SECTION DESCRIPTION

TASKS TO COMPLETE

1.

Disability

Please list the name of the disability. Remember it’s the same you learned about for RF Part 1.

The disability I’m learning about is alopecia.

2.

Applying Parts (Amendments B and C) of Individuals with Disabilities Act (IDEA) and the Rehabilitation Act of 1973. 

  The student will integrate  

knowledgeable and critical perspectives about early education by explaining how legislation ensures a child receives special education services (Standard 6d). 

· Include the age at which a child with the disability you chose is typically diagnosed or identified.

· Explain how each part ( amendments B & C) of IDEA and/or the Rehabilitation Act of 1973 impacts the child as they age.

According to the National Institutes of Health website “the onset of alopecia can be at any age. When it occurs in children younger than age 10, it tends to be more extensive and progressive” (National Institute of Mental Health [NIMH], 2022). The age of a child when diagnosed determines which piece of special education legislation will be used to meet their needs. A 504 Plan, which is part of the Rehabilitation Act of 1973, applies to children between the ages of 6 and 21. Because of this, a child who is younger than 6 years of age and has been diagnosed with alopecia, will be covered under one of the parts of IDEA. For a child from birth up to 3 years, Part C of IDEA would provide services to meet their needs. Once the child turns 3 years of age, a move from Part C to Part B of IDEA would be used since it provides services for children 3 years up to six years. If no other disabilities are identified at the age of six, then a child’s services would be delivered through a 504 Plan. “If a child qualifies under Section 504, he or she may receive services or accommodations in the general classroom that can enable the child to be successful in school” (naaf.org, 2022). It should be noted that not all children who have alopecia seek out special education services of any kind.

Optional:

In their explanation, the student included a discussion of the early intervention services and transition plans to demonstrate how a child with the chosen disability transitions from one program to the next.  

If a child who has alopecia moves from early intervention services Part C to Part B of IDEA, and then to a 504 Plan, then specific transitions plans are put into place. According to Allen and Cowdery, several steps in the transition process are critical to ensuring success (Allen & Cowdery, 2015). Defining roles for the sending program and the receiving program of transitions can provide support for the child with alopecia and their family. The sending program can provide guidance and ease anxiety for families as they move from one program to the next. The sending program can also educate the teachers and staff of the receiving program on the strengths and needs of the child with alopecia and recommend any in-service training for them. “The receiving program should learn effective strategies used in the previous program and plan to work with the child’s family to develop a system for ongoing feedback and communication (Allen & Cowdery, 2015).”

1. Applying  

Developmental Plans (IFSP, IEP, and 504 Plan). 

  The student will involve families and communities in young children’s development and learning by explaining how developmental plans ensure a child receives appropriate support services (Standard 2c).  

The student defined and discussed how the developmental plan(s) (IFSP, IEP, or 504 Plan) are used to ensure special education services are received as a child ages.

There are three specific developmental plans that help ensure special education services are received throughout a child’s preschool and school years.

An Individualized Family Support Plan (IFSP) provides a family-centered approach for children with alopecia from birth up to 3 years of age. Its goal is to enable and empower the family to assist the team in meeting the child’s needs through recognizing the families’ priorities and concerns. It also includes descriptions of the child’s strengths, present levels of development, and outcome statements that include “mom and dad” as a responsible party for meeting goals.

In contrast, a child who has an Individualized Education Program (IEP) will encounter a child-centered approach which does not specifically focus on family concerns and priorities like an IFSP. However, an IEP does include the child’s present developmental levels as they relate to academic achievement, measurable annual goals, and short-term objectives. In addition, modifications, and accommodations for a child with a disability are included.

A 504 Plan is different from an IFSP or and an IEP, but it does protect the rights of school age students with alopecia between the ages 6 and 21. A 504 team will review the student’s educational file and diagnosis, meet with the parents, and observe the student in a classroom setting. If a student already has an alopecia diagnosis, then “no further evaluation is needed” to determine appropriate accommodations to be provided by teachers and other staff in the school (Shields Firm, 2022).

Optional:

In their explanation, the student described potential meeting participants and  

types of services  

appropriate for the chosen disability and age. 

All three developmental plans establish a team who works together to meet the needs of the child, and family in the case of an IFSP. Participants in the team typically consist of a service coordinator, administrator(s), teachers, specialists, a nurse, and a counselor. They work together to create a developmental or educational plan, and accommodations for a child who has alopecia.

Services and accommodations for a child who has alopecia might include educating teachers, staff members, and students about alopecia, sessions with the school counselor for self-esteem concerns, and permission to wear a hat in the school setting.

SECTION DESCRIPTION

TASKS TO COMPLETE

1.

Disability

Please list the name of the disability. Remember it’s the same one you learned about for RF Part 1.

2.

Applying Parts (Amendments B and C) of Individuals with Disabilities Act (IDEA) and the Rehabilitation Act of 1973. 

  The student will integrate  

knowledgeable and critical perspectives about early education by explaining how legislation ensures a child receives special education services (Standard 6d). 

· Include the age at which a child with the disability you chose is typically diagnosed or identified.

· Explain how each part ( amendments B & C) of IDEA and/or the Rehabilitation Act of 1973 impacts the child as they age.

Optional:

In their explanation, the student included a discussion of the early intervention services and transition plans to demonstrate how a child with the chosen disability transitions from one program to the next.  

1. Applying  

Developmental Plans (IFSP, IEP, and 504 Plan). 

