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FAMILIES AND COMMUNITY PARTNERSHIPS * 3 HOURS * LEVEL 2


Supporting Families with Special Needs

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Course Menu
Page 21

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Common Questions and Comments

“Our staff is already stretched too thin and I don’t know if we could handle taking on children with special needs. What should we do?”
​-Parisa
Your center is not the only one that feels this way but I think you should take a moment to step back and really consider your interpretation of children with special needs. There are probably children in your program already who have special needs of some kind. A special need can range from a learning disability to a challenge with basic life functions such as eating or breathing. In addition to this, there are laws in place to keep these children from being unfairly discriminated against when it comes to their care and education. I highly recommend that you go back and re-read the pages in the training that speak to this specifically and also do some supplementary research on the subject.
“Many of my staff members could use some help with people first language. Are there any resources that you can recommend for this?”
-Lincoln
For many people this is a simple adjustment in habits as the terminology for things changes frequently. Some great resources to help with this are:
  • People First Language by Texas Council for Developmental Disabilities
  • What is People First Language? By The ARC
  • ​Examples of People First Language by Kathie Snow  

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  • Child Care Training
    • A-B >
      • 123 Dance with Me
      • A Directors Guide
      • A Teachers Guide to Pinterest
      • A Vaccination Conversation
      • All Aboard: Creating an Inclusive Classroom
      • Art and Sensory Experiences for Infants and Toddlers
      • Art Integration
      • Back to School Transition Tools
      • Basic Sign Language in the Classroom
      • Basic Signs for Babies and Toddlers
      • Beyond the Classroom: Engaging Families
      • Block Play for Infants and Toddlers
      • Bright Minds ​STEM Play for ​Infants and Toddlers
      • Building Community Through Circle Time
    • C-D >
      • Chicka Chicka Boom Boom in the Classroom
      • Child Abuse and Mandated Reporting in Washington
      • Children and Nature
      • Classifying and Sorting
      • Cooking Up Fun
      • Developing Minds and Bodies Tummy Time for Infants
      • Dream Team Successful Teambuilding
    • E-I >
      • Easing Separation Anxiety
      • Executive Function
      • Exploring the Magic of Harry Potter
      • Fantastic Mr. Dahl
      • Guide to Goosebumps
      • Infant and Toddler Temperament
      • Introduction to Planning Activities
    • K-M >
      • Keeping Children Safe and Healthy
      • Managing Your Time
      • Math Exploration
      • Mildred D. Taylor and Cultural Awareness​
      • Mindful Leadership
      • ​Motivating Morale Keeping Staff Around
      • Music and Movement for Infants and Toddlers
      • My Brain Craves Action
    • N-P >
      • Nap Time
      • Operation Military Families
      • Ouch Infant and Toddler Biting
      • Picture This
      • Positive Strategies for Classroom Management
    • R-U >
      • Reinforcement and Redirection
      • Simple Science
      • Spanish in the Early Childhood Classroom
      • Speech and Language Milestones
      • Supporting Families with Special Needs
      • Supporting Self-Esteem
      • Teaching with Tolkien
      • The Child's Developing Brain
      • The Infant and Toddler Classroom
      • The Infant and Toddler Teachers Role
      • The Wonderful Author of Oz
      • Theories of Child Development
      • Understanding Autism
    • V-Z >
      • Where the Wild Things Are
      • Worldwide Art
      • Yoga with Children
  • Need Help
    • About Us
    • Certificates
    • Lesson Plans for Young Learners
    • Terms of Use