They may to help him visualize a story,or to visualize a not be able to put into perspectiveevery sound and vision that they hear andsee around them. `Bolick, Margaret, She Thought I Was Dumb But I ToldHer I They can't filter out all the details Had A Learning Disability, Toronto: BryantPress Limited, 1969, and therefore page 8, find it hard to concentrateor focus on the important stimuli. For example, when t Bolick,Margaret, A Parent's Guide toLearning Problems, you show Montreal' Quebec Association for Children with LearningDisabili- Keith the picture of a little boyon a book cover, ties, 1970, page 12. he might not "see" the little boybut rather will 54 become distracted by the shiny cover or the son, both parents arid teachers should be in touch grooves in the binding. with the therapist so everyone can work together If a child has severe learning disabilities, and share information. It can be very confusing it might be difficult and inappropriate to place and harmful to a child when different people him in a regular day care setting. But if his prob- try to help him in contradictory ways. One way lem is not so extreme, he can profit from partici- you can help children with emotional problems pating in normal day care activities. Be careful to is by rewarding acceptable behavior and ignoring make sure he isn't bombarded with too many toys or correcting unacceptable behavior, as discussed or materials at once. It's also helpful if the setting in Chapter Three: Guiding Behavior. isn't too cluttered and confusing. A child will ad- There are three common types ofemo- just best to places that are divided into activity tional problems. Here are some ideas for working areasa nap area, an art corner, a quiet reading with kids who have them: area. Different areas give him clues about what types of stimuli he should expect and focus on in CHILDREN WHO HAVE TROUBLE each area. Family homes are fortunate in having CONTROLLING THEIR IMPULSES these areas already set offkitchens for cooking These are children whose activity levels and eating, bedrooms for napping, living rooms are faster-paced than other kids'. They're the or playrooms for playing. children who seem to act first and think later. Although they may speak well, theyseem to com- municatebestwithlarge-muscleactivities. Fidgety or in constant motion, their attention HELPING CHILDREN WITH spans may be short They often destroy things, EMOTIONAL PROBLEMS pull apart group activities and fight withother children. They may seem more egocentric and Certain situations become too much for unaware of the needs of others than most kids any child to handle. When this happens, a child their age. Unstructured time meansa chance to may react by crying, hitting, throwing things, be- run around wildly instead of doing something coming very quiet, hiding under a table, or doing quietly constructive, such as paintingor looking something else which he doesn't do when life at pictures. is going smoothly for him. It's not unusual for Children who have trouble controlling kids now and again to react in these ways to vari- their impulses can be rewarded for appropriate ous problem situations. But when children usually behavior and taught to control their actions. It's act as if life is too much for them to handle, we a gradual process. The first step is preventative say these children have emotional problems. discipline. You take over the job of controlling Why does a child develop emotional prob- the child's impulses for him. This must bedone lems? For some, life really has been too much to by one teacher who assumes responsibility for handle. Theirphysicalneedsfood, shelter, keeping track of what the child is doingand clothing, good healthhaven't been satisfied. helping him control those impulses. This teacher Other children may not have had their emotional doesn't have to be with the child all the time needs satisfiedthe needforlove,security, she can work with other childrenbut shemust warmth, understanding. Others, who seem to be be free enough to be able to stop what she'sdoing getting everything they need, may suffer from and go to the child when he needs her. Thisre- a chemical imbalance or brain injury which pre- quires a high teacher-child ratioor a special vents their basic emotional or physical needs from teacher, such as a trained student teacheror being fulfilled. And in some cases, we just don't mother. The child must know hecan rely on that know why a child has emotional problems. person to help him at each difficult time.It's When a child doesn't get something he almost as if the teacher makesa contract with needs, the way he thinks and feels about life and the child, promising him that she'll helphim the way he behaves are affected. The resulting be- keep himself out of trouble. havior patterns may stay with him as he grows When you see a problem situation on the up. If he gets help early enough he can often learn horizon, step in and keep it from happening. to deal more effectively with his emotional prob- Learn when problem situations are about tooccur lems. A psychiatrist, psychologist, or psychiatric by watching the child, noticing what situations social worker is trained to deal with emotional set him off and what signals he sends when he's problems. If a child is seeing a professional per- about to have difficulty. A child might be setoff 55 when he's expected to share a toy he wants for which are frustrating and may encourage des- himself. The signal might be a loud "No!" or a tructive behavior (toys with lots of little pieces, certain look in his eyes or a certain posture. activities which require a lot of sharing). When you see the signal, step in before he gets Intersperse quiet activities with times when into trouble if possible. If a problem does occur kids can run off steam (running, pounding clay, (a toy is broken, for example), physically remove throwing bean bags). him from the situation. If he really gets out of control, take him away from the group, but not Have a minimum of toys within their reach that out of the room, and stay with him until he calms they can spill or break. down. And while you want to be understanding, Or give these children their own special pile don't make his removal a rewarding situation of toysif a child is playing with blocks near by being too solicitous. other children, give everybody his own pile The second step is teaching the child to of blocks. learn his own signals. This may be the easiest At storytime, besure these kids are sitting step to accomplish. Tell the child, "You know, where they canget involved and see the you seem to have problems whenever you have to pictures. give up something you want for yourself. That's Serve them towards the beginning, rather than when you hit someone or break something. When the end, of meals. you think that's going to happen, call me and I'll help you." Try to be near enough to the child to CHILDRENWITH WORRIES THAT get there in time. Also, check in with the child REALLY GET IN THE WAY verbally now and again"David, how are things Worries or fears may get in the way of a going?"so he knows you really care. child's participation in the program. He may cry Third comes giving the child back his own when he arrives and have great difficulty letting controls. This must be done slowly so he doesn't his mother or father go. (Remember, though, feel you've abandoned him. Tell him, "Now for a some difficulty is normal for all kids.) This child few minutes, instead of calling me, you stop may also cry whenever he's afraid or mildly upset. yourself from hitting. But you can call me if you If he does participate in an activity, he may do so really think you're going to need me to help." in a preoccupied way. He relies greatly on order Keep praising him for doing well, and gradually and routine and may be inordinately upset by any encourage him to take more and more respon- change in the room or schedule. He may also sibility. Reassure him that he's not losing your be afraid of new people and situations. friendship and will still get your attention after General suggestions for working with such he learns to control his behavior. It won't work children: unless he's convinced it'sreally beneficial for When they first enter the program, try to be him to take control himself. with them as much as possible. They need to And as we said, it's slow work. You won't feel secure and trusting with you before they'll succeed in a week or probably even in a month. have enough confidence to explore the class- It'll take your time, energy, concern and dedica- room. Whileit'simportant for you to be tion, but it'll be worth all the effort you put into friendly, don't be too gushy or enthusiastic or it when you see those self-controls beginning to the child may be overwhelmed and frightened. work. Kids who have great difficulty separating from Other hints for working with children who their parents need help. It's not only the ones have trouble with control: who cry when their mothers leave who may be In general, these kids need more guidance and having troubleit may also be the kids who program structure than most others. You may seem generally withdrawn and on the fringes actively have to keep the child involved in ac- of activities. Some separation difficulties may tivities. When you see an activity breaking up, be as much a parent's problem as a child's. try to get these children'out of it and into some- Parents may need support and reassurance thing else. When you lead them into a new about leaving their children in the center. activity, stay with them awhile to make sure It helps some children to know what their they get involved. Check on their progress from mothers are doing while the children are in time to time. the center. Others feel better if they can carry Try to keep impulsive children out of activities a picture of their mother or father. These chil- 56 5"( dren may like to have pretend telephone con- gradually. You can try to participate versations with parents or teachers. Books in the child's world by first finding out about parents and children, such as A Run- what interests him. If a child watches away Bunny by Margaret Wise Brown, often a faucet dripping for hours at a time, help kids with separation problems. They may quietly join himin watchingitfor like to play separation games such as hide-and- awhile. After you've done this several go-seek or hide-the-penny. Parents can also times, you might drop a small comment help by showing an interest in the child's ac- about the experience you've shared, tivities (hanging up school artwork and asking such as "down the drain." Make this a child what he did at the center). Let them comment each time you watch the borrow books toread to their children at faucet with the child. Gradually, he'll home. actually expect you to say this. You've Such children may need more individual at- then opened a door to communicating tention from teachers than many other chil- with him. In time, you can introduce dren. A high teacher-child ratio and/or special more comments and then try to expand student teachers or volunteers are useful here. his world by gradually interesting him Extra physical contact, such as holding and in new objects and activities which in- cuddling by a teacher, can help. volve his being near other children. You may have to give these kids frequent en- Eating may be a problem for some of couragement to enter into activities, and more these children. They may not want to praise for their accomplishments. eat when other kids do. Never force them toeat.Often, however, these Such children need to be able to talk about children want to be fed and mealtime their worries and fears, but only when they're can be a good chance for you to build ready to. You can encourage them to talk about a relationship.If you feed the child worries without confronting them. You might the kind of food he likes when he wants say to a child who seems to be afraid of the to eat, you're telling him he's special to new water play tub, "I wonder if that new tub you. He'll feel good about being with makes you feel afraid," rather than, "You're you when you're helping him do some- afraid of the water tub, aren't you?" Give the thing he really likes. You're building child a chance to deny it. You might be wrong trust. about what's really frightening him, or the Generally, these children do best in child may not be ready to talk about it. programs with some structure. They like routine and they like to know what CHILDREN WHO DON'T RELATE WELL to expect next, even if they're not par- TO PEOPLE ticipating in the group routine. Children who have a hard time relating to people may display little or no reaction to Water, sand and clay play can be other children, or even to their own parents. fascinatingactivitiesfor withdrawn They may show more interest in objects than they children, who often enjoy the properties do in people. Language development may be of these materials. In the same way, extremely delayed, or they may repeatsome ac- they may enjoy feeling different tex- tion such as rocking back and forthover and tures and smelling different smells. over again. They may use toys in strange ways If they have good large-muscle control, (turning a block over and over in their hands in- these kids willlikely enjoy balancing stead of using it to build) or stare at something and climbing boards and jungle gyms. for hours on end. Another way to expand their worlds is In working with these children, try these ideas: through books. Initially, they may just enjoy turning the pages. Give them the These children have very private worlds same book to look at each time; after of their own, and often choose to be awhile, you can point out certain ob- bythemselves.Don'tthreatenor jects in the pictures. Alwaysspoint out abruptly intrude into their worlds the same things so the child will know communication must come very, very what to expect.