  The student will involve families and communities in young children’s development and learning by explaining how developmental plans ensure a child receives appropriate support services (Standard 2c).  

The student defined and discussed how the developmental plan(s) (IFSP, IEP, or 504 Plan) are used to ensure special education services are received as a child ages.

Optional:

In their explanation, the student described potential meeting participants and  

types of services  

appropriate for the chosen disability and age. 

SECTION DESCRIPTION

TASKS TO COMPLETE

1. Disability Name, Type & Category

Disability

· Name: locomotor disability

· Type: Physical /Mental impairment and physical limitations

· Category: Poliomyelitis, cerebral palsy, amputation, spine, head, soft tissue, fracture and muscular dystrophy are all disorders that might cause mobility problems (Krishnan, et al. 2021).

2. Causes & Statistical Data

Several diseases and injuries can leave patients unable to walk or move around for an extended period. Polio is probably the most recognized case in point. We've all seen how polio leaves victims needing wheelchairs and crutches to get around. This is because, due to polio's common effect of weakening limb muscles, the affected individual would have limited mobility in their limbs.

Other sources include:

· Locomotor impairment is often the result of amputation (the loss of a limb or part of a limb).

· CP, or Cerebral Palsy

· Myotonic dystrophy

· Disorders of the nervous system

· Illnesses of the heart and lungs

In children, cerebral palsy (CP) is the leading cause of motor impairment. Prevalence estimates for CP vary from 1 to nearly 4 per 1,000 live births or per 1,000 offspring, according to current population-based studies directed all over the globe. In 2010, the CDC's Autism and Developmental Disabilities Monitoring (ADDM) Network estimated that CP affected 1 in 345 children in the United States, or 3 out of every 1,000 children aged 8 years old” (Qin, et al. 2021). Children born early or with a low birth mass are more probable to grow cerebral palsy. The data suggest a worldwide drop in the incidence of CP, especially in children of moderate and extremely low birth weight.

Source: “Centers for Disease Control and Prevention. (2023, February 23). Learn more about cerebral palsy (CP). Centres for Disease Control and Prevention. https://www.cdc.gov/ncbddd/cp/index.html”

3. Treatments &  Therapies 

1. Conventional surgery: Tendon lengthening, bone fusions, and derotation osteotomy are the cornerstone of surgical therapy for children with cerebral palsy for a long time. As a result of the sequential nature of these treatments, a "birthday syndrome" has been identified (orthopedic surgery once a year, followed by “physiotherapy to relearn a walking method,” and then another process the following year to issue the resultant tightened muscles). Multi-level surgical intervention is progressively replacing these programs because of their lack of positive effects on the child's sense of self-worth, social development, or academic performance.

2. Targeted training: The idea upon which this prospective treatment is founded is that a typically developing kid acquires motor control from the head to the feet. To prevent the kid from becoming overwhelmed by too many control demands, this method employs specifically built equipment to offer the appropriate degree of support for one or two joints at a time. Using the program for a certain amount of time each day, it is possible to advance “motor control learning” in a downward way after rigorous evaluation identifies the greatest body segment missing in control (typically the head in offspring with cerebral palsy). The approach is showing promising early results.

3. Less orthodox treatments: Hyperbaric oxygen therapy, cranial osteopathy, reflexology, etc. are some of the newer therapies for “children with cerebral palsy.” The passage of time and scientific investigation has proven that many of these treatments are not 100% recommended. However, we need to be well-informed about such "trends" when they are at their peak so that we may effectively assist vulnerable parents (Campos-Pires, et al. 2020). Although the scientific grounds for their usage are not always apparent, it is crucial to have an open mind on these topics.

4. Botulinum toxin: Botulinum toxin injections into spastic muscles to prevent further neuromuscular transmission have become widespread in current years.7,22 Primarily, it has been applied to the “calf muscles” of children with hemiplegia or diplegia to prevent dynamic equinus of the ankle. Botulinum toxin's effects are temporary; therefore, more injections are required every three to four months. Although the method is straightforward, seems risk-free, and effectively paralyzes the muscle, it has not been demonstrated whether or if it improves gait in the long run. Clinical trials have not consistently shown any positive effects.

4. Implications on a Child’s Development and Learning 

· physical  

The physical growth of a kid is drastically altered by an impairment in locomotion. Their mobility is restricted, preventing them from doing things like crawling, walking, and running. Their muscular tone, coordination, and mobility will all suffer as a result.

· motor 

Fine motor capabilities and gross motor aids, such as walking and leaping, are both encompassed in the motor domain. Having trouble with both fine and gross motor abilities, a kid with a locomotor may have trouble with activities that call for precise movements or coordinated physical motions.

· cognitive  

The capability to think, reason, and understand information is known as cognitive development. Children with locomotor disability may be at a weakness when it comes to knowledge about their environments and creating interactions with others (Dana, 2020). Fewer opportunities for hands-on learning can stunt their intellectual development and limit their capacity to solve problems.

· communication  

The growth of communication skills comprises not only the capability to comprehend and use language but also to generate and share one's own. A child's social and language growth may be underdeveloped if they have worry moving about and receiving around. Their inability to use gestures or other non-verbal means of communication successfully may also result from physical mobility difficulties.

· social-emotional

A child's capability for social communication, emotional control, and individuality formation are all part of the socio-emotional domain. A child's capability to engage in bodily play or participate in actions with their peers may be restricted by a locomotor impairment. This can have consequences for their emotional and social development, putting them in danger of feeling emotions like anger, aloneness, and low self-confidence.

5. Implications on the Family Members

1.

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