Support

Respecting diversity (LINK DIVERSITY TO NUMBER 3 BELOW) and promoting gender equality are key elements of the EEC. This means special support for children whose development, growth and learning have been affected by illness, disability, reduced functional ability, psychological problems or exceptional talent.

In early education the school has a crucial role in timely recognition of learning difficulties. In this context it is important to work closely with the parents or guardians. The school has to define what the child�s needs or problems are in each case and what measures should be taken by the school and by the parents.

Steps of support:

• 1. Individual teacher�s approach within differentiated teaching and learning within the class
• 2. Teaching and learning in small groups simultaneously in the class
• 3. Teaching and learning out of the class in small groups or individually

Teaching and learning in the early years enables a positive physical, psychological, social, cognitive and emotional development. Through optimizing learning opportunities potential difficulties are minimized.

Whenever the usual forms of support are not sufficient, additional support must be arranged based on an individual educational plan (IEP). If necessary a SEN convention is prepared to enrol the child into special-needs education. The IEP includes the following relevant information to individualize the pupil�s teaching and learning:

• a description of the pupil�s learning abilities, strengths and special needs.
• the short� and long term objectives for teaching and learning
• a list of areas in which the pupil�s learning is adapted
• working approaches and methodology
• the principles for the monitoring and evaluating the pupils progress
• implementation of the IEP must be must be monitored and assessed regularly; especially when the pupil transfers from early education to the primary cycle

The multilingual background of the pupils presents special challenges to their linguistic development. Children without their own language section (SWALS) can suffer from communication difficulties. Easy communication is fundamental to all aspects of human interactions. Communication difficulties can have a negative impact on the child�s self-esteem. Early identification and remediation of communication problems are essential.

3. Children who need special support during their early education:

It is necessary to mention that different deficits (handicaps) are often combined by one child.

Children with physical deficits

Children with physical disabilities may experience functional, visual, orthopaedic, motor, or hearing impairments, which may impact upon their ability to walk, play and learn. Physical disabilities are also often defined and categorized by some degree of limitation in the use of upper or lower extremities and maintaining posture and positioning.

Children with mental deficits

Mental retardation is a generalized disorder, characterized by significantly impaired cognitive functioning and deficits in two or more adaptive behaviours. Once focused almost entirely on cognition, the definition now includes both a component relating to mental functioning and one relating to individuals' functional skills in their environment. Children with mental retardation may also exhibit the following characteristics: delays in oral language development, deficits in memory skills, difficulty learning social rules, difficulty with problem solving skills, delays in the development of adaptive behavior as self-help of self-care skills, lack of social inhibitors

Children with neurological deficits

Neurological impairments are a group of disorders that primarily relate to the central nervous system comprised of the brain and spinal cord. Among the more common diagnostic categories and conditions are cerebral palsy, epilepsy, brain injury, multiple sclerosis, Tourette�s Syndrome.

A neurological impairment or disability may affect an individual�s speech, motor skills, vision, memory, muscle actions and learning abilities.

Neurological impairments are categorized into three major types: Childhood Aphasia which primarily affects speech and language abilities�; Minimal Brain Dysfunction that affects learning and behavioural abilities; and Learning Disability which primarily affects understanding or the ability to process language.

Children with defects of attention and perception (children with not standard learning and habits)

Attention-Deficit hyperactivity disorder (ADHD) is a neurobehavioral developmental disorder. ADHD is primarily characterised by the co-existence of attention problems and hyperactivity with behaviour occurring infrequently alone. ADHD is the most commonly studied and diagnosed for children psychiatric disorder affecting about 3 to 5% of children globally with symptoms starting before seven years of age.

Children with relational or psychosocial deficits

There are many terms used to describe emotional, behavioural or mental disorders. Currently, children diagnosed with such disorders are categorized as having a serious emotional disturbance, which can be characterized by: an inability to learn; an inability to build or maintain satisfactory interpersonal relationships; inappropriate types of behaviour or feelings under normal circumstances; general pervasive mood of unhappiness or depression; or a tendency to develop physical symptoms or fears associated with personal or school problems.

Exceptionally gifted and talented children

Gifted and talented pupils are those who have one or more abilities to a level significantly ahead of their year group or the potential to develop these abilities. The curriculum makes possible to adapt the individual educational programme and its content as well as prerequisites to extraordinary abilities or talents of children and, if so the case, supplemented with offer of further activities following children�s interests and extraordinary abilities or talents. Development and support to extraordinary abilities should be officiated and organized to be not one-sided and to do not limit the diversity and width of normal education offer.