57 APPENDIX A: COMMUNITY RESOURCES

This list includes some of the many resources day care activities such as feeding, dressing, writing, cutting, programs have discovered in their communities. Valuable pasting, etc. resources often go unused simply because people don't help fit children for braces, prosthetic devices, crutches, think of calling on them. Find out who's doing what in wheelchairs your community and establish working contacts wherever provide instruction and counseling for parents possible. You'll benefit all the children in your program, consult with your staff on problems of particular chil- not just the ones with special needs. dren or activities to exercise physical and motor development of all children refer children from the clinic to yourprogram, if appro- Special Clinics and Clinicians priate

Pediatric Clinics, Public Health Clinics, Maternal Speech and Hearing Clinics Can: assess a child's hearing and Child Health Clinics,Child Development prescribe hearing aids, if necessary Clinics, Well-Baby Clinics, Neighborhood Health identify, evaluate and diagnose speech problems Clinics, Pediatricians, Physicians, Public Health offer speech therapy and speech correction Nurses Can: offer language evaluation and diagnose problems identify, evaluate, and diagnose general health condi- provide instruction and counseling for parents tions of childrenphysical, muscular, heart-related, consult with your staff on problems of particular chil- neurologically-related, etc. dren or activities to exercise speech and hearing de- identify emotional and learning problems in children velopment for all children refer a child with a special problem to a specialist in refer children from the clinic to your day careprogram, that area if appropriate provide instruction and counseling for parents Vision Clinics, Offices of Optometrists and Oph- consult with your staff on health problems of particular children or activities to promote general health of all thalmologists Can: children assess a child's vision serve as a referral source to your program diagnose visual learning problems prescribe eyeglasses or corrective devices, if necessary Mental Health Centers, Child Guidance Clinics provide instruction and counseling for parents Can: consult with your staff on vision problems of particular identify, evaluate and diagnose emotional problems in children or activities to exercise the visual develop- children ment of all children identify, evaluate and diagnose learning problems in serve as a referral source to your program children offer therapy and medication, if necessary 4-C Councils

CommunityActionAgencies,SocialService The 4-C (Community Coordinated Child Care) Coun- Agencies, Community Welfare Councils, Welfare cils encourage communities to take a comprehensive, co- Offices, Neighborhood Centers Can: ordinated approach to day care and preschool services. identify and evaluate children with special problems or These councils, composed of interested day care and pre- refer them to diagnostic clinics school operations, gather information about the communi- refer children and families to proper specialists ty's child care needs and the resources and funds available. offer financial assistance to families or refer them to Administered by the Office of Child Development, 4-C is other sources-of-financial assistance organized at the local, State, regional and Federal levels. provide funds for day care programs To find out where your nearest 4-C Council is located, offer family counseling services contact the Office of Child Development, Box 1182, Wash- offer recreational programs for children ington, D.C. 20013, or the Office of Child Development at serve as a referral source for your program your nearest Federal Regional Office. Rehabilitation Centers Can: identify, evaluate and diagnose physical and motor Universities and Colleges problems in children provide physical therapyexercises and activities to Special Education Departments Can: restore gross motor functions and develop necessary place special education students in day care programs muscles for sitting, creeping, walking, etc. to practice teaching provide occupationaltherapyexercises todevelop help identify and evaluate children with special prob- fine -motor coordination and muscular development for lems

58 consult with and/or train your staff to work with special refer their children to your program, when appropriate children inform you about conferences and training institutes related to special children Civic Groups.- refer your staff to other programs and agencies which work with special children Civic Groups Can: volunteer for your programeither for group activities Schools of Social Work Can: or on a one-to-one basis with a child place social work students in day care programs for field donate or build equipment for your program placementto work with families of children or coordi- contribute or raise funds for your program nate community resources for special children transport children to and from the center consult with and/or train your staff in areas of family publicize the program in their newsletters and at their involvement, family counseling, coordination of com meetings munity resources lobby for legislation favorable to day care funding and refer your staff to other programs and agencies which programs work with special children Psychology Departments Can: State Departments place psychology students in day care programs for field placementto identify,evaluate, diagnose and StateDepartments ofPublicHealth,Mental treat special problems, work with families consult with and/or train your staff in psychological Health, Mental Retardation, Welfare, Rehabilita- problems of all children and of special children, ways tion, Education and Special Education Can: toidentify potential problemsinchildren, how to provide funds for day care programs, for special con- handle the emotional problems of children and their sultants, for staff training, or for supportive services families, the emotional needs of staff for special children refer your staff to other programs and agencies which offer training and consultation for your staff work with special children refer your staff to other sources of funding, of program development Schools of Medicine, Nursing, Public Health, Physical and Occupational Therapy Can: place students for field placement in your program Associations Dealing With Children consult with and/or train your staff in related areas and Disabilities refer your staff to other programs and agencies which work with special children Contacts with associations for parents, educators, and offer diagnostic and treatment services professionals are really useful. These associations often have conferences and run training institutes which will be of interest to your staff. Their newsletter can keep you Public School Systems informed of new programs and servicesin your area, pending day care legislation, funding sources. The na Teachers of Special Classes, Itinerant and Re- tional offices of these associations can send you a list of their publications which will be of interest both to sourceTeachersforEmotionallyDisturbed, teachers and parents. Below are the addresses of some Mentally Retardedor Physically Handicapped of the national associations for children with disabilities Children Can: and for general child care: consult with and/or train your staff on the educational needs of special children Agencies and Organizations Dealing with Early share training programs and any special equipment Childhood and Day Care: visit and work with special children in your program who may enter their special public school classes American Association of ElementaryKindergarten-Nursery Teachers of Regular Classes, School Psycholo- Education (EKNE) NEA gists and Social Workers Can: 1201 16th Street, N.W. visit your program, observe and work with special chil- Washington, D.C. 20036 dren who might enter their regular classes Association for Childhood Education International (ACEI) 3615 Wisconsin Avenue, N.W. Special Schools Washington, D.C. 20016 Black Child Development Institute (Black child develop- Special Schools Can: ment in day care centers) sponsor joint activities for their children and your chil- 1028 Connecticut Avenue, N.W., Suite 514 dren on a regular or occasional basis Washington, D.C. 20036 consult with and/or train your staff on the needs of special children Child Study Association of America invite your staff to observe special school classes and 9 E. 98th Street activities New York, N.Y. 10028 59 Child Welfare League of America American Printing House for the Blind 67 Irving Place 1839 Frankfort Avenue New York, N.Y. 10003 Louisville, Ky. 40206 (Publishes catalogs ofbraille, Day Care and Child Development Council of America, Inc. large type and talking 1426 H Street, N.W. books, educational tape recordings, etc.) Washington, D.C. 20005 Association for Education of the Visually Handicapped 711 14th Street, N.W. National Association for the Education of Young Children Washington, D.C. 20005 1834 Connecticut Avenue, N.W. Washington, D.C. 20009 National Society for the Prevention of Blindness 16th East 40th Street American Academy of Pediatrics 1801 Hinman Avenue New York, N.Y. 10019 Evanston, Illinois 60204 Learning Disabilities: Office of Child Development U.S. Dept. of Health, Education, and Welfare Association for Children With Learning Disabilities P.O. Box 1182 2200 Brownsville Rd. Washington, D.C. 20013 Pittsburgh, Pa. 15210

