1. Meeting the Needs of Children
with Special Needs
Saliha Shah
300728717
ECEP 233 (061)
Lisa McCaie
Case Study: Billy
Centennial College

2. Symptoms and Diagnosis
 Billy is a little boy in my School
Age program that has just been
diagnosed with conduct
disorder
 Conduct Disorder is seen as a
behavioral and
social/emotional disorder
 He consistently shows signs of
aggressive behavior which is
both physical and verbal
(McCaie class notes, week 3).
 He is often very disruptive in the
class and is not ready to follow
rules or expectations even
when asked to (McCaie class
notes, week 3).

3. Symptoms and Diagnosis
 Billy is often fighting with
others both physically and
verbally
 He consistently lies and steals
 He has used weapons quite a
few times i.e. scissors, forks,
and other materials in the
classroom to cause harm to
the other children
 Both I and my coworker need
to fill out his behavior logs
everyday, as these particular
behaviors tend to increase
everyday

4. Description of Family
 Billy comes from a same sex
family
 He lives alone with both of his
fathers
 After a meeting with both of
the fathers, they wondered if
the diagnosis relates to the fact
of them being a same sex
family
 As an Early Childhood
Educator, I would like to provide
Billy and his family with as much
support and guidance in the
environment to support their
needs

5. Needs of Child
 As Billy does come from a same
sex family I believe that it is
important to teach acceptance
in the classroom environment to
the other children so that they are
able to accept Billy and his family.
 Providing materials relating to
same sex families is fairly helpful in
making the environment inclusive
to Billy and his family.
 Support of school, agencies, and
the community
 Treatments and strategies to help
him work out his frustration and
support his development delays
 Modifications to the environment
to support his cognitive
development

6. Needs of Family…
 In order to address the needs of the
family it is not only important to create
inclusion in the classroom with the
children, yet it is important to also
create acceptance for Billy’s family by
other families.
 I will invite in other families to the
classroom and ask them questions
towards what their thoughts are of
educating their children about same
sex families, and invite them to be a
part of our learning to be a part of
classroom discussions.
 Offer counselling and services to help
cope with Billy’s disorder; containing
basic parenting skills and strategies
 Provide multiple open areas of
communication to communicate Billy’s
progress between the school members
and parents

7. What is Conduct Disorder?
Video Name: Dear Teacher I Have Conduct
Disorder
Please click the link below:
http://www.youtube.com/watch?feature=p
layer_detailpage&v=pr5k_MEXz6E

8. Signs and Symptoms of
Conduct Disorder
 http://www.wordle.n
et/show/wrdl/780574
1/wordle

9. Causes of Conduct Disorder
 Biological: Can be caused from
brain defects or injuries
(WebMD, 2014)
 Environmental: dysfunctional
family life, traumatic
experiences, or the way the
child is raised and disciplined in
the family (WebMD, 2014)
 Psychological: Can be due to
the moral awareness of the
child (WebMD, 2014)
 Social: Low socioeconomic
status and not being accepted
by others especially their peers
(WebMD, 2014).

10. Developmental Delays for
Conduct Disorder
 Billy is at an atypical level of
development as he is developing at
a slower rate compared to other
children
 Billy’s diagnosis of conduct disorder
makes him have;
o Delays in language development
and cognitive functioning
(rcpsych.ac)
o Delayed reading levels (rcpsych.ac)
o Learning disabilities (rcpsych.ac)
o Poor social skills (Billy has less friends
because he is isolated and rejected
from groups) (rcpsych.ac)
o Problems in processing information;
processing information at a slower
pace (rspsych.ac)

11. Learning Disabilities
o Billy shows delays in
language development
which contains;
o Difficulty understanding
words in context both
verbally and nonverbally
o Billy has difficulty expressing
himself
o Low vocabulary
o Does not understand the
meaning of many words
(Inclusion of Children with
Special Needs, 2011).

12. Modifications to Physical
Environment
 In order to address Billy’s needs,
here are a list of some
modifications that can be made
to the environment;
o Adaptive devices
o Materials in the classroom
addressing same sex families
o Labels and images
o Posted Schedules
o Keeping Harmful
Materials/Objects out of reach

13. Adaptive Devices
 Here is a list of some adaptive devices
that I would like to include in the physical
environment to help support Billy’s
developmental delays;
 Kurzweil 3000: This device will help Billy in
his learning difficulties; which will also help
enhance his delayed reading levels
through active reading for example the
device contains, bookmarks, highlighting,
voice notes etc. (McCaie class notes,
week 8). It also contains supports to
writing and other components of
learning, which will help support Billy’s
cognitive and language functioning. This
is a great device that I can use for Billy
and the other children during reading or
writing time of the day.

