PSED 201

Introduction to

SPECIAL

LECTURED BY: Ms Shailini G. Gestosani

Early Childhood Special Education

Built upon three related fields:
Early childhood education
Special education
Compensatory education programs

Early Childhood Special Education

Current services for young CSNs have been
greatly influenced by the history of ECE
Parent involvement
Child centered curriculum
Intervention based on practical applications
Ranges from 0 8 years old

Philosophy of ECSE

The guiding philosophy of ECSE draws on

and contributes to a broader field of ECE.

Similarities of ECSE and ECE

Emphasizes on treating the child as a unique
individual
Stress the importance of the familys role in educating
the child
Followed the Developmentally Appropriate Practices
(DAP) approach
Environment is structured
Values interdisciplinary approaches
Support setting assistive technology devices and
adaptations
Express an aversion to labeling

Differences of ECSE and ECE

ECE

ECSE

Servicing age

0 to 6 y.o. children but more

0 to 8 y.o. children
on 2 to 6 y.o.

Measuring
tracks of
development

Goal oriented

Follows the development

of the child

Environment

Allows the child to fully

explore the environment

Provides the child with a

more structured
environment

Role of the
Family

Encourages partnership

Family included and

emphasis on parent
involvement

Transition

Expects the next

environment to conform to
the needs of the child,
changing constantly

Needs to prepare the child

for the environment

Foundations of Special Education

Individualized Instruction
Sequenced series of educational tasks
Emphasis on stimulation and awakening of the childs
senses
Meticulous arrangement of the childs environment
Immediate reward for correct performance
Tutoring in functional skills
Child should be educated to the greatest extent
possible

Exceptional Children
Individuals who differ from societal or community
standards of normalcy

Impairment
The loss or reduced function of a particular body part
or organ

Disability
The capacity to perform as other children due to
impairments in sensory, physical, cognitive and other
areas of functioning

Handicap
The problems that a child with a disability encounters
as he or she attempt to function or interact in his or
her environment

At risk Children
Children who, although not currently identified as
having a disability, are considered to have greaterthan-usual chance of developing a disability

P.L. 94 142
Individuals with Disabilities Education Act
Assures that all children with disabilities have
available to them
a free appropriate public education which
emphasizes special education and related services
designed to meet their unique needs
to assure the rights of children with disabilities and
their parents or guardians are protected
To assist states and localities to provide for the
education of all children with disabilities
To assess and assure the effectiveness of efforts to
educate children with disabilities

Categories of Exceptionalities

Mental Retardation
Learning Disabilities
Emotional and Behavioral Disorder
Communication (Speech and Language) Disorders
Hearing Loss
Blindness and Low Vision
Physical and Health Impairments
Traumatic Head Injury
Severe and Multiple Disabilities
Autism
Giftedness and Special Talents

PSED 201
Introduction to

SPECIAL

LECTURED BY: Ms Shailini G. Gestosani