Agencies and Organizations Dealing with Special Hearing and Speech Problems: Education and Special Children: The Alexander Graham Bell Association for the Deaf Bureau of Education for the Handicapped Headquarters: The Volta Bureau U.S. Office of Education 1537 35th Street, N.W. U.S. Dept. of Health, Education, and Welfare Washington, D.C. 20007 7th and D Streets, S.W. (Acts as an information service center for parents through Washington, D.C. 20036 its headquarters, the Volta Bureau, and willanswer in- quiries and send free information kits to parents with Council for Exceptional Children deaf or hard-of-hearing children. Providesa free directory, 900 Jefferson Plaza . "Schools and Classes for Deaf Children Under Six.") 1499 Jefferson Davis Highway Arlington, Va. 22202 The American Speech and Hearing Association 9030 Old Georgetown Road Mental Retardation: Bethesda, Md. 20014 The National Association of Hearing and Speech Agencies National Association of Coordinators of State Programs for the Mentally Retarded, Inc. 919 18th Street, N.W. c/o Mr. Robert Gettings, Executive Director Washington, D.C. 20006 2001 Jefferson Davis Highway The National Association of the Deaf Arlington, Va. 22202 2025 Eye Street, N.W. (This association can refer you to the coordinatorof Washington, D.C. 20006 mental retardation programs in your State.) (Offers a free catalog of materials about education and National Association for Retarded Children problems of the deaf of all ages.) 2709 Avenue E East The John Tracy Clinic Arlington, Tex. 76011 806 West Adams Boulevard (An organization for parents of retardedchildren and Los Angeles, Cal. 90007 interested community members.) (Provides a correspondence course in both English and Spanish designed for parents of deaf childrenbetween Emotional Problems: the ages of two and six throughout the world. Thecourse is adapted to the individual needs of the childand his National Association for Mental Health parents. Course work, letters and reports are exchanged.) 10 Columbus Circle New York, N.Y. 10019 Physical Disabilities: National Society for Autistic Children 621 Central Avenue Epilepsy Foundation of America Albany, N.Y. 12206 733 15th Street, N.W., Suite 1116 Washington, D.C. 20005 League for Emotionally Disturbed Children 171 Madison Avenue Muscular Dystrophy Association of America, Inc. New York, N.Y. 10017 1790 Broadway New York, N.Y. 10019 Visual Problems: National Easter Seal Society (for Crippled Children and American Foundation for the Blind Adults) 15 West 16th Street 2123 West Ogden Avenue New York, N.Y. 10011 Chicago, Ill. 60612 60 National FoundationThe March of Dimes Mrs. Judith Sachse 1275 Mamaroneck Avenue, P.O. Box 2000 Dubnoff School for Educational Therapy White Plains, N.Y. 10602 10526 Victory Place North Hollywood, California 91606 National Multiple Sclerosis Society AC 213/877-5678 257 Park Avenue South Dr. Annabel Teberg New York, N.Y. 10010 Casa Co lina Hospital for United Cerebral Palsy Associations, Inc. Rehabilitative Medicine 66 East 34th Street 255 East Bonita Avenue New York, N.Y. 10016 Pomona, California 91767 AC 714/593-1336 Handicapped Children's Early Education Program Dr. Hilde S. Schlesinger Dr. Kay King University of California University of Alabama 401 Parnassus Avenue 1919 Seventh Avenue South San Francisco, California 94122 Birmingham, Alabama 35233 AC 415/731.9150 AC 205/934.5241 Dr. Jerome G. Alpiner Dr. Eugenia R. Walker University of Denver University of Alabama Department of Speech Pathology & Post Office Box 1982 Audiology Tuscaloosa, Alabama 35489 2065 South York AC 205/348.7131 Denver, Colorado 80201 AC 303/753-2223 Dr. Rhoda Wharry Huntsville Achievement School Dr. Murray Rothman 600 Governors Drive New Haven Board of Education Huntsville, Alabama 35801 1 State Street AC 205/536-2895 New Haven, Connecticut 06511 AC 203/562.0151 Dr. Helen Beirne Alaska Crippled Children & Dr. Enid Wolf Adults Treatment Center Developmental Center for Special 3710 E. 20th Avenue Education Anchorage, Alaska 99504 1619 M Street, N.W. AC 907/272.0586 Washington, D.C. 20036 AC 202/737-4864 Dr. Elizabeth Sharp University of Arizona Mrs. Natalie Arrington Department of Special Education Federal City College Tucson, Arizona 85721 733 8th Street, N.W. AC 602/884-3214 or Washington, D.C. 20001 884.0111 AC 202/783-2770 Miss Louise Phillips Dr. Bertice Cornish Magnolia Public Schools Georgetown University Post Office Box 428 University Affiliated Center Magnolia, Arkansas 71753 for Child Development AC 501/234-3511 3800 Reservoir Road, N.W. Washington, D.C. 20007 Dr. Frank S. Williams AC 202/625.7170 Julia Ann Singer Preschool Psychiatric Center Mrs. Marcia Shuler 4734 Fountain Avenue Liberty County School Board Los Angeles, Californi 90029 Bristol, Florida 32321 AC 213/662-2118 AC 904/643-3361 Mrs. Lottie Rosen Mr. William J. Kirkpatrick, Jr. Early Growth Center Sun land Training Center at Miami 1720 Oregon Street 2000 Northwest 47 Avenue Berkeley, California 94703 Opa Locka, Florida 33054 AC 415/644-6183 AC 305/624-9671

Dr. Patrick F. Estes Dr. Mary M. Wood Los Angeles Unified School District #3 University of Georgia 450 North Grand Avenue 698 North Pope Street Los Angeles, California 90012 Athens, Georgia 30601 AC 213/625. 8911 Ext. 2784 AC 404/549.8004

61 Dr. Joan Dickerson Miss Barbara Miller Panhandle Child Development James Jackson Putnam Children's Center Association, Inc. 244 Townsend Street 1604 North 4th Street Boston, Massachusetts 02121 Box 1320 AC 617/427-1715 Coeur d'Alene, Idaho 83814 AC 208/667-7407 Mr. Claudius G. Britt Detroit Public Schools Dr. Merle B. Karnes Adlai Stevenson Building University of Illinois 10100 Grand River 403 East Healey Detroit, Michigan 48204 Champaign, Illinois 61801 AC 313/931-2400Ext. 121 AC 217/333-4890 Mrs. Winifred H. Northcott Early Childh000d Education Programs Mr. A. J. Moreau for the Hearing-Impaired Peoria Association for Retarded Special Education Section Children, Inc. Minnesota Department of Education 320 East Armstrong Avenue Centennial Building Peoria, Illinois 61603 St. Paul, Minnesota 55101 AC 309/673.6481 AC 612/221-2547 Dr. Connie Dawson Dr. Ernestine Rainey School City of Gary Mississippi State University 620 East 10th Place Drawer ED Gary, Indiana 46402 State College, Mississippi 39762 AC 219/886-3111Ext. 222 AC 601/325-3747 Dr. Edward Gibbons Mrs. M. C. Lee The Capper Foundation for Crippled Adams-Jefferson Improvement Corporation Children P.O. Box "L" 3500 West 10th Street Natchez, Mississippi 39120 Topeka, Kansas 66604 AC 601/442-4891 AC 913/272-4060 Dr. Audrey Ann Simmons Mrs. Rhea A. Taylor Central Institute for the Deaf United Cerebral Palsy of the Bluegrass 818 South Euclid 320 Clay Avenue St. Louis, Missouri 63110 Lexington, Kentucky 40502 AC 314/652-3200 AC 606/266-3109 Dr. Edward LaCrosse Mrs. Beverly H. Whitlock University of Nebraska Montgomery County Society for Children's Rehabilitation Institute Crippled Children & Adults, Inc. 444 South 44th Street 1000 Twinbrook Parkway Omaha, Nebraska 68015 Rockville, Maryland 20851 AC 402/541-4730 AC 301/424-5200 Mr. Richard L. Lundquist Dr. Eunice Kenyon Clark County School District Boston Center for Blind Children 2832 East Flamingo Road 147 South Huntington Avenue Las Vegas, Nevada 89109 Boston, Massachusetts 02130 AC 702/736-5345Ext. 345 AC 617/232-1710 Mr. Donald E. Taylor Dr. Francis W. McKenzie and Chapel Hill City School System Dr. Burton L. White 400 School Lane *Brookline Town Hall and Chapel Hill, North Caroliria 27514 AC 919/967-4271 Harvard Graduate School of Education Larsen Hall, Appian Way Mr. John P. Hourihan Cambridge, Massachusetts 02138 Mount Carmel Guild AC 6171734 -1111 17 Mulberry Street *(Emphasis on cost effectiveness analysis) Newark, New Jersey 07102 Dr. Dorothy J. Worth AC 201/624-2405 Massachusetts Department of Dr. D. K. Worden Public Health Board of County Commissioners 480 Tremont Street 2600 Marble Avenue, N.E. Boston, Massachusetts 02116 Albuquerque, New Mexico 87106 AC 617/442-4134 or 4135 or 4136 3AC 505/265-3511Ext 259 62 V...101.....

