NNCC Identifying Special Needs

IDENTIFYING SPECIAL NEEDS

National Network for Child Care's Connections Newsletter

Gretchen May
Extension Educator 4-H Youth and Family Development
University of Massachusetts at Amherst
Cooperative Extension

Copyright Access Information

Early identification of special needs is a key to a child's successful development. If special needs are not identified early, children may go through years of failure. This failure can create a poor self-concept, which may compound the disability.

Special needs are often identified when young children participate in day care programs. Caregivers may be the first to detect a speech, visual, or hearing problem or to note a cognitive, emotional, or physical handicap.

To identify special needs, you need to understand normal development. When a problem is suspected, observe the child closely. Informal observation may be used to assess a child's needs. Be sure to note these observations on cards or paper. When recording observations, mention signs of behaviors that suggest a special need. Any unusual social, cognitive, emotional, or physical development could signal a possible special need.

STUTTERING

Stuttering in young children is often characterized by repetition, hesitation, and prolongation. Few young children stutter all the time. They usually only stutter under certain conditions.

In the early stages of language development, many children experience stuttering. This often happens when they feel pressured. Children function best in a warm, noncritical learning place. This type of environment helps all children speak with confidence.

If you have a stuttering child in your care, focus on creating good speaking conditions:

Plan activities so all children will experience success.
Provide the child with enough time to say what he or she has to say.
Listen closely to what the child is saying, as opposed to focusing on the stuttering.
Avoid rushing a child through a task.

Unfortunately, many well-meaning people try to provide directions to a stuttering child. "Stop and think," "Start over," and "Speak slower" are common examples. These suggestions often make the child feel even more fearful. A child's difficulty could continue as a result of this fear. An environment free of pressure is important.

DOCUMENT USE/COPYRIGHT
National Network for Child Care - NNCC. Part of CYFERNET, the National Extension Service
Children Youth and Family Educational Research Network. Permission is granted to reproduce
these materials in whole or in part for educational purposes only (not for profit beyond the cost of
reproduction) provided that the author and Network receive acknowledgment and this notice is
included:

Reprinted with permission from the National Network for Child Care - NNCC.
(1993). Identifying special needs. In M. Lopes (Ed.) CareGiver News
(July, p.3). Amherst, MA: University of Massachusetts Cooperative
Extension.

Any additions or changes to these materials must be preapproved by the author .

COPYRIGHT PERMISSION ACCESS
Gretchen May
University of Massachusetts at Amherst
206 Skinner Hall, Box 36910
Amherst, MA 01003
VOICE: 413-577-0332
FAX: 413-545-4410
E-MAIL: gmay@umext.umass.edu

FORMAT AVAILABLE:: Internet
DOCUMENT REVIEW:: Level 2 - University of Massachusetts Cooperative Extension System
DOCUMENT SIZE:: 8K or 2 pages
ENTRY DATE:: May 1998