ERIC ED365018: Early Childhood Special Educator. Careers in Special Education. No. 90.93.

5 Pages·1993·0.15 MB·English

by  ERIC

DOCUMENT RESUME
ED 365 ni8
EC 302 643
AUTHOR
Crutchfield, Margaret D.
TITLE
Early Childhood Special Educator. Careers in Special
Education. No. 90.93.
INSTITUTION
National Clearinghouse for Professions in Special
Education, Reston, VA.
SPONS AGENCY
Office of Special Education and Rehabilitative
Services (ED), Washington, DC.
PUB DATE
93
CONTRACT
H030E00001-92
NOTE
5p.
PUB TYPE
Descriptive (141)
Reports
EDRS PRICE
MFO1 /PCO1 Plus Postage.
DESCRIPTORS
Career Exploration; *Careers; *Disabilities;
Employment Potential; Preschool Education; Preschool
Teachers; *Special Education Teachers; Teacher
Characteristics; Teacher Education; *Teacher Role;
Teaching Conditions; Work Environment
IDENTIFIERS
ACCESS ERIC
ABSTRACT
This brief introduction to the career of early
childhood special educator first describes the nature of the special
educator's work with infants and preschool children, and then
discusses the educator's role in involving families to develop and
implement an individualized plan and work as part of a team of
professionals and family members. The pamphlet also explains the
education required, desirable personal qualities, the job outlook and
possibilities for advancement, and some ways for high school students
to explore such a career. A practitioner profile describes the work
and attitudes of one such special educator. Four organizational
resources are listed.
(DB)
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*
Reproductions supplied by EDRS are the best that can be made
*
*
from the original document.
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RS r
An infant born with Down syndrome.
A 2-year-old child unable to walk.
A family struggling to adjust to their infant's
blindness.
A 3-year-old boy not able to talk.
All these children and their families need
the services of early childhood special edu-
cators who are specially trained to work
with infants, toddlers, preschool children.
and their families.
Infants and young children may require
special services if they are experiencing
delays in their development in some way.
-t
They may have hearing or visual impair-
ments; they may have physical disabilities
that make it difficult to
walk or care for them-
Early Childhood
selves: they may be de-
layed in beginning to
CO,
speak or have other prob-
Special Educator
lems with their speech: or
they may have serious
rn
emotional or behavioral
C")
and implementation of the program. For
disorders. They may have mental retarda-
as
tion or may have a medical problem that
example, to stimulate the movement of a
toddler's arms and legs, a parent might be
puts them at risk for delays in development
and learning.
encouraged to dress the baby in brightly
tr
colored mittens and booties with bells at-
Nature of Work
tached so that the baby can become more
aware of his or her hands and feet. If an in-
Early childhood special educators pro-
fant's ability to grasp and hold is delayed or
vide direct services to the child, collaborate
impaired, parents can use toys that hang or
with the family, and work as a member of a
roll to stimulate the infant's desire to reach
team with other professionals who provide
and grasp. A professional can help the
services to the child or family. Infants and
their families receive service in centers,
parents of a blind child learn ways to de-
velop "ear -hand" coordination (rather than
in homes, or in a combination of the two.
eye-hand coordination) to make possible
Most preschool age children receive ser-
future explorations of his or her world.
vices in a preschool setting at a school or
in a community center program.
Infants with a physical, sensory, or cognitive
disability may not be able to smile or gaze
Early childhood special
Working with Iniants:
O
in ways that encourage positive social
educators work with infants who are slow in
responses from parents and others. In such
developing or who have a known disability.
cases, parents need help in finding alterna-
,ty) Together with the parents they provide a
.
\I program of activities that encourage the
tive ways to interact with their baby.
