Materials for Reflection

In general, applicants are hoping to learn ways to infuse inclusion of children with disabilities and special needs into all topic areas of the Program for Infant/Toddler Caregivers (PITC). They were also interested in specific techniques for working with infants/toddlers with disabilities and special needs and their families. Responses are organized into general themes that emerged with some representative applicant comments.

There were many questions regarding attitudes, as well as questions about specific disabilities, the Americans with Disabilities Act (ADA), working with parents, early indicators, resources and techniques. Responses are organized into general themes that emerged with some representative applicant comments.

Attitudes

• Staff attitudes especially around concern of neglecting other children. Parent concerns: both of child with special needs and other parents.

• Resistance from family day care and center people to go the second mile to include special needs — Just plain old FEAR, not based on experience. How do we get to the experiences part with so much fear?

• I want to see “the field” embracing children with special needs and their families as we do “all children.”

• What are the benefits and challenges of including children with disabilities in Infant/Toddler Care? What changes will be needed to enhance optimal development of children that will be enrolled that have disabilities?

• Dealing with families from diverse ethnic backgrounds — values and beliefs around special needs.

Americans with Disabilities Act (ADA)

• For providers: issues of ADA compliance; concerns about liability; relationship between the child care providers and professionals from the medical, social service and special education fields.

• Coordination of licensing regulations and requirements for inclusion of children need special equipment (nebulizer, gastro tube, etc.). ADA information and current related legislation.

Work with Parents, Early Indicators

• How can I be an advocate for each child? What questions do I ask the different professionals to get the “right” answers? How do I approach a parent to let them know that I suspect their child has special needs?

• How do I provide adequate help and attention to a child with special needs and respond to the other children in my group?

• How do I do enough for the child without doing too much? How do I help parents with this?

• Thinking about, planning and talking with parents about unidentified or suspected disabilities and special needs.

“How to”

• Planning your environment to meet special needs.

• Mainly how to facilitate their inclusion without having special education teachers on site.

• How to design and set up a program which allows for free choice and still supports children who have more needs and need more structure.

• How to be aware of a child's special needs and at the same time plug into the child's wants too. So that the providers will understand that the child's special need does not have to be totally limiting the child from acting on its wants too.

• Getting the support services caregivers need to safely and adequately care for children.

Special Disabilities

• Our center had a child with one leg and a heavy artificial leg. We included him in as many activities as we could but wondered if there was more we could have done.

• What support will be provided for medically fragile children in a childcare setting? If a child comes with a nurse, how to incorporate this adult into the program. How to support parents/families in respectful ways and form a partnership which can benefit the child with special needs.

Resources (Agencies, Money, etc.)

• Any information on monies available to providers and centers who want to renovate their programs to become accessible? Money and staffing seem to be big hurdles for caregivers who want to take in kids with special needs.

• My biggest challenge is identifying resources (locally or statewide) to assist students, providers, parents, etc. In answering their questions, I seem to be in the role of a clearinghouse.

• Effective participation in Individualized Family Service Plans (IFSP’s) — how to contribute to effective goal writing.

• What is meant when individuals talk about "natural environment" for children with special needs?

• How to communicate effectively with county agencies. Breaking down red-tape barriers to assist parents, families and children.

There were only two real responses to this question: 1) the attitude, knowledge and training of the caregivers and 2) resources. The primary barrier seems to be fear.

There were many ideas shared by applicants. Participants are hoping to increase their own knowledge about children with special needs, improve their skills as a trainer or consultant and increase opportunities for inclusion in their communities. Responses are organized into general themes that emerged with some representative applicant comments.