Exceptionality in Early Childhood Education: Module 8 Reflection

This assignment, focusing on Module 8, explores the concept of exceptionality within the context of early childhood education. The student reflects on the meaning of exceptionality, particularly in relation to children with disabilities, and discusses the implications for teachers. The assignment highlights the need for specialized education and services for children with disabilities, emphasizing the importance of differentiated assessment and modifications to accommodate diverse learning needs and cultural contexts. The student provides examples of classroom modifications, such as arranging classroom spaces and activities to support children with disabilities, and the use of visual aids and peer support. References to relevant literature, including McLachlan et al. (2013), Buffart et al. (2009), and Thompson et al. (2013), are included to support the discussion on creating an inclusive learning environment and effective strategies for supporting children with disabilities.

Running head: MODULE 8 1
Module 8
Name
Institution

MODULE 8
INTRODUCTION
Exceptional is something unusual, uncommon and abnormal. Exceptionality can therefore
be said to be condition of being abnormal or unusual. In early childhood development and
education Department, exceptionality is also used to determine patterns of power and those
needs similar to groups of learners , for example in a case of a teacher having an exceptional
child in a class which will have to add more effort in managing the whole class (Lachlan,
Fleer & Edward, 2008).
1. Reflect on what exceptionality means to you in relation to children in early childhood
context.
Exceptional children are probably those with disabilities such as hearing impaired,
mentally impaired, physically impaired among others. If it is discovered that a child has a
disability or development delay, the child is offered specialized education and services.
A physical or mental condition i.e. hearing loss, down syndrome among others affect the
full functioning and the abilities in a child’s development such as sight disability, hearing
impairment and poor learning process.
Most children study best in a well-organized system that gives them the support they
require to get involved successfully alongside other children in their classrooms. This is
because most disabled children develop from uncomplicated modifications. Children with
disabilities find difficulties in painting and drawing on a table top (McLachlan et al, 2013).
To help them one need to set easels to allow them stand and use bigger arm movement.
2. Think about any similar example you have observed or used in your own setting
where assessment have been altered or differentiated to better accommodate the abilities and
cultural context of the child.

MODULE 8
Making simple changes;
Arranging the classroom space, activities and routines so that they can be used by the
children in many ways. This kind of support enables children’s energy and strengths to be
modified to address them. Planning activities that require more than one child to participate
is the most effective way of completing a task given to them since each child will be directly
involved (Thompson, Murphy & Trule, 2013). A disabled child should be paired with
another peer friend instead of being paired with an adult or find ways of changing their
costumes in different outlook. This will ease their participation in class activities and maybe
check on how to limit the noise from the background to avoid distracting the activities taking
place.
How to support children with disabilities.
Changing the environment by reorganizing classrooms furniture which will enable
children to fit in including those with disabilities (Buffart, Westerndorp & Van, 2009). This
will also enable the impaired ones to roam with an around the room easily by themselves.
The routine should also favour all the children whether disabled or not. It should have a
predictable start point, middle and an end. Then visual support like pictures and props should
be used to teach them their routines.
Another support can be modifying materials in one classroom which can be a bigger
positive impact on independence among them.

MODULE 8
References
Buffart, M., Westerndorp, T., & Van, J. (2009). Perceived Barriers to and facilitators of
physical activities in young adults will childhood-onset physical disabilities. Journal of
rehabilitation Medicine.
Blank R., Polatajko H., & Wilson P. (2012).European Academy for Childhood Disability
(EACD):Recommendations on the definition,diagnosis and intervention of developmental
coordination disorder (long version).Developmental Medicine & child Neurology.
McLachlan, C, Edwards, S., Magrain, V., & McLean, K. (2013). Children’s learning and
Development: Contemporary assessment in the early years .Palgrave McMillan.

MODULE 8
Thompson, S., Murphy, H., & Trule, B. (2013). Parental Perceptions of family adjustment in
childhood Developmental Disabilities. Journal of intellectual disabilities.