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On October 18, 2000, accessibility guidelines were published for newly built or altered play areas under the Americans with Disabilities Act (ADA). The guidelines are one of the first of their kind in providing a comprehensive set of criteria for access to play areas. They cover the number of play components required to be accessible, accessible surfacing in play areas, ramp access and transfer system access to elevated structures, and access to soft contained play structures. Assistive Technology Assistive technology devices are mechanical aids which substitute for or enhance the function of some physical or mental ability that is impaired. Assistive technology can be anything homemade, purchased off the shelf, modified, or commercially available which is used to help an individual perform some task of daily living. The term assistive technology encompasses a broad range of devices from "low tech" (e.g., pencil grips, splints, paper stabilizers) to "high tech" (e.g., computers, voice synthesizers, Braille readers). These devices include the entire range of supportive tools and equipment from adapted spoons to wheelchairs and computer systems for environmental control. (From – Family Guide to Assistive, Copyright © 1998 Parents, Let's Unite for Kids, all rights reserved. plukinfo@pluk.org) For more information and resources click this link: http://www.pluk.org/AT1.html#2 Augmentative Communication Augmentative and alternative communication (AAC) refers to ways (other than speech) that are used to send a message from one person to another, such as facial expressions, gestures, and writing, as part of our daily lives. People with severe speech or language problems must rely quite heavily on these standard techniques as well as on special augmentative techniques that have been specifically developed for them. Some of these techniques involve the use of specialized gestures, sign language, or Morse code. Other techniques use communication aids, such as charts, bracelets and language boards. On aids such as these, objects may be represented by pictures, drawings, letters, words, sentences, special symbols, or any combination thereof. Electronic devices are available that can speak in response to entries on a keyboard or other methods of input. Input can come from any number of different switches that are controlled with motions as simple as a push of a button, a puff of air, or the wrinkle of an eyebrow. Augmentative communication users don't stop using speech! When speech is used with standard and special augmentative communication, not only does communication increase, but so do social interactions, school performance, feelings of self-worth, and job opportunities. (From – Introduction to Augmentative and Alternative Communication, ©1997-2005 American Speech-Language-Hearing Association) For more information and resources click this link: http://www.asha.org/public/speech/disorders/Augmentative-and-Alternative.htm Benefits of Early Intervention
Developmental Delays Many children can have developmental delays due to premature births, abnormal muscle tone, seizure disorders, hydrocephalus, or other unidentified factors. Early intervention programs, such as SCEIC's, have proven to be highly effective with children who have virtually any type of developmental delays. How might development in children with physical handicaps differ from typical children?
Disabilities Disabilities include: autism, developmental delays, emotional handicaps, cerebral palsy, Down syndrome, cortical blindness, mental retardation, fragile X syndrome, other serious health impairments and speech/language delays. Hydrocephalus hy•dro•ceph•a•ly (-l), n., A usually congenital condition in which an abnormal accumulation of fluid in the cerebral ventricles causes enlargement of the skull and compression of the brain, destroying much of the neural tissue. Integrated therapies “What is Integrated Therapy? For many years, these therapists have worked one-on-one with the children in a special therapy room or other settings away from the classroom. In recent years, however, teachers, family members, and even the children themselves have seen many benefits in having the therapy move right into the classroom! This approach is called integrated therapy. Integrated therapy takes place when therapy services are provided in the classroom in the presence of or with other children. The therapist continues to work directly with the child, but also provides consultation to the classroom staff. Integrated therapy works best when parents, teachers, and therapists collaborate to develop goals and interventions that help the child enjoy the natural routines and activities of the classroom. This means that the goals they are working on with the child are truly functional. For example, rather than working with a child in the therapy room on snapping pants, the therapist shows th teacher how to assist the child to snap his pants as a part of the regular toileting routine.” (From: Wesley, P.W., Dennis, B.C., & Tyndall, S.T. (1998). QuickNotes: Inclusion resources for early childhood professionals. Lewisville, NC: Kaplan Press) For more information click this link: http://www.fpg.unc.edu/~fx/PDFs/qn6_2728.pdf Intergenerational in·ter·gen·er·a·tion·al adj. : Occurs between generations or individuals of significantly different ages (i.e.: contact between child and senior citizen). Mainstreamed main•streamed, main•stream•ing, main•streams tr.v. : To integrate (a student with special needs) into regular school classes. Overloads Overload refers to the reaction a child displays when they receive an excessive amount of input (it can involve any one or combination of the senses) or are caught up in an episode relating to past trauma. Basically, whether it is sensory or past trauma related, their equilibrium has been disrupted. Their reactions to this overload vary in intensity. Role Models SCEIC keeps a 50-50 mix of special needs and role model children as part of our program. This provides a wonderful opportunity for typically developing children to join a program where they can flourish and grow in both development and education. Benefits experienced by role model children include:
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