School Readiness - Responding to Special Needs

3.1.10 Responding to Special Needs

A comprehensive approach to the school's readiness to help young children must also address the particular needs of children whose needs differ because of ethnocultural background or ability/disability.

Children are aware of differences in colour, language, gender and physical ability at a very young age. Numerous research studies about the process of identity and attitude development conclude that children absorb spoken and unspoken messages about these differences. The biases and negative stereotypes about human diversity undercut healthy child development. (Hohensee & Derman Sparks, 1993)

Teachers of young children should raise their own awareness of anti-bias issues and materials and how they can impact on young children. A second step is to find out what ideas their students have about diversity through observation and asking questions. The third response should be to ensure that classrooms are free of bias as much as possible and that classroom practices promote diversity and acceptance.

The involvement of families from minority cultures is critical. Swick (1995) suggests strategies such as parent education, school-family curriculum activities and teacher-parent partnerships. Parent education activities can include lending libraries, videos, bulletin boards, newsletters and parent education workshops. School-family curriculum activities can include field trips, class presentations, and class discussions. The use of artifacts, "props and other objects can stimulate class discussions of diversity. Teachers can partner directly with parents by exchanging educational materials. Family stories, written by children or parents, can also be used.

Rivera & Lacelle -Peterson (1993) discuss the importance of monitoring the integration of young ESL children in early childhood education programs. They suggest indicators related to staff development, first language development, ESL development, academic achievement and assessment practices should be monitored regularly.

A second type of special need is based on disability or exceptional ability.

Diamond et al (1994) review the research on preschool programs and the integration of young children with disabilities. They suggest that early inclusion can be successful, despite the misconceptions to the contrary. Placement in regular classes enables students with disabilities to make gains equivalent to their peers. The keys to success appear to be the type of learning experience offered, administrative support, and a naturalistic teaching style.

Pinkerton (1991) has reviewed the specific challenges faced by students with disabilities when entering school. The role of parents and teachers is discussed. They suggest a planned transition process that includes involving administrators and parents and with specific steps and communications.

Another ERIC Digest (ERIC Clearinghouse on Early Childhood Education, 1990) examines basic communications difficulties such as hearing, vision and speech that can harm the child's start in school. These problems need to be identified and addressed early in the child's schooling.

Howley (1992) reminds us that gifted children also can face problems when they enter school. Early entry into kindergarten and first grade is essential. Administrative actions, parent involvement, and flexible placement procedures are all suggested as strategies.

For more on school actions, go to these pages:

3.1.1 Kindergarten

3.1.2 Instruction

3.1.3 Curriculum / Learning Outcomes

3.1.4 Student Assessment

3.1.5 School Social Climate

3.1.6 School Physical Environment

3.1.7 Involving Parents

3.1.8 Early Prevention

3.1.9 Poverty

3.1.11 Support from School District, Ministry and Other Agencies

3.1.12 Monitoring Progress

Go back to the Introduction for more on home, agency and community readiness.