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EEC 3704 Working with Children Conversation

Jacklyn Dougherty

EEC 3704 Working with Children Conversation

Summary and Reflection: Supporting Children with Varying Needs

I interviewed Emily, an SC teacher with over a decade of experience in teaching children with different disabilities, among them autism spectrum disorder (ASD), developmental delay, and physical disabilities. Emily is very aware of the need for care and placement requirements for these children to fit in the home and school setting.

Types of Supports

The requirements here are specific, and Emily stressed that every child should have a program developed separately, considering their needs. In education contexts, this may involve the sections on Individualized Education Programs (IEPs), which outline a set of provisions, including curriculum adaptations, assistive technology means, and speech or occupational therapy (UNICEF, 2022). In this context, at-home support may involve such things as daily schedules and the use of communication aids and behavioral modification techniques. Early intervention, Emily pointed out, is very important from an early age because there are likely to be easier and quicker ways of correcting such problems, which may benefit the child and help them become independent in the future.

Communication with Families and Educators

Parents and teachers of children with special needs must be synchronized in their teaching and care giving efforts. I learned from Emily that adequate frequency and consistency through meetings and updates of the child’s support plan with meetings in the home and school setting help (Crolotte, 2019). According to her, establishing good communication includes being candid and sharing the existing approaches to foster trust between the two facilities. As a side, Emily observed the importance of including parents in the decision-making process and giving them tools and programs to help them ensure their child’s progress at home.


After this conversation, I thought that I comprehended the capacity and ability needed to be a professional babysitter to the children with these special needs. From Emily’s observations, I realized that a prompt, ‘client-centered’ utilitarian approach is needed, and effective early intervention is crucial. A new finding discovered by the author in this chapter is the helpful and importance of assistive technologies, which may vary from a symbol communication board to a speech-generating device in improving a child’s interaction with his environment and other children.

In conclusion, this discussion revealed the complex process through which professionals have to assist children with any form of disability and the significance of cooperation between teachers and parents. Even though some of these children may face severe challenges that require medical, therapeutic, Nutritional, or any other kind of support, it is essential to ensure that they get the best help to meet the individual needs that will help them grow today and in the future.


Crolotte, C. (2019). Why Supporting CA’s Dual Language Learners Matters. Early Edge California. Retrieved from Early Edge California.

UNICEF. (2022). Fact Sheet: Children with Disabilities. Retrieved from UNICEF.

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EEC 3704 Working with Children Conversation

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