Assistive devices would provide support for students who need special needs in curriculum. Assistive technology helped children with physical difficulties to enhance school participation However, assistive technology in schools lack because there is not a supportive educational system.Hemmingston say, “Assistive technology has not been integrated into children’s daily lives in because they do not have inequity funding and failure to provide training” (464).Disabled students faced discrimination in public schools because they did not fit in social norms. This caused for students to face discrimination because they were judged based on obtaining assistive devices.Also, how teachers were not patient towards educating disabled children. For example, teachers did not put enough effort to help children who are slow learners. The children were looked as incapable of learning.
Behavioural and communication therapy where needed can help child develop required skills. Special educational need supporter treats speech defects and disorders and encourages the ability to communicate. The speech therapist works in partnership with parents, teachers and other professionals involved, to help children develop their communication skills to the best of their ability, and reach potential both educationally and socially. For some children, particularly those with speech sound difficulties, this may involve weekly sessions for a period of them. For other children, input may be at the level of working with parents and professionals to set appropriate goals and monitor progress Assistive technology Health officer Paediatrician medical
On the other hand, if a child is blind or dead being in a regular classroom will not benefit them. How is a deaf child going to benefit from a normal classroom when the teacher does not even know sign language? It does not make sense for that child to be in a regular class. I also believe if a child has autism or a learning disability like dyslexia, the child is not going to thrive in a setting surrounded by “normal” kids. Some children do need to be put in a special program where they can receive the help they need to succeed.
Real objects are needed to use as teaching materials as well as they are closer to reality. It makes learning more meaningful that children can use what they have learnt from school in daily lives, and knowledge is easier for them to memorize as they have first-hand learning experiences. Through assimilation and accommodation, children are in an incessant progression of self-correction and learning is a continuing renovation of
I have gained patience when working with children and I believe it is a skill that is required in order for children to exceed their needs and to help a child during transitions to reach their full potential. Timing is key and with support the children will be able to emotionally adapt to attending school but also embrace new surroundings. Encouragement while children are taking part in activities in school allows children to gain self-esteem and confidence as they are being motivated which can give them a sense of achievement. Being a role model to the children is a personal skill as it gives me pride knowing the children are inspired by me and that they can learn from me by using their own initiative, being helpful to others and allowing the children to give suggestions on what they would like to do can keep them
Throughout early childhood is when children have many opportunities to learn and explore, as well as being vulnerable and frightened. This is when they start the beginning of their lives and explore many possibilities. Having developed healthy social and emotional competence may have many effects on them as a child but not only that, also their wellbeing and future life. It can create success from an early age and traits such as confidence and self-belief can be cemented and followed through for the rest of their life. Socially and emotionally competent children can expect to grow and develop throughout life facing both long and short-term effects.
By helping children gain the ability to use language they can help children gain confidence and self-esteem I have seen this in my setting with children who have had communication and language needs. These children have gained confidence and their language is now at a level that they can interact with other children and not show frustration. This is because they can now express themselves. The Senco in an educational setting give support to children and families with special needs this person/s is also responsible for identification of special
When teachers use Concept Development strategies and ask questions to encourage children to use their critical thinking skills children obtain a deeper understanding of a concept or activity. In addition, it is important to encourage children to solve problems and be creative. “What some ways you provide opportunities for children to solve problems and be creative throughout the day?”
Early childhood educators are also obligated to support children’s advancement, appreciate their characteristics, and guide them to work cooperatively with others. (Gordon & Browne, Code of Ethical Conduct: Ethical Resonsibilities to Children, 2005). Ideal #1.8 states that an early childhood educator is obligated to support the right of each child to play and learn in an inclusive setting that meets the needs of children with and without disabilities. (Gordon & Browne, Code of Ethical Conduct: Ethical Responsibilities to Children: Ideals, 2005). It has been proven that when we use inclusion in the classroom, children have better communication skills, higher academic achievement, wider social networks and fewer behavior problems.
Typical social behaviours of a person with autism Sources: American Psychiatric Association (2013) To advise ASD children to improve their social communication skills, educators suggested that early intervention and family involvement are very important. The Importance of early intervention in ASD children ASD generally results in lifelong disability and dependence. It is believed that early identification and early intervention may have a positive effect in stimulating widespread changes in young children with ASD. Prior & Roberts (2012) stated that good practice in early intervention that lead to the best likelihood of positive outcomes for children with ASD. Howlin (1997) also suggested that young children with autism who receive the recommended early intervention have a much greater chance, later in life, of living independently, securing employment and developing meaningful and lasting friendships and relationships with long-term research showing benefits for children as they grow and develop.