Welcome!

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Welcome to Unit 7 Seminar! 1. We will go over parent and

teacher communication as well as family values from unit 6.

2. Tonight’s discussion focuses on the use of assistive technology for children with special needs.

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Unit 6 :

We had a wonderful discussion about how parents of children with special needs may need support and guidance from you as the teacher.

Taking time to get to know your families will help with : parent involvement, communication, community involvement, and collaboration.

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Remember to:

Listen Respect Ask questions

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“Welcome to Holland” by Emily Perl Kingsley

I am often asked to describe the experience of raising a child with a disability - to try to help people who have not shared that unique experience to understand and imagine how it would feel.  It's like this......When you're going to have a baby, it's like planning a fabulous vacation trip - to Italy.  You buy a bunch of guide books and make your wonderful plans. The Coliseum.  The Michelangelo David.  The gondolas in Venice.  You may learn some handy phrases in Italian.  It's all very exciting.After months of eager anticipation, the day finally arrives.  You pack your bags and off you go.  Several hours later, the plane lands. The stewardess comes in and says, "Welcome to Holland."

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It’s just a different place.  It's slower-paced than Italy, less flashy than Italy.  But after you've been there for a while and you catch your breath, you look around.... and you begin to notice that Holland has windmills....and Holland has tulips.  Holland even has Rembrandts.

But everyone you know is busy coming and going from Italy... and they're all bragging about what a wonderful time they had there.  And for the rest of your life, you will say "Yes, that's where I was supposed to go. That's what I had planned." 

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And the pain of that will never, ever, ever, ever  go away... because the loss of that dream is a very very significant loss.

But... if you spend your life mourning the fact that you didn't get to Italy, you may never be free to enjoy the very special, the very lovely things ... about Holland.

*     *     * ©1987 by Emily Perl Kingsley. All rights reserved. 

Reprinted by permission of the author

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Discussion Board this week :Explain the importance of play and the

limitations of children with special needs

Identify strategies for facilitating play for children with special needs

Explain the importance as well as the variety of uses of assistive technology

Describe how assistive technology can foster learning in the classroom for young children with special needs

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Play and AcademicsYoung children are biologically ready to learn

Select activities that involve sensory experiences like touch, sight, sound, taste and developmentally appropriate.

“For children who do not get academic learning at home, academically stimulating preschools are an opportunity equalizer” (Allen & Cowdery, 2009, p. 519).

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Young children learn through……play!

Your “typical” preschool student can talk and use her language skills.

A student with a language or speech delay may need more encouragement.

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Strategies to Facilitate Play Using assistive technology is one of the

many ways Early Childhood Care Professionals can facilitate learning for children with special needs.

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Fine motor/cognitive development

Preschool puzzles have several inset pieces.

Adaptive puzzles can have larger pieces and knobs.

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Low tech Assistive TechnologyWhat are some examples of low-tech

assistive technology?

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High Tech Assistive TechnologyWhat are some examples of high-tech

assistive technology?

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ReferencesAllen, E.K., Cowdery, G.E. (2009). The

Exceptional Child: inclusion in early childhood education. United States of America: Thompson Delmar Learning

Using Assistive Technology to Foster Speech and Language Skills at Home and in Preschool," by Lauren Skau and Paul W. Cascella.

"Assistive Technology and IEPs for Young Children with Disabilities," by Howard P. Parette Jr. and Nikki L. Murdick.

"Play and Assistive Technology Issues for Infants and Young Children with Disabilities", by Shelly J. Lane and Susan G. Mistrett.

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