Miss Harriet Bograd Dr. Peter Hainsworth Children's Circle Planning Rhode Island Easter Seal Society Corporation for Crippled Children & Adults, Inc. 530 East 169th Street 333 Grotto Avenue Bronx, New York 10456 Providence, Rhode Island 02906 AC 212/588 -3452 AC 401-521-6800

Mrs. Ronnie R. Gordon Dr. Erbert F. Cicenia New York University Medical Center South Carolina Department of Mental 400 East 34th Street Retardation New York, New York 10016 Coastal Center AC 212/679-3200Ext 3219 Jamison Road Ladson, South Carolina 29456 Mrs. Berta Rafael AC 803/873-5750Ext 365 United Cerebral Palsy of New York City, Inc. Dr. Freeman McConnell 399 East 44th Street The Bill Wilkerson Hearing & Speech New York, New York 10017 Center AC 212/661-0900 1114-19th Avenue South Nashville, Tennessee 37212 Mrs. Una A. Haynes AC 615/383-2420 United Cerebral Palsy Associations, Inc. 66 East 34th Street New York, New York 10016 Dr. John P. Ora AC 212/889-6655 George Peabody College for Teachers Child Study Center Mrs. Jeanette Burroughs P.O. Box 158 National Urban League Nashville, Tennessee 37203 55 East 52nd Street AC 615/327-8084 New York, New York 10022 AC 212/751-0300Ext 237 Dr. Alton D. Quick Memphis State University Dr. William R. Faucette Memphis, Tennessee 38111 City School District AC 901/321-1771 46 Moran Street Rochester, New York 14611 Dr. Patricia G. Adkins AC 716/464-9368 Region XIX Educational Service Center 6501-C Trowbridge Dr. Ann Bardwell El Paso, Texas 79905 The Ohio State University AC 915.772-5294 P West Buttles Avenue Columbus, Ohio 43215 Dr. Tina E. Bangs AC 614/422-4285 Houston Speech & Hearing Center 1343 Mourisund Avenue Dr. Bruce Metzgar Medford School District #5490 Texas Medical Center Houston, Texas 77025 2801 Memiman Road AC 713/524-3136 Medford, Oregon 97501 AC 503/779-3520Ea 314 Mrs. Otilia V. Vidaurri Mr. William H. Thornton Edgewood Independent School District Portland School District #1 West Commerce Street 631 N.E. Clackamas Street San Antonio, Texas 78237 Portland, Oregon 97213 AC 512/433.2361 AC 503/777-1769 Mr. Robert DeVoid Dr. Louise Sandler Brattleboro Town School District The Franklin Institute 96 Green Street 20th & Parkway Brattleboro, Vermont 05301 Philadelphia, Pennsylvania 19103 AC 802/257-7852 AC 215/488-1508

Dr. Roger Buchanan Dr. Ruth Diggs Home for Crippled Children Norfolk State College 1426 Denniston Avenue 2401 Corprew Avenue Pittsburgh, Pennsylvania 15217 Norfolk, Virginia AC 412/521-8608 AC 703/627-4371 Dr. Alice H. Hayden Mr. David Shearer Experimental Education Unit Cooperative Education Service Child Development & Mental Agency #12 Retardation Center 412 Slifter, Box 564 University of Washington Portage, Wisconsin 53901 Seattle, Washington 98105 AC 608/742-2142 AC 206/543-4450 Mrs. Janis A. Jelinek Dr. Robert E. Wilson University of Wyoming The Developmental Center, Inc. Box 3311, University Station P.O. Box 357 Laramie, Wyoming 82070 300 South Mineral Street AC 307(766 -6428 Keyser, West Virginia 26726 AC 304/788-1066 Miss Joan Rechner Curative Workshop of Milwaukee 10437 West Watertown Plank Road P.O. Box 7372 Milwaukee, Wisconsin 53226 AC 414/342-2181

64 C5 APPENDIX II: FUNDING RESOURCES

Funding is a problem for most day care programs, gram for research, observation, field placements or on whether or not they enroll special children. To provide the condition that children of university staff can use good day care, you need the money to hire good staff in the program.) adequate numbers, for facilities,equipment, teaching Localcivicgroups (Lion's Club,Kiwanis, Women's materials, nutritious meals and snacks. League, church and synagogue groups) Programs with specialchildren obviously need just as much money as regular programs, often more if State Level they're going to meet special needs with extra resources and staff. You should become aware of all the funding State departments and agencies often provide di- sources availableFederal, State and local; public and rect fundsto day care programs and administer and private; funds available to all day care programs and funds channel many of the Federal funds available. These de- for programs with special children. Often, you'll findit partments may have job slots for teachers of special necessary to go to several sources for funds. If there are children. They may have construction funds or money for children with special problems involved, you might be curriculum development. Staff from these departments able to get financial help from organizations and govern- may be available to consult with programs which enroll ment agencies specifically for those particular disabilities. special children, or the department may fund staff train- Unfortunately, funding at the various levels of ing institues. government can be confusing, overlapping and time-con- State departments with funding potential include suming to apply for. The burden rests with you and your the Departments of: board of directors, however, to discover what's available Mental Health and whether you qualify for it.In some cases, you'll find Public Health that the funds appropriated for the education of special Mental Retardation children are only available to children enrolled in spe- Education cialized settings such as preschool nurseries for the Rehabilitation deaf or day care programs for emotionally disturbed chil- Welfare dren. Such categorical funding makes itdifficult and sometimes impossible for integrated programs to get these funds for their special children. Federal Day Care and Pre-School Funds Here is a list of potential funding sources at the local, State and Federal levels you might investigate: It's difficult for day care operators to know what k. types of Federal funds are available and whether their programs are eligible. The three principal funding agen- Local Level ciesHealth, Education, and Welfare; Office of Economic Opportunity; the Department of Laborhave set guidelines Many of these suggested local resources may not called the Federal Interagency Day Care Requirements be able to provide direct funds, but may be able to offer which must be satisfied before any group program can facilities in their buildings, special equipment, part-time qualify for Federal assistance. The Interagency Guidelines consultants. staff trainers, etc. have establishedrequirements forphysicalfacilities, 4-C CouncilsThe 4-C (Community Coordinated Child standards for safety and sanitation, design and size of Care) Councils are composed of interested local agen- facilities, education services, supplementary social serv- cies and organizations who help survey the community's ices, health and nutrition services, staff training, parent child care needs, coordinate day care efforts, provide involvement, personnel administration and recruitment, information on day care funds and resources. The 4-C and program evaluation. program, organized on local, State, regional and Federal Because of the increasing interest in the Congress levels, is administered by the Office of Child Develop- for new day care legislation, this manual doesn't include ment. current Federal funding resources.If we did include Associations dealing with special problems (Association them, they'd probably be out of date before publication. forRetarded Children,MentalHealthAssociation, But to get up-to-date information on current day care Cerebral Palsy Association, etc. See Appendix A for funds and eligibiliy requirements, write to: addresses) Office of Child Development Private charity organizations, family foundations U.S. Dept. of Health, Education, and Welfare Community Chests, United Fund Agencies P.O. Box 1182 Model Cities Programs, Community Action Agencies Washington, D.C. 20013 Community mental health and mental retardation For information on day care and preschool funds for centers children with special needs, write to: Physical rehabilitation centers Bureau of Education for the Handicapped UniversitiesDepartmentsofeducation,psychology, U.S. Office of Education etc. (These schools often donate space for preschool 7th and D Streets, S.W. programs on condition that their students use the pro- Washington, D.C. 20036 65 tCc; APPENDIX C: BIBLIOGRAPHY