14. Adaptive Devices
 Daisy: This device will also
help support Billy’s cognitive
functioning and reading
delays; as it contains sound
and text that can be used on
a digital device or computer
(McCaie class notes, week 8).
This is a great device I can
use during reading time of
the day with Billy and the
other children.

15. Adaptive Devices
 Fidget Kits: This device can be well
supported with Billy’s learning
disabilities, as he often shows signs of
disruption in the classroom. The fidget
kits contain sensory materials that Billy
can play around with to keep his mind
attentive and focused (McCaie class
notes, week 8). I will use this device for
Billy during whole group gatherings, to
help keep his focus towards the front of
the classroom.
 These devices can also be used by
other children in the classroom to help
enhance their reading, cognitive, and
learning skills i.e. Daisy and Kurzwell
3000 are great learning tools for the
children to practice their reading and
writing skills.

16. Inclusion of Same Sex Families
 In order to create acceptance
and learning of same sex families
in the environment there are
many modifications that can be
added to the environment;
 Having discussions in the
classroom about the different
types of families; including the
meaning of same sex families
 Watching videos on the different
types of families; including same
sex families

17. Inclusion of same sex
families…(Physical Environment)
 Including books on same sex families in
the reading area of the classroom so the
children can have access and read
them at any time
 Including same sex dolls together in the
dramatic area of the classroom and
labelling them as “two daddies” and
“two mommies”
 In these areas of the classroom it is
especially important that the other types
of families are included that the children
can also relate to and learn about i.e.
books on divorced parents, extended
families, and blended families

18. Labels and Images
 Labels and images will help Billy with his
learning disabilities
 Help Billy have an understanding of the
meaning of words
 Connecting words and images together to
have a better understanding of what
each material is
 Placing at eye levels so it is easy for Billy
and the other children read and access
 Help other children to recognize where to
access certain materials and where to put
them away (Inclusion of Children With
Special Needs, 2011)
 I would like to use this modification with
Billy to help practice the names of the
different materials by asking him to bring a
certain material and help him sound out
the label on each item for i.e. “Billy show
me where is the crayon bin?”

19. Posted Schedules
 Posted schedules will help Billy be
prepared for the daily schedule
 Placed at eye level
 Will help other children to know the
sequence of events and when it is
time to start one activity and go to
the next (Inclusion of Children With
Special Needs, 2011).
 I will use visual schedules to rehearse
with Billy the daily schedule at the
beginning of each day
 I will refer back to the schedule and
point and remind him when I find that
Billy is having difficulty following
instructions for i.e. point to the picture
on the schedule, “Billy it is time to
clean up”

20. Keeping Harmful Materials
Aside
 In order to prevent
any accidents from
happening and to
make it a safe
environment for Billy
and the remaining
children it is important
to keep hazardous
and sharp objects in
their designated
areas instead of out
in the open i.e.
knives, forks, pencils,
pens, rulers etc.

21. Teaching Strategies
 In order to address Billy’s needs, here are some
guidance strategies that can be used for his
support;
o Dr. Greene’s guidance strategy
o Task Analysis
o Fading and Prompting
o Providing Reinforcement
o Pair picture symbols with real object
o First/Then Boards
o Choice Boards
o Communication Posters
o Tucker Turtle Strategy

22. Dr. Greene’s Guidance
Strategy
 Is a strategy that can be used at home and school for Billy
 Can also be used for other children in the classroom dealing
with frustrating tasks
 3 Baskets;
 Basket A: “My way or the highway” (McCaie class notes,
week 8)
• “Billy is saying he wants to watch TV and is not ready to
clean his room. He is throwing chairs across the room at you.
You would then let Billy have his way”
 Basket B: “Parent is teacher or teacher who teaches”
(McCaie class notes, week 8)
• “Teaching Billy to calm down by telling Billy to stop, take a
deep breathe, and think before you get angry”
• This will help Billy to learn how to cope with his frustration
before it occurs
 Basket C: “Whatever” (McCaie class notes, week 8)
• “If Billy is not doing his homework, will let it slide in the
beginning, and say it is okay as I keep on conditioning him
through the basket B process”

