(DOWNLOAD) "Freedom from Social Isolation for Young Students with Disabilities (Issues in Education)" by Childhood Education " eBook PDF Kindle ePub Free
eBook details
- Title: Freedom from Social Isolation for Young Students with Disabilities (Issues in Education)
- Author : Childhood Education
- Release Date : January 01, 2007
- Genre: Education,Books,Professional & Technical,
- Pages : * pages
- Size : 199 KB
Description
Currently, students in early childhood special education programs experience social isolation. To ameliorate the inappropriate behaviors that often contribute to this isolation, it is imperative that educators begin to include instruction in appropriate social interaction in the general education early childhood curriculum for children with disabilities. To meet this need, young children with disabilities are entitled to early intervention services under the federal Individuals With Disabilities Education Improvement Act (IDEA) legislation. These services are designed to meet early childhood needs in the five developmental areas: 1) physical development, 2) cognitive development, 3) communication development, 4) social development, and 5) adaptive development. Even though early childhood programs across the nation include components of social interaction, many young children with disabilities do not receive services related to the development of social interactions, thus their social isolation grows. Educators need to advocate for the right of young children with disabilities to receive these services in order to help them achieve freedom from social isolation. Addressing the problem of children needing appropriate social interaction services during the early childhood years could reduce negative social outcomes for these children. Another important concern is that although many programs in early childhood promote social development, children with disabilities are often kept from participating in these activities. Young children's peer interactions and emerging peer relations have been viewed as critical to childhood development and to the development of social competencies that serve children throughout their lives (Choi, 2002). Wetherby and Woods (2006) identified the following characteristics as essential active ingredients of effective interventions for children with disabilities: 1) functional spontaneous communication; 2) social instruction in various settings; 3) play skills that focus on play with peers and peer interaction; 4) new skill acquisition, generalization, and maintenance in natural contexts; 5) functional assessment and positive behavior support to address problem behaviors; and 6) functional academic skills, when appropriate.