'egrowth of the child's skills. Activities suited
Preschool chil-
Working with Preschool Children:
00.1401601:1161
US 111/PIATIONINT Of tlA110.1
\/to each child's special needs
are developed.
dren may receive services in a special ciass-
EOUGMIONAL PIESOLOCIES WOMMATION
CENTtrt ano
room or may be part of a regular preschool
ecu N. 1 001NC11 OS
tS/Parents are fully included in the planning
inil tr
niclimell *OM MS 110111 el torSombeft
class. The early childhood special educator
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0 wow tftwipw
Imo maw le wren
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could be the teacher of the class or could
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by Margaret D. Cretchtield / Information Specialist
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now
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osaissofft
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serve as consultant to a regular classroom
National Clearinghouse for Professions in
teacher. The teachers work with the dill-
Special Educatian
(Ntt
2
1
,....'77:7 IN SPECIAL EDUCATION
77-
dren to develop social, self-help. motor,
should include such things as a statement
language, and cognitive skills. An individ-
of the child's present levels of development:
ual plan is developed for each child to
a statement of the family's resources, priori-
build on his or her strengths and to chal-
ties, and concerns related to enhancing the
lenge the child in each of the five areas.
child's development: a statement of major
Often, what looks like simple play to an
outcomes expected to be achieved for the
outsider can be an intense learning experi-
child and the family; and the specific early
ence for the child! For example. two chil-
intervention services necessary to meet the
dren playing with play-dough are having
unique needs of the child and the family.
fun, but they are also developing fine motor
Early childhood
Working as Part of a Team:
skills as they pinch. pull, and mold the clay;
special educators work as part of a team of
they are having a sensory experience as
professionals and the family to provide
they squish and smell (and maybe even
appropriate services to the children they
taste) the dough; and they are developing
serve. Some children need physical and/or
their communication and social skills as
occupational therapy. Others may need the
they talk to each other, negotiate sharing,
help of a speech and language pathologist.
and learn 0)
Social workers and counselors may also pro-
Infants
clean up when
vide important services to a child and fam-
and young
they Jim finished.
ily. The professionals and parents meet
The early
regularly to coordinate treatment sched-
children may require
ules, plan the most appropriate program
childhood special
educator must
for the child and the family, conduct on-
make sure that
going assessment, solve problems as they
special services if they
the program
develop, and plan for the child's transition
out of the program when appropriate.
provided fbr each
are experiencing delays
child meets the
Education Required
child's special
in their development.
needs. This can Most states require at least a bachelor's
degree for early childhood special educa-
be quite a chal-
lenge because in
tors. Some states may require graduate
coursework beyond a bachelor's degree,
one classroom children can have a wide
variety of developmental needs. One class
some may require a master's degree.
Courses required generally include: child
may have 10 children without disabilities as
development with an emphasis on infants
well as a child who needs a walker, another
and children up to age 5; atypical develop-
child who has a significant developmental
ment of infants, toddlers, and preschool
delay, and a third child who has a speech
delay. Each of these children need a pro- children: a survey of the different kinds of
gram tailored to meet their particular
disabilities children may have; working with
needs and to utilize their strengths.
families of young children who have special
needs; assessment and testing of young
Working with families is a
Involving Families:
children: curriculum and instruction meth-
vital part of early childhood special educa-
ods; serving as a consultant teacher and
tion. Professionals meet regularly with par-
member of a team: and environmental and
ents and families to ask them what their
behavior management. It is also important
priorities are for the child and to determine
that students learn how to work with chil-
what resources they may need, to discuss
their child's progress, and to help them
dren and families from different cultures.
meet the needs of the child. It is important
An early childhood special education stu-
dent will have field experiences in child-
to form a partnership with the family.
care, home, or school settings and will be
Parents and professionals develop an in-
required to do an internship or student
dividualized plan that addresses the needs
of both the child and the family. The plan
CONTINUED ON PAGE I
2
aren come ma< into
responsibility for community service. Atter
the classroom, 'be
college she worked in several community
reads them a story
service programs and became concerned
about the needs of the young children she
then they act out the
saw. She received a Master's degree in Early
story with dress ups!
Childhood Special Education and has been
After an afternoon
teaching in a school setting for 5 years. In
snack the kids get
those 5 years she has taught children who
ready to go home.
are deaf, children who have physical dis-
"My
Satisfaction:
abilities, children who are seriously emo-
greatest satisfaction
tionally disturbed, and children with both
is seeing the chil-
mild anti moderate mental retardation.
dren in my class
make real gains and
lbe works full-time. Her preschool class is
in the afternoon and her morning is filled
knowing that I have
with meetings with parents and other team
helped them get to
he
members, planning, and training programs.
where they need to
Crawley
Twice a month she meets with the parents of
be, so that they are
each child, in their home, to discuss the
prepared to move
Preschool Special Educator
to their next place-
child's program, hear the parent's concerns,
and as necessary, help teach the parents new ment. One little boy
Fairfax County Public Schools,
was quite a chal-
skills for working with their child.
lenge to me. He
She also meets with the other members
Fairfax, Virginia
of her teamthe occupational therapist,
exhibited autistic-
physical therapist, and others who work to-
like behavior, swore
gether to coordinate services and deal with
in the classroom, and was very disruptive.
problems that are occurring with the child.