Page Curriculum and Teaching

CHILD DEVELOPMENT 66 Ashton-Warner, S. Teacher. New York: Bantam Books, CURRICULUM AND TEACHING 66 1963. CHILDREN'S BOOKS 67 An account of the author's experiences teaching GUIDING BEHAVIOR 68 Maori children in a New Zealand Infant School. It gives practical advice about teaching. CHILDREN WITH SPECIAL NEEDS 68 MENTALLY RETARDED CHILDREN 69 Association for Childhood Education International, 3615 CHILDREN WITH LEARNING Wisconsin Avenue, N.W. Washington, D.C. 20016. DISABILITIES 70 Publishes material related to theory, curriculum and CHILDREN WITH EMOTIONAL methods in early childhood education. Write fora listing. PROBLEMS 70 CHILDREN WITH PHYSICAL Bank Street College of Education Publications, 69 Bank DISABILITIES 71 Street, New York, N.Y. BLIND AND VISUALLY-IMPAIRED Publishes material related to most aspects of early CHILDREN 71 childhood education. Write for a listing. CHILDREN WITH HEARING AND Battin, R. R.; Haug, C. 0. Speech and Language Delay: A LANGUAGE PROBLEMS 72 Home Tradition Program. Springfield, Illinois: Charles C Thomas, 1968. $5.50 Includes information for parents on how language Child Development and speech develop, discipline training for children with speech delay, suggestions for an educational Fraiberg, S. The Magic Years: Understanding and Han- program, methods of stimulation and motivation, dling the Problems of Early Childhood. New York: Charles training the ear, and auditory and visualmemory. Scribner's Sons, 1959. Behrmann, Polly; Millman, Joan. Excel: Experience for A practical book which discusses developmental Children in Learning. Cambridge, Mass.: Educators problems of children from birth to six years. Pub- lishing Service, Inc., 1968. Gesell, Arnold, et al. The First Five Years of Life. New A good collection of simple activities to promote York: Harper and Row, 1940. oral expression, visual discrimination, auditory dis- Discusses developmental stagesofchildren from crimination, and motor coordinationin preschool birth to age five. children.It emphasizes family-orientedactivities, but is also useful in the classroom. Hartley, Ruth E.; Frank, Lawrence K.; Golderson, Robert M. Understanding Children'sPlay. New York: Crowell Brown, Carolyn. For Beginning-to-Be-Teachers of Begin- Collier and MacMillan, Inc., 1957. ning-to-Be Students. Nashville,Tennessee: Demonstra- tion and Research College for Early Education, George A general guide to understanding the developmental Peabody College for Teachers, 1971. $1.50 significance of different forms of children's play. A simple and practical guide for teachers just start- Hymes, James. The Child Under Six. Englewood Cliffs, ing to teach preschool children. It includes materials New Jersey: Prentice-Hall, 1963. about child development, curriculum and working A simplified version of the development of the child with pamts. from birth to six years. Camp, Janet; Wilkerson, Peggy. All About Me. Nashville, Murphy, Lois Barclay. The Widening World of Childhood. Tennessee: The Demonstration and Research College for New York: Basic Books, Inc., 1962. Early Education, George Peabody College for Teachers, 1971. $1.50 Mussen, P.; Conger, J.; Kagan, J. Child Developmentand Personality. New York: Harper and Row, 1969. A curriculum guide to help preschool children understand and accept themselves and others. A textbook ofchilddevelopment frombirthto adolescence summarizing and integratingresearch Carmichael, Viola S. Curriculum Ideas for Young Children. findings. Los Angeles, California: Southern California Association for the Education of Young Children, 1971. Von den Eyken, W. The Pre-School Years. Middlesex, England: Penguin Books, 1967. Curriculum ideas for young children, mainly in the social science and science areas. For copies send A book on understanding children's development and $3.00 to Mrs. Carmichael, 1886 Kenneloa Canyon behavior during the preschool years. Road, Pasadena, California, 91107. 66 Cohen, Dorothy H.; Stern, Virginia. Observing and Record- U.S. Department of Health, Education, and Welfare, Office ing the Behavior of Young Children. New York: Teachers of Child Development, Bureau of Head Start and Child College Press, Columbia University, 1969. Service Programs, Washington, D.C., 1970. Number One: The Ways Children Learn A book on the evaluation of the growth of individual children. A practical, easy-to-read pamphlet which tells how children learn, what they need to know and how the Cooper, Georgia; Hatch, Betty; King, Peggy. Wings Emerg- teacher can help them learn. ing: Language Opportunities and the PreSchool Child. Pleasant Hill, California: Contra Costa County Department Number Two: More Than a Teacher of Education, 1966. A pamphlet which tells how day care workers contribute to the child's development by giving him or A guide to promoting language development of pre- her love and understanding as well as teaching. school children through many types of activities. Number Three: Preparing for Change Department of Elementary, Kindergarten, Nursery Educa- Practical advice on how to help a child prepare for tion. National Education Association, 1201 16th Street, new and sometimes disturbing situations in his life. N.W., Washington, D.C. 20036. Publishes material relevant to early childhood edu- Number Four: Away From Bedlam Practical advice on finding the causes of and pre- cation. Write for listings. vention of bedlam in the child care center. Dittmann, Laura L.,ed. Curriculum is What Happens: Planning is the Key. National Association for the Educa- National Association for the Education of Young Children tion of Young Children, Washington, D.C., 1970. $1.75 (NAEYC), 1834 Connecticut Avenue, N.W., Washington, D.C. 20009. A series of short articles dealing with planning and evaluating day-to-day experiences in programs for Publishes a journal and many materials relevant to young children. early childhood education. Write for a listing. Education Development Center, 55 Chapel Street, Newton, Pines, M. Revolution in Learning: The Years From Birth to Six. New York: Harper and Row, 1966. Massachusetts. Publications on making equipment from free or Current theories and practices in early childhood inexpensive materials and on curriculum. Write for education. listing. Pitcher, Evelyn Goodenough; Lasher, Miriam G.; Feinburg, Engel, Rose. Language Motivating Experiences for Young Sylvia; Hammond, Nancy. Helping Young Children Learn. Children. Van Nuys, California: Don Figge Associates, Columbus, Ohio: Charles E. Merrill Publishing Co., 1966. 1968. $4.95 $3.95 Lesson plans and experiences in language develop. A good curriculum resource for teachers working It presents an orientation ment inspecificcurriculum areas:art,cooking, with preschool children. motor activities, sensory experiences. to teaching as well as practical suggestions in the various curriculum areas. Evans, E. Belle; Shub, Beth; Weinstein, Marlene. Day Care. Boston: Beacon Press, 1971. $6.96 Warner, Dianne; Quill, Jeanne. Beautiful Junk. Washing- ton, D.C.: Project Head Start, Office of Child Development, A book of practical advice on every aspect of plan- 1969. ning, developing, and operating a day care center. A list of sources of free or inexpensive materials for Hymes, James. Teaching the Child Under Six. Columbus, early childhood programs and suggestions about how Ohio: Charles E. Merrill Publishing Co., 1968. to use them. A general, practical approach to early childhood Wylie, Joanne. A Creative Guide for Pre-School Teachers. education. Western Publishing Company, 1969. Karnes, Merle B. Helping Young Children Develop Lan- A comprehensive guide to goals, activities and mate- guage Skills: A Book of Activities. Arlington, Virginia: The rials for an organized preschool program. Council for Exceptional Children, 1968. $3.50 A book of activities for teachers to help preschool children develop skills related to all aspects of lan- Children's Books guage development. Books about differences between children: Mal lum, Mary Alice. California Children's Centers Curricu- Beim, Jerrold. The Smallest Boy in the Class. New York: lum Guide: Goals and Growth Experiences for the Early William Morrow and Co., Inc., 1951. Years. Hawthorne, California: Children's Centers Directors Stature isn't always measured in feet and inches. and Supervisors Associations, 4568 West 133rd Street, Green, Mary M. Is It Hard? Is It Easy? New York: Wm. R. 1970. Scott, Inc., 1960. A helpful guide to setting and carrying out goals in A boy and girl discover that different things are hard the various curriculum areas. and easy for each.

