Throughout CHD 210: Introduction to Exceptional Children, I learned how to embrace exceptional children in the classroom environment so they

can be successful among typically developing children. I specifically learned crucial aspects of early intervention, how to support parents and families and create a nurturing environment that supports the diverse needs of exceptional children. By including this article response, I demonstrate the importance of early intervention, inclusion, and the unique characteristics of exceptional children. Article Response Partnering with Families of Children by Julie A. Ray, Julia Pewitt-Kinder, and Suzanne George is one of my favorite articles on exceptional children. I have read it many times before and have it printed as a resource in my Early Childhood Education information binder. The article reveals how to create an inclusive environment, while partnering with families so exceptional children may thrive in the classroom. It also includes tools to successfully understand family life, as well as how to communicate frequently with families so they child may flourish among typically developing children. This article is extremely helpful because it discusses the stages of adjustment parents go through when finding out their child has a disability. It is important to know these stages: the ostrich phase, special designation, normalization, and self-actualization, because it helps you understand how parents can react in a variety of ways to difficult situations. Knowing what adjustment stage a family is in can help you support them by providing information about helpful services, classes, and resources. I also really love this article because it explains the key differences between the Individualized Family Service Plan (IFSP) and the Individual Education Program (IEP). It includes a visual chart that compares IFSP and IEP. It is easy to confuse these two programs because they are so similar. IFSP is offered for exceptional children birth through age 2 and IEP is provided for ages 3 through 21 years old. IFSP focuses more on services for the family and how they can successfully support the child, while IEP is center purely around the child. Whether the child is utilizing IFSP or IEP, family involvement ensures the effectiveness of the program. Although I have never worked with exceptional children in the classroom, I have worked with disabled adults through the non-profit organization the ARC. As a future teacher, I feel it is my responsibility to create an inclusive environment for exceptional children so they may thrive among typically developing children. Typically developing children offer a great deal of support that wouldnt necessarily be present in a special needs classroom. As said in the article, I believe it is crucial to understand the disability in order to recognize the whole child. Although we are not all qualified to work with exceptional children, this article provides great insight about working with, understanding, and supporting children with disabilities and their families.