Essay On How Different Types Of Interventions Can Promote Positive Outcomes For Children

2.b) Many schools also have external professionals who help pupils with any additional needs such as a Speech and Language Therapist (SLT) or an Educational Psychologist. They are an important part of the school and help pupils meet the performance standards needed. An SLT 's role is to assess children with any speech or communication problems and help them to communicate to the best of their ability. As such, they work closely with nurses, doctors and occupational therapists and report back their

Sometimes the decision is made to bring in an external professional to work with the school. This may be necessary if children require specialist assessments if concerns are raised by staff or parent/carers. Although there are many different types of professionals I am going to explain the role of three professionals.

The first observation was conducted on August 30th at 9:00 a.m., while the student was participating in the special education resource room. The observation took place for a total of 25 minutes. For the duration of the observation the student was seated at a small table working one-on-one with the special education teacher. Along with the student being observed and the special education teacher, two other students, as well as, two paraprofessionals were in the special education resource room during the observation time. One student and paraprofessional were working one-on-one at a small table, while the other student was sitting in a bean bag chair reading a book. The other paraprofessional seemed to be completing paperwork at small desk. The classroom atmosphere seemed to be warm and accepting with several seating options for students, along with

Schools regularly have many external professionals who work with them, and these can include: educational psychologists; speech and language therapists; specialist teachers; Education Welfare Officers; School Improvement Partners; and physiotherapists/occupational therapists.

The issue the author presents in chapter nine focuses on who should receive special education services and how should educators identify which students are to receive special education services.

Sophia Mendez is a 34 year old married female, born female. She was born in San Antonio, Chile and later migrated to the United States when she was a young girl about the age of 16 with members of her family in order to gain more educational and economic opportunity. Sophia does not currently work, but she is mainly a stay-at-home mom, caring for her and her husband’s three children. Sophia does attend classes at a near-by college. They live in a home that in which Sophia, her husband, and three children reside. Sophia referred her and her family to Child Development Resources (CDR) on a voluntary basis and is seeking support with the development of her children, but since she is a part of the Deaf and hard of hearing community, and has limited speech it may present some troubles in how she receives services in different agencies. She and her family has sought services from CDR willingly and willingly participates in services and events.

The different aspects of children's development are interlinked and co-dependent, so they will each be important to the child's holistic development. Children's overall development and educational needs will be affected by the way in which they develop in key areas. As children grow and pass different milestones or key points, they will gradually become more independent and less reliant on those around them in preparation for the future. The three key areas of children's development are personal, social and emotional, physical, and speech and language development-the Early Years Foundation Stage (EYFS) framework refers to them as the three prime areas, (speech and language

Children look to their parent’s guidance and development. Parents are the first example and if the family environment is not healthy, the children could be subjected to a lacking strong physical development. “Effective parenting skills are fundamental to child development” (The Chief Public Health Officer 's Report, 2008). Children learn from their environment, if a child’s parent is not in the picture, children will learn from what surrounds them. For example, Genie did not speak because she was never spoken to as a child. Another factor which affected Genie is nutrition. “The effect of under nutrition on young children (ages 0-8) can be devastating and enduring” (Nutrition, 2011). Poor nutrition can lead to delay in physical development. Children develop most during the early years of life; without the proper nutrients children do not develop as

In the contemporary times, great importance is given to the significance of early years of a child’s life. It is widely acknowledged now-a-days that the early childhood years are a predominantly receptive phase in the developmental process. This stage is responsible to lay a foundation in early days and later years for cognitive functioning, learning process, physical wellbeing, and self-regulatory capacities in both personal and social lives. In simple words, “the period from birth to age 5 is one of opportunity and vulnerability for healthy physical, emotional, social, and cognitive development” (Karoly, Kilburn & Cannon, 2005). However, it is also a fact that many children go through several stressors during their developmental years due to which their healthy development may be impaired. For this reason, early childhood intervention programs are devised for the mitigation of the possible factors that threaten children’s positive outcomes. Such intervention programs also play a major role in supporting parents and families of the children. These programs may provide support through learning activities or further planned

Intervention should start as early as possible, like when parents begin to notice their child is not developing as expected and they voice these concerns. A common response is “they will grow out of it or we will just wait and see”. But, the longer the wait the more difficulties the child and family will have. The earlier a problem is identified, the earlier intervention can begin, which leads to the likelihood of the child learning the skills they need to communicate, engage in social interactions and manage behaviors. Research shows that children who receive early intervention services are more likely to have improved long-term outcomes. These services address communication, play, problem behaviors and skill development. When children are young, their brain plasticity is high, which is the optimal time for development and learning of skills should occur. The older the child, the more difficult it is to grow these skills.

Sequence of development means the order in which a child develops. Sequenced development also involves patterns. Although children develop paces are different, most childrenâ€TMs development have definite pattern e.g. a toddler being able to walk before can run. Though some children miss particular phrases, they still proceed in whatâ€TMs viewed as an expected pattern, e.g. sitting up, walking, running but missing out rolling over and crawling. Rate of development means

English-language learners (ELLs) with special needs belong to a minority group and require specific direction for educators on how to help these students in the school context and how to help to improve their educational outcomes. This is one of the most important topics in the field of education in the USA. The main issue of the teachers is to decrease the achievement gap between ELLs and their peers. Though, the educational needs of ELLs are diverse and rather complicated. English language learners face many obstacles due to their cultural and linguistic diversity. Meanwhile, ELLs with special needs have additional obstacles that influence their education such as cultural and linguistic differences as well as disabilities. Consequently, it is quite difficult task for educators to teach such children.

Having the right knowledge, skills and experience in understanding how children or young people develop are very important tools for early years practitioners. We must put to mind that each child born to this world is unique; they are born with different characters and their personalities and behaviours are formed and influenced by variety of factors. These factors may affect their ways of interacting to the environment and community or setting in which they live in.

The American Association on Intellectual and Developmental Disabilities and The Center for Parent Information and Resources are both good websites that explains Intellectual Disabilities. According to the American Association on Intellectual and Developmental Disabilities, an “intellectual disability is a disability characterized by significant limitations both in intellectual functioning (reasoning, learning, problem solving) and in adaptive behavior, which covers a range of everyday social and practical skills. This disability originates before the age of 18 (AAIDD - Resources for Intellectual and Developmental Disability Professionals, n.d).” Intellectual disability is one of the most common developmental disability. It is estimated that

Have you ever think about the similarities and differences between Regular Education and Special Education? Regular education is the term often used to describe the educational experience of typically developing children. By the other hand, Special Education programs are designed for those students who are mentally, physically, socially or emotionally delayed, which places them behind their peers. As you can see, these two provide an example of different types of education. We can find differences such as their educators, academic content and methods of teaching, but we can also find similarities in their academic content.