Murphy, Lois; Leeper, Ethel. Caring for Children Series. Krasilousky, Phyllis. The Very Tall Little Girl. New York: 67 Pg? Doubleday and Company, 1969. A reassuring book about a child who is taller than proach. Boston: Allyn and Bacon, Inc. her friends. Designed to help teachers use behavior principles such as rewarding positive behavior as a part of the Books about getting along with other children: teaching method. Cohen, Mirian. Will I Have a Friend? New York: MacMillan Patterson, Gerald R.; Gullion, Elizabeth. Living With Chil- and Company, 1967. dren: New Methods for Parents and Teachers. Champaign, Jim's fears about not having a friend in his new Illinois: Research Press Company, 1971. $3.00 school disappear as the day progresses. Written in the form of programmed instructions, this Carle, Eric. Do You Want To Be My Friend? New York: book introduces the concept of positive reinforce- Crowell Collier and MacMillan, Inc., 1971. ment. A child looks for and finds a friend. Valette, R. E. Modifying Children's Behavior: A Guide for Zolotow, Charlotte. My Friend John. New York: Harper and Parents and Professionals. Palo Alto, California: Fearon Row, 1968. Publishers, 1969. A book about best friends. Presents information for parents on behavior and Zolotow,Charlotte. The Quarrelling Book. New York: behavior modificationforuseinself-instruction, Harper and Row, 1963. parent counseling, parent education, or teacher in- Friends can quarrel, too. service training. Night fears and sleeping problems: Alexander, Anne. Noise in the Night. Chicago:Rand Mc- Nally and Co., 1960. A light-sleeping reader can findreassurance in this Children With Special Needs book that tells of things that go bump in thenight. Brown, Margaret W. Goodnight Moon (1947) and A Child's Barbe, Walter. The Exceptional Child. New York: The Goodnight Book (1950). New York: Harper and Row. Center for Applied Research in Education, Inc., 1963. Two good books to make going to bed easier. A textbook describing the different types of special Hoban, Russell. Bedtime for Frances. New York:Harper and Row, 1960. children and their educational needs. Frances, the raccoon, doesn't want to Dunn, Lloyd, ed. Exceptional Children in the Schools. go to sleep. New York:Holt, She gradually gets over her fears. Rhinehart and Winston,Inc.,1963. $11.00 Sendak, Maurice. Where the Wild Things Are. NewYork: Harper and Row, 1963. Discusses the educational needs of schoolage children with special problems. Excellent bibliographies A young boy conquers terrible monsters. at the end of each chapter on relevant books,re- Family worries: source organizations and films. Brown, Margaret W. The Runaway Bunny. New York: W. R. Exceptional Children, Vol. 37, No. 9, May, 1971. The Scott, 1950. Council for Exceptional Children, 1411 S. Jefferson Davis A good book for children with separationproblems: Highway, Suite 900, Arlington, Virginia, 22202. a mother reassures her child that she will always This journal, issued monthly, is an excellent in- be with him. formative source on special children. This particular Hoban, Russell. A Baby Sister for Frances. New York: issue is devoted to "The Exceptional Child's Early Harper and Row, 1964. Years." In addition to many articles on exemplary Frances, the raccoon, is jealous of thenew baby preschool programs, it contains a directory ofre- sister but learns to like her. sources on Early Childhood Education which lists Langstaff, Nancy. A Tiny Baby for You. NewYork: Har- and describes model preschool programs, agencies court, Brace and World, 1955. and organizations concerned with early education Real photographs and text show whata new baby and major publications with interest in the education is like. of young children. The Exceptional Parent Magazine: Practical Guidance for Sickness: the Parents of Exceptional Children. Boston: Psy-Ed. Cor- Rey, M. Curious George Goes to the Hospital.Boston: poration. Houghton Mifflin Co., 1966. A new magazine that will be of interest toanyone A child's fears about going to the hospital will be concerned with special children. It deals withspe- relieved as he reads about Curious George, the cial problems from the parents' point of view,pro- monkey, and his experiences there. vides technical information stripped of professional jargon and practical advice on day-to-daycare. Pub- Guiding Behavior lished 6 times a year; subscriptionsare $2.00 a copy; $12.00 a year. Write the Psy-Ed. Corporation, 264 Beacon Street, Boston, Mass. 02116. Becker, Wesley. Parents are Teachers: A Child Manage- Feeding the Child With a Handicap. Health Services ment Program. Champaign, Illinois: Research and Press Com- Mental Health Administration, Maternal and pany, 1971. $3.75 Child Health Service. Washington,D.C.:U.S. Government Printing Describes the use of reinforcers and punishersin Office, 1967. $.30. managing children's behavior. This pamphlet provides many helpful suggestionsto Madsen, Ch:jles H.; Madsen, Clifford K. Teaching and the parents of a handicapped child who has feeding Discipline: Blhavioral Principles Towardsa Positive Ap- problems. 68 Kough, Jack; De Haan, Robert. Identifying Children with University, 1964. Special Needs. Science Research Associates, Inc. A curriculum developed for preschool mentally re- A book to help identify children in the classroom tarded children with sequences of goals set up in with potential special needs. Lists observable char- the following areas: intellectual development; imag- acteristics of children with hearing and visual prob- ination and creative expression; social; emotional; lems, physical disabilities, speech problems, learning manipulative; motor; and self-help development. and emotional problems. Dittmann, Laura L. The Mentally Retarded Child at Home Kvaraceus, W. C.; Hayes, E. N. If Your Child Is Handi- A Manual for Parents. Children's Bureau Publication No. capped. Boston: Porter Sargent, Publisher, 1969. $7.95 374, Department of Health, Education, and Welfare. Wash- A collection of highly personal accounts by parents ington, D.C.: U.S. Government Printing Office, 1959. $.35 of the experience in having a handicapped child. This parent manual has many suggestions day care Murphy, Lois B.; Leeper, Ethel M. The Vulnerable Child. staff will also find helpful. It discusses toilet train- No. 5 from the series, Caring for Children. Office of Child ing, dressing, cleanliness, speech, play, etc., from Development, Bureau of Head Start and Child Service infancy to adolescence. Programs, U.S. Department of Health,Education, and Door ly, Ruth K. Our Jimmy. Arlington, Texas: National Welfare, Washington, D.C. Association for Retarded Children, 1967. $3.95 An excellent down-to-earth booklet about children A book for preschoolers who share in the responsi- in day care centers who may have special problems bility of helping a retarded brother or sister. It ex- orvulnerabilitiesphysicalhandicaps,emotional plains what retardation is and what it means in the vulnerabilities, everyday fears, stresses. Directed to life of a family. staff in child care centers and homes. Dybwad, Gunnar. The Mentally Handicapped Child Under Siegel, Ernest. Special Education in the Regular Class- Five. Arlington, Texas: National Association for Retarded room. New York: John Day Company, 1969. Children, 1969. Offers hints for teachers on helping school-age chil- Describes the different types of services needed by dren with special needs to overcome poor self-con- mentally retarded pre-schoolers and their families. cept, anxiety, poor coordination,behavioralprob- Environmental Criteria: Mental Retardation PreSchool Day lems. Many parts of the book are applicable to the Care Facilities. College Station, Texas: Research Center, preschool child as well. College of Architecture and Environmental Design, Texas Spock, Benjamin; Lerrigo, Marion. Caring for Your Dis- A&M University, 1971. abled Child. New York: The MacMillan Co., 1965. $4.95 Describes the environmental implications of day care (Also in paperback, Collier-MacMillan Publishers, $1.95.) programs for mentally retarded, culturally deprived A reference book for parents on caring for their and normal children. Also discusses basic planning disabled children: suggestions about medical care, considerationsin designing activity areas of day education, home management. care centers, the use of light, color, acoustics, space, Weatherby, Doris. Project Quest: Films on Early Childhood etc. It will be most useful for those planning future and Special Education. Pitman, New Jersey: Education day care centers; not as helpful (but of interest) to Improvement Center, South Jersey Region, P.O. Box 426 those centers already established. 0E071. Ging lend, D. R.; Stiles, Winifred, E. Music Activities for An annotated film catalog on early childhood and Retarded ChildrenA Handbook for Teachers and Parents. special education films. Ratings of films on child Nashville, Tennessee: Abington Press, 1965. $3.50 development, programming, management, environ- Designed to help you start a developmental begin- ment, special education. ning music program for mentally retarded or young normal children. Gorham, Kathryn. Selected Reading Suggestions for Parents of Mentally Retarded Children. U.S. Department of Health, Mentally Retarded Children Education, and Welfare,Office of Child Development. Washington, D.C.: U.S. Government Printing Office, 1970. Bensberg, Gerald. Teaching the Mentally RetardedA $.60 Handbook for Ward Personnel. Atlanta, Georgia: Southern An excellent annotated bibliography on mental re- Regional Education Board, 130 Sixth Street, N.W. 30313, tardation for parents. Includes books and personal 1965. $3.00 accounts by parents; books about families of the An excellent manual for parents and teachers as retarded; books for siblings of the retarded; manuals well as ward personnel.It presents principles and on helping the retarded child at home. methods for teaching the mentally retarded the vari- McIntire, Pamela. "The Let's Talk Program." Welfare Re- ous skills and information required for them to be porter, July, 1971. as independent as possiblelanguage development, Outlines speech and language stimulation activities self-care, etc. forthe mentally retarded. For copies writeto: Carlson, Bernice; Ging lend, David. Play Activities for the Public Information Office, Department of Institutions Retarded Child. New York: Abington Press, 1961. $4.00 and Agencies, 135 West Hanover Street, Trenton, Ideas for parents and teachers to help the mentally New Jersey, 08625. retarded grow and learn throughmusic, games, Roberts, Nancy. David. Richmond, Virginia: John Knox handicrafts and other play activities. Press, 1968. $4.50 Connor, Frances P.; Talbot, Mabel E. An Experimental Pictures and text tell the story of the arrival, accept- Curriculum for Young Mentally Retarded Children. New ance and early childhood of the Roberts' mentally York: Bureau of Publication, Teachers College, Columbia retarded son.

