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Integration Of Children With Pervasive Developmental Disorders Into The Preschool Classroom

When you walk into a kindergarten classroom, what do you see? A group of carefree young children, focused on education? Or do you see a teacher with an angry child in his/her lap? If you have just walked into a Integrated classroom, the latter may very well be what you see. The integration of special needs children poses a difficult task in todays system. Each child may have a varying level of needs. In the following paper P.D.D. (Pervasive Development Disorders) and PDD-NOS (PDD Not Otherwise Specified) will be discussed. Children with Pervasive Development Disorders require a suitable early childhood education program (pre K - grade 3), and that program is possible , even desirable, within a "mainstream" integrated classroom. How the children possessing these concerns are taught in a classroom with other children not showing a developmental disability can be a challenge for the ECE teachers and what the effects are, emotionally, mentally and educationally, on the other children in the classroom also needs to be taken into account. The use of transition and having an effective transition team in place allows a smooth change for the Pervasive Development Disorders - Not Otherwise Specified and special needs child as they progress through their early childhood education, from pre-preschool, home care, or another form of child care environment into their next, differently structured, environment. Also, the development of suitable programming for all children, including a PDD-NOS child, can reduce the stress on a teacher who had a special needs child in their classroom. classroom. There are numerous teaching strategies that are used with autistic/PDD-NOS children, many of which have only recently been discovered and validated. Additionally, teachers may have to take into account the specific requirements of a special needs PDD-NOS child when planning activities and acquiring materials for an integrated classroom.

The category of Pervasive Developmental Disorder Not Otherwise Specified (PDD-NOS) is used when the child exhibits impairment in the development of social interaction, or verbal and non-verbal communication or when stereotyped behavior or activities are present but the criteria for any specific pervasive developmental disorder is not met. Perhaps the following will give a better understanding of this type of special needs child and the care they require:

299.80 Pervasive Developmental Disorder Not Otherwise Specified (Including Atypical Autism)

This category should be used when there is a severe and pervasive impairment in the development of reciprocal social interaction or verbal and nonverbal communication skills, or when stereotyped behavior, interests, and activities are present, but the criteria are not met for a specific Pervasive Developmental Disorder, Schizophrenia, Schizotypal Personality Disorder, or Avoidant Personality Disorder. For example, this category includes atypical autism--presentations that do not meet the criteria for Autistic Disorder because of late age at onset, atypical symptomatology, or subthreshold symptomatology, or all of these. (DSM - IV)

PDD-NOS children are just like any other child, however, they may need more time, and simpler explanations to develop with the other children. Generally they have some form of developmental delay and one-on-one work can help to bring them up to speed, or very close to full speed, with their peers. The other children in the classroom will benefit from having a special needs child in the room in ways that are not possible in a non-integrated classroom. Open minded children, more accepting of others, and a general understanding of disabilities if fostered in such an environment makes for a better rounded child in later years. The teachers will also benefit from a classroom with PDD children as they gain a better understanding of the child scope, and of how to work with different children and their independent needs.

The authors I used for this paper all agreed with the point of integrating special needs children and, in drawing all their information together, it became clear that it was possible and even advantageous to all to create a mainstream integrated classroom to include special needs children. I did read journals where the authors' views differed with this but did not include them because they were either too vague, not verifiable, or were so far in left field that the treatments the papers recommended were not even recognized by authoritative sources.

Firstly, the creation of a capable transitions team is necessary to ensure the PDD-NOS child will feel comfortable in an integrated classroom. The building of a transitions team facilitates a relatively easy transfer from special needs care to a more integrated environment. This team is made up of a teacher from their previous care placement (if applicable), one from the receiving care center, parents, Care workers, family members, doctors and other professionals that have been involved in the care and education of the child. The success of the transition preparation is ultimately determined by the child's adaptation to the new environment. The receiving teacher's attitude toward, and experience with, children with disabilities may be factors in the success of the child's placement. Some flexibility will probably be required on the teacher's part in order to adjust expectations and adapt to the child's special needs. Autistic children tend to be less accepting of change than peers of the same age. This may cause a little discomfort in the early stages, as the transition team should focus on making this period last as short as possible. The sending and receiving teachers will have the continuing role of acting as liaisons between programs and with parents.

Then, when the PDD child is ready to move up to either the school system, or continue in the child care centre into a JK/SK program, the transition team is used once again to facilitate the transfer onto a even more structured environment. This makes the preparation for entrance to elementary school easier.

Secondly, to successfully maintain an atmosphere conducive to learning for the special needs child, as well as the other children in the class, it is imperative that the teacher understand ways to reduce the stress level in the class that comes with the unknown of some special needs children, especially, the unpredictability of a PDD-NOS child. If the integrated classroom teachers are trained in the care and education of an autistic/PDD child, the rate of frustration may be less then for a teacher who is unprepared to work with a child with these needs. The other children in the class can also benefit from the creation of integrated classroom planning where a "common" curriculum takes into consideration some individual planning. Integrated classroom planning involves classroom curriculum. which recognizes the needs of the regular child as well as the needs of the special needs child. Such planning, while more time consuming, actually reduces the classroom stresses on the teacher and makes for a strategic and effective learning experience. An autistic PDD-NOS child can be a happy child that can be a real joy to have in a classroom, enriching not only their own learning but the learning of the other children as well. With a true understanding of the special needs child, planning is much the same as for a non-integrated class. Some minor changes for transition times and activities more suited to the child's learning plan are needed. If a teacher keeps an open mind with respect to the child and the child's needs, less stress will occur. Flexibility is key to making the child as comfortable as possible and to placing the least amount of extra stress on a centre and their staff. Some PDD children, if unsure of a situation or activity, may get physically aggressive, sometimes suddenly, although this is relatively rare. A teacher should be prepared for this at any time in the early stages or with a newly diagnosed child. As mentioned above, sometimes physical restraint is needed to reduce the likelihood of injury to the child, other staff and the other children.