At the end of the school year I was able to
She updates program plans for the child,
look back and see how very much he had
and prepares materials for the classroom
learned. On the last day of school during
and so on. She often goes to training pro- circle time, he said 'I want a turn' and got
grams to improve her knowledge and skills.
up and sang a song. That seems like a small
thing, but I knew what a tremendous gain
She recently went to a meeting to learn
more about how to work with children who
that was for him."
"The biggest challenge to me
are HIV positive.
Challenges:
The children arrive at 12:00
is working with so many different kids with
Daily Schedule:
and stay until 3:45. There are six children
such a variety of needs. Sometimes it is
hard to feel confident that I have a pro-
in her class, and she has an aide to work
gram that is meeting each child's needs. I
with her. When the children arrive they
greet one another, take off their coats
look on my job as a practice. We say doctors
have a practice and lawyers have a practice.
(which for a child with certain disabilities
can be quite an accomplishment), and play
Well, teachers have a practice too. We are
as the other children arrive. After lunch,
constantly learning new techniques. new
approaches. It is important for me to feel
the children gather for a circle time where
confident and know that I am doing a
they sing songs, do finger plays, talk about
the unit they are working on, and share ex-
good job."
periences with one another. After circle
time they have several small group activi-
3
4
aliw-"":= IN SPECIAL EDUCATION
How to Prepare for a Career
CONTINUED FROM PAGE 2
teaching. Some states have a special certifi-
cate for early childhood special educators: Anyone interested in a career as an early
other states provide an earl childhood
childhood special educator has lots of op-
endorsement, which is added to an existing
portunities to try it out! Preschools and early
certificate.
childhood centers can always use volunteers
to help with the children. A family with a
Personal Qualities
child who has special needs might be glad to
Many different kinds of people choose to
have someone spend some time with their
child. Some high schools have clubs spon-
become early childhood special educators
but there are some characteristics they have
sored by The Council for Exceptional Chil-
dren that provide opportunities for
in common. 'they enjoy children and have a
high
desire for each child to develop as fully as school students to work with children with
disabilities. It's a great idea to get some
possible. They are creative, inventive, and
hands-on practice with infants and children
able to adapt teaching methods and materi-
with special needs.
als to the abilities of their students. They are
resourceful, open-minded, and have physi-
cal stamina. They are flexible and able to
deal with many different kinds of people.
Resource
Information
They have a respect for families and other
professionals.
The Council for Exceptional Children
Job Outlook and Advancement
1920 Association Drive
Current federal legislation outlines fed-
Reston, VA 22091-1589
eral policy concerning the education of and
The National Clearinghouse for
early intervention for infants, toddlers, and
preschool children. This action has lead to a
Professions in Special Education
push in all the states for early intervention
1920 Association Drive
Reston, \? 22091-1589
and preschool education for -A infants, tod-
dlers, and preschool children with disabili-
National Center for Clinical Infant
ties. This has created a great need for early
childhood special educators. The need for
Programs
2000 14th Street North. Suite 380
qualified professionals has grown each year
and is expected to become even greater in
Arlington. VA 22201-2300
the future.
National Association for the Education of
Early childhood special educators can
advance to administrative work in schools
Young Children
and government agencies. They can become
1834 Connecticut Avenue, NW
trainers of other early childhood educators.
Washington. DC 20090-5786
With further education they can become
college professors and researchers.
Photographs by Mark A. Regan and I'mphoto.
PROFESSIONS
IN
FDUCATION
SPECIAL
THE NATIONAL
CLEARINGHOUSE
This document was prepared pursuant to Cooperative Agieetnent No. 11030E00001-92 with the U.S. Department
of
Education. Office 01 Special Education and Rehabilitative Services. Agencies undertaking such projects under govern-
ment sponsorship arc encouraged to express their judgment freely in professional and technical matters. Points of view
or opinions do not. therefore, necessarily represent official Department of Education position or policy.
90.93
FALL 1995
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