.fr"Ilf,\ 69 Teach Me Now. Norfolk, Virginia: Tidewater Association Guide for Parents of Learning DisabledChildren. San for Retarded Children. $2.00 Rafael, California: 1969. $3.75 A guide for teachers of preschool mentally retarded Written for parents of children with learningdis- children with suggestions for teaching, learning and abilities, this text offers practical hints readiness skills, for curriculum development, plan- for the solution of recurring educational, physicaland social ning and evaluation. problems. Van Witsen, Betty. Perceptual Training Activities Hand- Learning Disabilities: A Handbook for Parents and book. New York: Teachers College Press, Teachers College, Teach- ers. Des Moines, Iowa: Polk County Board of Education, Columbia University, 1967. $1.75 112-116 Eleventh Street, 1970. $1.50 Activities for children with learning disabilitiesto A short booklet describing children withlearning develop vision, auditory perception and other forms disabilities and their needs. Contains of sensory perception. chapters en- titled, "How CanIHelp As a Teacher?" and "How Can I Help As a Parent?" Lewis, Richard S. The Other Child. New York: Gruneand Children With Learning Disabilities Stratton, 1960. $3.75 Written for both parents and professional workers, Cruickshank, W. M. The Brain-Injured Child inHome, this text in non-technical language defines anddis- School and Community. New York: SyracuseUniversity cusses the brain-injured child. Press, 1967. $6.50 Minde, K. A Parent's Guide to Hyperactivity inChildren. Written for parents, teachers and others who work Montreal 252, Quebec: Quebec Association forChildren daily with brain-injured children.Includes consid- With Learning Disabilities, 1971. $1.00 erations of the symptoms of brain damage, recom- Discusses the causes and effects of hyperactivityin mendations for diagnostic procedures and personnel, children, how parents can help the hyperactivechild, and descriptions of treatment techniques that have different methods of management and possibleprob- proven effective at home and in the classroom. lems arising during a day witha hyperactive child. Ebersole, Marylou; Kephart, Newell C.; Ebersole, James. Murphy, John R. Listening, Language and LearningDis- Steps to Achievement for the Slow Learner in the Class- abilities: A Guide for Parents and Teachers.Cambridge, room. Columbus, Ohio: Charles E. Merrill, 1968. Massachusetts: Educators Publishing Service, 1970. $2.00 describes the characteristics of thebrain-damaged Describes the characteristics of children with child;enables the teacher to learn- identify the slow ing disabilities and possiblecauses of the problems. learner early and shows how to develop and sharpen Includes suggestions on developing listeningabil- his readiness skills. ities, speech and language. Flowers, Ann M. Helping the Child witha Learning Dis- Van Witsen, Betty. Perceptual Training Activities ability: Suggestions for Parents. Danville, Hand- Illinois: Inter- book. New York: Teachers College Press, TeachersCol- state Printers and Publishers, Inc., 1969.$.30 lege, Columbia University, 1967. Written for parents of children withlearning dis- Activities for children with learning disabilities abilities, this booklet provides information to on the develop visual and auditory perception andother nature of learning and suggests activitiesparents forms of sensory perception. may use to help children becomemore aware of their environment and to stimulatetheir learning. Go lick, Margaret. A Parent's Guide to LearningProblems. Montreal 252, Quebec: Quebec Associationfor Children Children With Emotional Problems with Learning Disabilities, 6338 VictoriaAvenue, 1970. $1.00 Axline,VirginiaM. Gibs:In Search of Self.Boston: Useful for both parents and teachers,this guide dis- Houghton Mifflin Company, 1964. cusses how to help the child with learning problems The case history of a young boy with emotional assume prob- responsibility.Thelearningprocessis lems as he is helped through psychotherapy. described and learning activities are suggested which Axline, Virginia M. Play Therapy. New York:Ballantine can be carried out in the kitchen and elsewherein Books. 1969. the home. A very readable book about a method oftherapy for Go lick, Margaret. She Thought I Was DumbBut I Told young children. Her I Had a Learning Disability.Montreal 252, Quebec: Bettelheim, B. Love Is Not Enough. Glencoe, Illinois:The Quebec Association for Children withLearning Disabil- Free Press, 1967. ities, 1971. $1.00 A book about a therapeutic setting for childrenwith Provides an overview of learning disabilities,describ- emotional problems. ing some problemareas for children with learning Baruch, Dorothy W. One Little Boy. New York:Dell Pub- disabilities and guidelines forevaluating develop- lishing Co., Inc., 1964. ment. Contains suggestions for helping the child in A boy with emutional problems is helpedthrough the classroom and at home. therapy. Hart, Hane; Jones, Beverly. Where'sHannah? A Handbook Braun, S.; Lasher, M. Preparing Teachers to for Parents and Teachers of Children with Work with Learning Dis- Disturbed Pre-Schoolers.Boston: NimrodPress,Inc., orders. New York: Hart PublishingCompany, 1968. $8.50 1970. A mother and a teacher relate the experiences of A report of a training programon teaching teachers Hannah, a brain-injured 111/2 year-oldgirl. to work with preschool children withemotional Kronic, Doreen. They, Too, CanSucceed: A Practical 14.14 problems. For copies write tothe authors at the 70 Department of Child Study, Tufts University, Med- An excellent guide for parents, nurses, therapists and ford, Massachusetts, 02155. others involved in caring for young cerebral palsied Caplan, Gerald. Emotional Problems of Early Childhood. children. Hints on carrying, bathing, toilet training, New York: Basic Books, 1955. dressing, feeding, playing. Contains a list of ad- A book about the different kinds of emotional prob- dresses of suppliers of accessories and equipment, lems of young children. chairs, feeding and drinking utensils, strollers, toys, Joseph, Harry; Zern, Gordon. The Emotional Problems of etc. Children: A Guide for Parents. New York: Crown Publish- Frantzen, June. Toys, the Tools of Children. Chicago: Na- ers, 1954. tional Society for Crippled Children and Adults, 2123 A broad summary of the management of many types W. Ogden Avenue, 60612, 1957. $1.00 of emotional problems in children and adolescents. Analysis of toys and their use with normal children Leibman, Samuel, M.D. Emotional Problems of Childhood. and in the training and treatment of the physically Philadelphia: J. A. Lippincott Company, 1958. disabled. Useful as a selection guide for parents, A broad summary of the management of many types teachers,therapists,physicians and others con- of emotional problems in children and adolescents. cerned with children's growth and development. Moustakas, Clark. Psychotherapy with ChildrenThe Liv- Helsel, Elsie; Messner, Sherwood; Reid, L. Leon. Opening ing Relationship. New York: Harper and Row, 1959. New Doors to the Cerebral Palsied Through Day Care and On helping children with emotional problems through Development Centers. New York: United Cerebral Palsy therapy. Associations, Inc. Pavenstedt, Eleanor. The Drifters. Boston: Little, Brown A booklet discussing the administration, program, and Co., 1967. staff and parent services in day care programs for About the emotional problems of children from low- cerebral palsied children. income families. Please Help Us Help Ourselves. Indianapolis, Indiana: Redl, Fritz. Children Who Hate. Glencoe, Illinois: The Free United Cerebral Palsy Association of Central Indiana, Inc., Press, 1951. 