Thirdly, crucial to the success of a mainstream, integrated class are effective teaching strategies. Some of the most popular and needed teaching strategies include Whole Language Therapy, Occupational Therapy, Physical Therapy, Motor Planning Therapy, Teacher Modeling, and Peer Modeling, or a variation of any of these. These activities and exercises facilitate the child's learning on many levels of need. Play therapy is the most commonly used. This type of treatment involves "play", which is a component of a typical child's language acquisition, in conjunction with constant interaction with the teacher. One of the most popular teaching tools is PECS (Picture Exchange Communication System) which is a functional communication training approach that emphasizes teaching students to give a picture of something they desire to another person in exchange for that item.

Teaching autistic children without the benefit of a specially-trained teacher and a classroom tailored for such teaching was first attempted as a matter of necessity in small school systems with too few autistic's to make it practical to set up specialized facilities. It was soon observed that autistic's in such situations in an integrated environment did better than autistic's in segregated classrooms, and the policy of "mainstreaming" was born. Theory has it that separating autistic's from a normal environment just exacerbates or aggravates their problem. New laws state that children with special needs must be educated with as little restriction as necessary and school systems have responded by placing autistic's (and other children with special needs) in normal classrooms as much as practical. This is known as "mainstreaming", "integrated teaching strategy," Inclusion and also Integration.

The reality of today's society is that any child, on a given day, may be a child with special needs. Recognizing this fact, it is important that local preschool and early education programs tailor curriculum and instructional practices to fit the diversity represented in their classrooms. Adapting the "standard" to fit those who may not fall within expected margins is a strategy necessary for effective teaching and learning and one that enhances the likelihood that children will feel and be successful.

One of the difficult jobs in integrating a PDD-NOS child, is implementing some of the resources needed to help their educational growth. There are a number of methods & techniques used in the education of autistic children. Many teachers use a variety or combination of methods. Some teachers attempt to identify an individual student's learning style and modify curriculum and materials to suit the student's learning style. For example, many children with autism are visual learners. Teachers will use pictures, charts and visual representations when teaching. Materials developed for children with learning disabilities who are visual learners are often helpful. Teachers also use concrete materials (ie. Montessori materials) for students who learn well through their tactile senses. Field trips are an important part of an integrated classroom curriculum. Not only is this a new learning experience for the regular students, but it's a real situation that the autistic child can relate to.

A general comment: autistic people don't generalize very well, and one technique used to accommodate this is to give them the opportunities to practice skills in real situations, not mock-ups. Use real money to teach about money, use real foods to teach about food, cooking, and nutrition, use real public places (stores, libraries, etc) to teach about public behaviors.

Lastly, a teacher needs to look outside the "standard" program to provide suitable activities and learning environment to a PDD-NOS child that will also enhance the learning of all the children in an integrated class. Sometimes variations in the planned materials and activities are required to integrate the PDD-NOS child, but usually such changes to an activity would be minor and not recognized as unusual in the rest of the classroom curriculum. Often the child may be assigned an outside worker for care and support separate of the school system. These support workers and aids can be an invaluable resource to the ECE. They can be fundamental in the development of lesson plans, activities, and tasks for the child, who, with a specific goal, can be continued outside of classroom time.

I currently work with a 6.11 year old PDD-NOS child, so this topic is very close to my heart. Bradley (the child I work with) is very close to me. I do the same things a teacher/father would generally do with their child, and we go out and work on his tasks to allow his imminent integration into a mainstream public school classroom. Working with his parents, we are investigating all options for his integration and the study for this paper has helped us immensely. The guidelines and opinions of these authors in these journals have committed us to working for a successful outcome of his integration into a mainstream classroom.

In conclusion, the task of dealing with Pervasive Development Disorder - Not Otherwise Specified can appear daunting to an educator for young children until one looks at the opportunities for enrichment for the integrated classroom with a few modification to their program. The benefits to the special needs child, as well as all the other children in a mainstream classroom, can be enhanced by the inclusion of a number or strategies. Looking at having an adequate hands-on transition team, dealing with possible stresses in the class, using appropriate teaching strategies and techniques, and adapting resources and activities to include PDD-NOS children can make a successful integrated classroom. Therefore, children with PDD-NOS and other special needs children as well, can have their needs met in an early childhood education setting where learning is enhanced in a well-run integrated classroom and benefits can be reaped by the class, the teacher and especially the PDD-NOS child.

If a man does not keep pace with his companions, perhaps it is because he hears a different drummer. Let him step to the music he hears, however measured or far away.
- Henry David Thoreau

Gregory Barrett Research Assignment November 2001
©2001 Gregory Barrett gregory.barrett@sympatico.ca
(intellectual property unless otherwise cited)