23. Task Analysis
 This strategy will help Billy learn a skill that he is
having trouble with
 It is broken into small steps to help learn
complex steps (McCaie class notes, )
 For example, teaching Billy the Independent
skills to tie his shoe laces
 Billy can do step 1 and 2 independently
 Steps 3 to 6 will use prompting and fading
strategy for each strategy i.e. step 3 will help
bring the lace around the looped lace and in
front of the hole made by the two crossing
laces (will fade skills step by step)
• Place my hand over Billy’s hand move lace
• Move down to using Billy’s wrist, elbows, and
shoulder to “move it around the looped
lace..”
• Model moving the lace around the looped
lace and in front of the hole made by the two
crossing laces on my own shoes, and get Billy
to imitate it
• Point to places that Billy needs to move the
lace and giving him verbal instruction to
“move this piece of the lace around the
looped lace..”
• Move the laces towards Billy in his own space
and let him complete the step

24. Fading and Prompting
 Prompting is a cue or hint that helps the child know
what to do (McCaie class notes, week 6).
 This strategy can be used for multiple skills and can
be implemented on any child in the classroom, to
help them to learn a new skill or to help them to build
on an old skill that they are having trouble with
(McCaie class notes, week 6).
 (Most to Least Prompting Example) – These are the
steps I would use in order to guide Billy in learning the
task of tidying up the block area
 Full Physical (Placing my hand over Billy’s hand to
reach down, pick up the block, place it in the bin
and release)
 Partial Physical (Placing my hand on Billy’s elbows,
shoulders and wrists to help him reach down, pick up
the block, place it in the bin and release)
 Modeling (picking up the blocks in the same step
sequence myself and expecting Billy to imitate me)
 Gestural (smile and point to the block as I give Billy
verbal instruction, “Okay Billy reach down for the
block now, pick it up..etc.)
 Positional (Move the blocks in Billy’s own space
during cleanup time, and expect him to complete
the task independently)

25. Providing Reinforcement
 I will use small forms of reinforcement by
providing rewards for Billy after he has
completed a certain task or has attempted to
complete that task for (Inclusion of Children with
Special Needs, 2011) i.e. tidying up the
classroom, sitting quietly on the carpet after
coming in first thing in the morning after placing
all belongings away
 I will include the other children to make it
inclusive for them all to receive a reward after
they have shown positive skills i.e. sticker chart
can be used for the whole class, where a sticker
will be placed beside the child’s name each
time they have done a certain task effectively.
The chart will be displayed in the classroom so
everyone can view one another’s achievement
and it can be a fun challenge for everyone to
participate in together. The rewards will be
randomly selected and given towards
extraordinary behaviour.

26. Pair Picture Symbols with Real
object
 I will pair picture
symbols with real
objects to help improve
language and
cognitive development
 The real objects will help
Billy and the other
children be aware of
what they need to do
 For example, I will show
Billy the picture symbol
of a book with the word
read to encourage him
to bring a book, so we
can do some reading
together

27. First/Then Boards
 I will use first/then boards to help
encourage Billy to complete tasks
when he is not following instructions
 The first will identify what skill I want
Billy to complete
 Then identifies what Billy will get to
do in return, an activity that he
wants to do with the remaining of
the class as he completes the first
 For example, First “Billy you need
tidy up the arts and crafts area”
Then “ we can go outside with the
rest of the class”
 It can also be used for the rest of
the class for example, “everyone
needs to first complete their writing
books, then we can have snack”

28. Choice Boards
 I will use choice boards to
show Billy some choices of
some activities he can do if he
cannot seem to find an
appropriate one
 Helps to make Billy and the
other children in the classroom
independent by making their
own choices when they are
confused (Inclusion of Children
with Special Needs, 2011).
 The children can refer to the
choice board and look at all
the activities there are to help
them to make a choice
between the activities that are
available
 For example, “Billy looks at the
choice board and sees the
image of the play dough, he
points to it and says I want to
do play dough”

29. Communication Posters
 Communication posters are an
effective strategy to use at home
 This strategy can be used by Billy’s
parents as reminders to use certain
strategies till they become familiar
with it (Inclusion of Children with
Special Needs, 2011).
 For example, “looking at the
poster and remembering to get
down on Billy’s eye level when
talking to him”, to help make the
conversation more effective and
child focused
 It is also effective in the classroom
with other children, as it would be
good reminders for me and my
coworkers to remember some
strategies

30. Tucker Turtle Strategy
 This strategy is known as a social
story
 “Help overcome challenging
situations, and respond with
positive behaviour” (Inclusion of
Children with Special Needs,
2011).
 Billy will learn to have self control,
and this strategy will encourage
him in having positive behaviour
which will enhance his social skills
with his peers and be able to
create a more positive
relationship with them
 Do it step by step: 1) Think like a
turtle 2) Stop 3) Tuck in shell and
take 3 deep breaths 4) Think of a
solution to make it better (Lentini,
2005)

