Preschoolers with Special Needs

Every child is unique and special. Each one deserves our prayers, attention, and guidance. However, one child may provide more challenges than others. During the preschool years three particular groups of children often need special types of attention or help: (1) developmental disabilities; (2) emotional conflict; and (3) AD(H)D. A brief discussion of each follows. The importance of including all children in church settings will also be described.

Developmental disabilities—Some boys and girls have developmental disabilities or they might be at risk for being classified with a disability once they reach school age. Some of them have a noticeable difference, such as children with Down Syndrome, but most will look like other children. Jimmy is an example of a child with a developmental disability. He goes to a special class in kindergarten for two hours a day. During Sunday School he attends the kindergarten class. One Sunday the teacher asked him to sit still. Jimmy has great difficulty sitting still. While Jimmy was struggling to sit still, one of the boys asked, "Jimmy, quit hitting me!" The other children laughed. The teacher was caring and tried to do damage control. Another example is Jennifer who has a processing disorder. She needs teachers to repeat instructions in order for her to understand what is expected of her.

How could you help Jimmy and Jennifer be a part of the group without asking them to do things that might unnecessarily embarrass them? In what ways could you help the other children develop caring behaviors and accept Jimmy and Jennifer for their abilities and differences? In what ways could you help Jimmy and Jennifer find their God-given strengths?

Emotional conflict—Some of the most challenging preschoolers are those with emotional conflicts. There are so many different types of emotional conflict in the 21st century that each child has to be considered individually. What sets one child off will not affect another. Teachers find as many causes of emotional conflict as there are children who experience it. One child might cry and completely withdraw for no apparent reason, while another might become violent and strike out at others. In church settings it may be necessary to enlist the help of a volunteer who helps all children but is especially available to attend to a child with emotional difficulties. The child may need to leave the room from time to time to cool down or regroup. This would not be possible without a designated helper to assist in these situations. Parents who have a child in emotional conflict may need to be consulted to make recommendations as to how to deal with specific situations that may arise.

Church leaders may want to incorporate and post the following three rules for all older preschoolers. These rules can be used to help explain to children who are violent or self-destructive why we are taking certain actions when they deviate from them. The rules are: (1) You cannot hurt yourself. (2) You cannot hurt others. (3) You cannot destroy property. Most transgressions fall under one of these three areas.

Attention Deficit Hyperactivity Disorder—The number of children identified with Attention Deficit Hyperactivity Disorder increases every year. AD(H)D is a general category for four specific types of differences. These are: (1) children who are inattentive; (2) children who are hyperactive or impulsive; (3) children who are both inattentive and hyperactive or impulsive; and (4) children who have attention or activity difficulties but do not fit in the first three categories. (For more information see Jerry Aldridge, Anne Eddowes, and Patricia Kuby, No Easy Answers: Helping Children with Attention and Activity Level Differences [Olney, MD: Association for Childhood Education International, 1998].)

Teachers will probably need to know about the medical and educational treatments used with these boys and girls. Many children who have AD(H)D are placed on a stimulant drug such as Ritalin. Medication, prescribed by a physician, may help a child control himself so that he can focus his attention on an activity. Interestingly though, the amount of a drug necessary to help with attention may not be enough to assist with hyperactivity. The amount of drug needed to help with hyperactivity may be too much for the attention deficit. Drugs are not magic. They only bring the child to a level in which the child can then learn to pay attention or deal with hyperactivity or impulsiveness. Drugs do not make the child pay attention or learn. Drugs do not keep the child from moving from place to place. We should not say to a child, "You must have forgotten to take your medicine." What we are saying is, "You are not responsible for controlling your behavior, the drug is." We want children to learn that they have responsibility in working with their behavior. Drugs can only assist.

We want preschoolers with special needs to enjoy learning at church for its own sake—not because of the stars, stickers, or candy they will get. Other ways to help them include:

1.  Provide hands-on activities and movement.

What are some ways you can provide for more active learning?

2.   Help find each child's God-given abilities or talents and encourage him or her to use their abilities.

What do you need to do to find out each child's talents or abilities?

3.  Teach to children's learning styles.

How is it possible to meet each child's learning style? What are some ways you can incorporate visual learning, auditory helps, and movement strategies into each session?

4.  Provide structure while simultaneously using novel or interesting ways to teach.

How can you set guidelines, provide structure, make learning fun, and be flexible all at the same time?

5.  Prepare AD(H)D children for change and guide them through transition times.

What times at church are most difficult? How can you prepare preschoolers for change and then follow through in helping them with difficult transition times?