Date of Award

Winter 12-13-2020

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Special Education

Department

Graduate Studies

Committee Chair

David Kupferman

Keywords

trauma early childhood special education preschool

Abstract

The purpose of this study is to ensure that our early childhood classrooms are trauma sensitive for our students that have been exposed or are experiencing trauma. Roughly 26 percent of children in the United States witness or experience a trauma before the age of 4( Briggs- Gowan et al.2010). The study was conducted in three different phases. In the first phase, data was collected on what strategies are presently implemented for students who have been exposed to trauma. In the second phase, strategies, techniques and tools were introduced to help during stressful situations that happened during class. In the third phase, data was collected on what strategies, techniques and tools were the most useful, or did not work. Signs and symptoms of early childhood trauma can easily be mistaken for those of other developmental issues, such as ADHD or autism spectrum disorder. Data was collected to see if the correct supports were being implemented. I believe that by implementing the correct strategies, techniques and tools in the classroom, and teachers understanding trauma and knowing what signs to look for, we will be able to support our students in our classrooms and possibly misdiagnosed students by providing them with the services and interventions they need.

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