31. Behaviour Support Plan
 The behavior support plan is a good
resource for communicating with other
coworkers, and other members in the
professional areas that would help them
obtain information of the child
 This can be used for other children in the
classroom that are also facing behaviour
problems
 “It is a written document helps for
everyone involved with the child to have
a constant understanding of the
behaviour is occurring and what needs
to be done when it occurs” (Inclusion of
Children with Special Needs, 2011).
 For example, “It is recorded that Billy is
fighting to go outside without
completing his lunch, it is written that the
first/then strategy can be used in such
situation. Telling Billy, complete your
lunch first then we will go outside”.

32. Communication Book
 I will use a communication book as a
resource to communicate with Billy’s
parents regarding his progress throughout
the School Age Program
 Other members of the teaching team
can also write in it, with Billy’s work
(worksheets, drawings etc.) and it can be
taken home and brought back to the
school so that both Billy’s parents and us
members can write our comments in it to
one another (Inclusion of Children with
Special Needs, 2011).
 For example, “I write to Billy’s parents,
here is a sample of Billy’s writing
worksheet. He has done a great job with
his letters today, he even sounded out
the words on his own”.

33. Communication with Families
 Other than written forms of
communication with the parents, I
will provide Billy’s family the option
to have one on one meetings with
me or the other teacher in the
classroom.
 If the parents wish to speak in
private, I would make sure that
there is a separate room available
for whenever they want to have the
meeting to help meet their needs
and comfort zone.

34. Discussion of Rules (whole
group discussions)
 Having whole group
discussions in the classroom is a
great way to make the
environment inclusive for all
the children, instead of only
addressing a specific child’s
need or concern
 For example, discussing with
the whole class, “we must use
walking feet indoors at all
times, we treat our toys and
materials like our friends,
sharing is caring etc.”

35. Resources to Access
 Before providing any
resources to the family or
accessing any professional’s
support for the child in the
environment; I will get an I14
form signed by the parents,
which gives me permission to
permission to provide
professional support to the
parent and child

36. eMental Health
http://www.ementalhealth.ca/Toronto/Conduct-
Disorder/index.php?m=heading&ID=404
 eMental Health is a nonprofit initiative of the
children’s hospital of Eastern Ontario (CHEO)
 Help improve mental health of youth, children and
families
 List of services they provide;
 Walk In Counselling
 Counselling and Therapy
 Day Treatment Programs
 Housing and Home Supports
 Self Help, Mutual Aid and Support Groups

37. Child Youth and Family
Program
www.camh.net
 Specialized services for young
people with mental health
 Better Behaviours Service for
children with behaviour
problems
 Ages 3-17 served
 Location: 80 Workman Way
Toronto, Ontario M6J 1H4
 Telephone: 416-535-8501
x4366

38. Sherbourne Health Center
www.sherbourne.on.ca/
 Provide healthcare,
counselling, support,
outreach, health
promotion, and
education programs
 All ages
 Location: 333 Sherbourne
Street Toronto, ON
 Telephone: (416) 324-4180

39. Association of Parent Support
Groups in Ontario
www.apsgo.ca/
 Parents with children of
conduct disorder come
together to share and
support one another to help
deal with their children
 Contain weekly meetings,
workshops, and other
resources to support parents
 All ages
 Location: Toronto, ON, M6A
3BA
 Telephone: 1-800-488-5666
(Toll Free)

40. Kids Mental Health
http://www.kidsmentalhealth.ca/professionals/i
nterventions_and_research.php
 Represent and support the providers of child
and youth mental health treatment services
throughout Ontario
 Contain a list of mental health agencies to
enhance the mental health services for
children, youth, and families
 For conduct disorder contain; parent training
and peer group interventions
 Contains volunteers, consumers, and mental
health professionals that support the needs
of children
 Location: 40 St. Claire Avenue East, suite 309
Toronto, ON
 Telephone: 416-921-2109

41. Counselling Associates
http://www.counsellingassociates.com/cmaj
.htm
 James Vickers is a director of counselling
associates, and a family therapist
 Help people find solutions to their
problems
 Contains group therapy of interacting with
other people involved in the same
situation
 Supportive counselling for all members in
the family
 Provide face to face, online, and
telephone counselling
 Location: 10 Milner Business Court Suite
503 Scarborough, ON M1B 3C6
 Hours of operation: Monday to Friday 9:00
to 8:00 p.m.
 Telephone: 416-292-3157

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