Early Childhood Development Issues Children with special needs comprise about 20% of all children in the United States. Common special needs include learning disability, communication challenges, emotional and behavioral disorders, physical disabilities, and developmental disabilities. Within the school system, students with these kinds of disabilities are likely to benefit from additional educational services, different approaches to teaching, access to a resource room and use of technology (Resources for Children with Special Needs). Intellectual giftedness is a difference in learning and can also benefit from specialized teaching techniques or different educational programs, but the term "special education" is generally used to specifically indicate instruction of students whose special needs reduce their ability to learn independently or in a classroom. Developmentally, though these children often experience a wide range of developmental issues that sometimes have different levels of impact upon the family -- both nuclear and extended (Newacheck et.al.).

One of the key factors in providing a positive learning environment for special needs children is the integration of school and home, of teacher and parent, in view of the individual needs for the specific child. Neither role is easy, and requires not only a special kind of personality, but a different mindset and ability to separate behaviors from personality issues and redefine expectations. As professionals who work with special children, we must be sensitive and prepared to help these children and their families; this process starts by educating ourselves and educating parents in their roles, rights, obligations and resources for their children; in this way, the prognosis for a successful intervention will be even more positive (Paro, Olsen and Pinata; Overview and Information).

The education of students with developmental disabilities, who require more time to learn the same material, frequently requires changes to the curriculum. Successful special education programs for developmentally disabled students focus...

By contrast, most students with a specific learning disability primarily need changes to the method of instruction, rather than to the skills and information being taught Support can be provided for short periods or long-term, and the kinds of support may change over time. For example, a child that required a one-on-one instructional aide for safety reasons while very young might outgrow this need when older. Children with special needs often require even more adult (parental, sibling, etc.) attention and support in order to master even basic tasks. This can empower the adults with a greater sense of empathy, and can also impact the stress level of family relationships; husbands and wives, siblings, and all who sometimes react by feeling that they have a greater emotional and physical burden (Heron)
Special Needs" is an umbrella underneath which a staggering array of diagnoses can be wedged. Children with special needs may have mild learning disabilities or profound mental retardation; food allergies or terminal illness; developmental delays that catch up quickly or remain entrenched; occasional panic attacks or serious psychiatric problems. The designation is useful for getting needed services, setting appropriate goals, and gaining understanding for a child and stressed family. Special needs are commonly defined by what a child is unable to do -- by milestones unmet, foods banned, activities avoided, experiences denied. These often are difficult for families, and may make "special needs" seem like a tragic designation. Some parents will always mourn their child's lost potential, and many conditions become more troubling with time. Other families may find that their child's challenges make triumphs sweeter, and that weaknesses are often accompanied by amazing strengths. A family dealing with developmental delays…