Download Educating Young Children with Special Needs by Louise Porter PDF

By Louise Porter

This beneficial expert reference highlights the significance of academics' and caregivers' responsiveness either to the kids and their mom and dad.

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Sample text

Like all parents, those whose children have atypical needs have to adjust to the notion that no school is going to provide all that their child requires. However, there is likely to be an even greater than usual disparity between the atypical needs of their child and the schooling options that are available. Furthermore, sometimes even this choice of school is out of parents’ control: their child might not be considered eligible for the school of their choice (Fowler et al. 1991). This adds another layer of complexity and stress to the family’s planning for transitions.

It is also acknowledged that, like parents of typically developing children, parents whose child has additional needs have a right not to participate in their child’s education. This trend towards shared power is dynamic and ongoing, and in my view has one further step to achieve, as a collaborative stance gives too much power Educating Children - TEXT copy 6/12/02 12:41 PM Page 22 22 FOUNDATIONS OF EARLY YEARS EDUCATION to the professionals (Porter & McKenzie 2000). Parents consult us for our knowledge and experience of young children and employ us to support them in advancing their child’s educational or other needs.

Nevertheless, the measures described in this section represent a combination of subjective and objective measures, whose aim is to give a comprehensive picture of individual children’s particular needs. Parental reports Assessment must begin with establishing effective communication with the people who know children best—which is usually their parents or other primary caregivers (Meisels & Atkins-Burnett 2000). You can gain parents’ knowledge of their child’s development by asking them about his or her milestones, needs and Educating Children - TEXT copy 6/12/02 12:41 PM Page 42 42 FOUNDATIONS OF EARLY YEARS EDUCATION interests—both at enrolment and subsequently throughout their child’s participation in your program.

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