615 Alabama Street, 46204. $2.00 A book about children with emotional problems who This manual contains directionsfor constructing seem to hate others; how they got that way. easily made, inexpensive adaptive equipment for the Redl,Fritz; Wineman,David.Controls From Within. physicallydisabled childcardboardtables and Glencoe, Illinois: The Free Press, 1952. chairs, styrofoam sit-up tableboxes, handles for A book about helping children with emotional prob- utensils and games, bicycle pedals, etc. lems to develop their own controls. Rubin, Theodore I. Jordi. New York: The MacMillan Com- pany, 1960. Blind and Visually-Impaired Children About a child who doesn't relate well to people. Socially and Emotionally Disturbed Children: A Guide for Dorward, Barbara; Barraga, Natalie. Teaching Aids for Parents. Harrisburg, Pennsylvania: Pennsylvania Depart- Blind and Visually Limited Children. New York: American ment of Education, Bureau of Special Education, 1970. Foundation for the Blind, 1968. $2.75 A booklet on helping parents understand and find Presents educational aids specifically designed to help for their children with emotional problems. develop the physical and mental capabilities of blind Children, while bearing in mind their visual limitations. Each educational aid comes with instructions Children With Physical Disabilities and a list of necessary materials. Halliday,Carol. The Visually-ImpairedChild:Growth, Calovini, Gloria. The Principal Looks at Clzsses for the Learning, Development, Infancy to School Age. Louisville, Physically Handicapped. Washington, D.C.: The Council Kentucky: American Printing House for the Blind, 1971. for Exceptional Children, NEA, 1201 Sixteenth Street, $3.25 N.W., 1969. $1.75 An excellentpracticalmanualforparents and Addressed to the principal who has little or no back- teachers on the care, training and instruction of the ground in special education, but who has a class for visually-impaired child from birth until entry into a the physically handicapped in his school. This intro- formal school program. It describes the basic needs duction to physicalhandicaps, their implications a visually-impaired child shares with all children and and appropriate programs will be helpful to any presents in outline form how all children normally person interested in the care of physically disabled develop. It lists and describes educational materials children. and practical techniques to help the visually-im- Dorward, Barbara. Teaching Aids and Toys for Handi- paired child at each stage of development. cappcd Children. Washington, D.C.: The Council for Ex- Krebs, Mrs. Gordon. The Blind Child in Kindergarten. New ceptional Children, 1960. $1.75 York: Commission for the Blind, New York State Depart- Describes how to make and use a number of teach- ment of Social Welfare, 270 Broadway, Booklet No. 202. ing aids and toys for cerebral palsied children of A kindergarten teacher tells of her experience with nursery school and kindergarten age. The toys have two blind children in her regular classroom. Dis- also been used with brain-injured, mentally retarded cusses parent cooperation, acceptance by other chil- and multiply-handicapped children. dren, adaptations of the program. Finnie,Nancie. Handling the Young Cerebral Palsied Moor, Pauline M. A Blind Child, Too, Can Go To Nursery Child At Home. New York: E. P. Dutton and Co., 1968. School. New York: American Foundation for the Blind, $3.50 Pre-School Series No. 1, 1962. $.25 72 71 An excellent pamphlet describing the integration of Child. New York: Grune and Stratton, Inc., 1950.$7.45 blind children into regular nursery school programs. A teacher of the deaf discusses fundamentalcon- It discusses the questions raised by nursery school cepts, activities and training techniques; also in- teachers about enrollingblind children; how to cludes a design for nursery school and parent edu- introduce the child to the school; what to expect of cation and selected case histories. a blind child in terms of participation in activities Learning to Talk. Information Office, National Institute of and performance; how to prepare the other children for a blind child in class. Neurological Diseases and Stroke, National Institutes of Health, Bethesda, Maryland, 20014, 1969. $.45 Pe lone, Anthony. Helping the Visually Handicapped Child This pamphlet discusses speech, hearing and in a Regular Class. New York: Teachers College lan- Press, guage problems in the preschool child.It also de- Teachers College, Columbia University, 1957. $2.25 scribes normal language development in children Describes the needs of children with visual prob- from 3 months to 5 years. lems in regular classrooms; the roles of various Lowell, Edgar L.; Stoner, Marguerite. Play It By Ear. Los school personnel (nurse, teacher, counselor, psychol- Angeles: Educational Materials Department, John Tracy ogist) in meeting these needs; curriculumadapta- Clinic, 806 West Adams Blvd., 90007. $3.50 tions for the regular classroom setting. It deals with Auditory training games for young deaf and hard- school-age children only. of-hearing children. Pfeiffer,Elsbeth. Study of JoeA Blind Childin a Myklebust, Helmer R. Your Deaf Child: A Guidefor Sighted Group. New York: Bank Street College of Educa- Parents. Springfield, Illinois: Charles C Thomas Co., 1950. tion, 69 Bank Street, 10014, 1958. $4.70 An excellent pamphlet written bya teacher about This book describes the kinds of problems confront- Joe, a blind child who entered her regular nursery ing parents in caring for the deaf child andways to school program. Describes in detail the daily activ- meet the child's needs. itives Joe could join in and how staff were able to Newton, Mary Griffith. Books for Deaf Children. Washing- adapt their program to meet his needs. ton, D.C.: Alexander Graham Bell Association. Toys for Early Development of the Young Blind Child: A Suggestions of books for nursery school through Guide for Parents. Springfield, Illinois: The Officeof the grade 9. Superintendent of Public Instruction, 1971. Palmer, Charles E. Speech and Hearing Problems: A A list of toys to help the blind child in his early Guide for Teachers and Parents.Springfield,Illinois: development. Toys are categorized according topur- Charles C Thomas Co., 1961. pose and age of the child from infancy to age three. An excellent book in question and answer format divided into two parts; the first deals with speech Children With Hearing and Language problems; the second with hearing problems. Sug- Problems gestions of what to do and where to go for help. Ronnei, Eleanor C.; Porter, Joan. Tim and His Hearing Aid. Washington, D.C.: Alexander Graham Bell Associa- Adler, Irving and Ruth. Your Ears. New York: The John tion. $1.00 Day Company. $2.68 A picture book for children who wear hearing aids. Easy-toread information on the ear and hearing. Teach Your Child to Talk: A Parent Handbook. New Bloom, Freddy. Our Deaf Children. London, Melbourne, York: CEBCO, Standard Publishing Co., 1959. $1.50 Toronto: William Heinemann Ltd., 1963. $3.70 A reference book for parents of children from infancy it The British mother of a severely hard-of-hearing little to 5 years. Lists stages of normal speech and lan- girl describes the problems a family faces in dealing guage development; questions parents can with a young deaf girl. answer to check if their child is developing within normal Directory of Services for the Deaf in the United States. limits; and suggested games, activities,books, rec- American Annals of the Deaf, Gallaudet College, Wash- ords, etc. useful for speech and languagestimula- ington, D.C. 20002. tion. A comprehensive listing of schools, clinics, instruc- Utley, Jean. What's Its Name? A Guide toSpeech and tional materials, conferences, agencies and organiza- Hearing Development. Urbana,Illinois:Universityof tions for the deaf. Illinois Press, 1968. Harris, Grace M. For Parents of Very Young Deaf Children. A workbook designed for parents andteachers of Washington, D.C.: Alexander Graham Bell Association for hearing-impaired children. the Deaf. $.60 The Volta Review. Washington, D.C.: Editorial Office, 1537 If You Have a Deaf Child: A Collection of Helpful Hints 35th Street, N.W. to Mothers of Deaf Children. Urbana, Illinois: University A monthly magazine which contains articles for of Illinois Press. $1.00 both professional workers and parents. Membershipfee Lassman, Grace Harris. Language for the Pre-SchoolDeaf is $3.00

*U.S. GOVERNMENT PRINTING OFFICE: 1972 0-462-046 73 Child Development Series Day Care Reader Evaluation Form Your assistance in helping us evaluate this publication, Serving Children with Special Needs, will be most valuable. Please fill out the form, cut it out, and mail to the address listed below.

1. Does this publication provide the kind of information that is helpful to you? Yes No 2. Does it contain information and advice which is new to you or do you feel you already possess the knowledge?Yes No 3.Is the publication easy to read and understand? Yes No 4.Is the subject presented in an interesting style?Yes No 5. Does the publication omit substantial information that you believe should be included? Yes No If so, what'

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