Part C - Disability affects development and learning because disability affects children's development in different ways. That can be physically and sensory, social, emotional and behavioural and learning or cognitive. So say a child with Hearing impairment affects language and communication in that they may struggle to understand words in a book and get stressed at trying to read aloud. ADHD affects behaviour and social development in that they get easily frustated, which could be the same children with Autism this affects there Emotional and social development. Dyslexia is a condition that affects learning literacy so what they think they are reading may not be what is actually there so they get stuck with understand letters they may …show more content…
Usually these are done out of school maybe in a hospital. A specialist Nurse provides support for the family and child or children that suffers from medical conditions that need specialist care Also health visitors come under this title for measuring and assessing a child’s development . Additional learning support staff works within and out of schools providing a range of services to help children who have certain specific educational needs. This might include people like teaching assistants or Sen TA to provide support and train staff. These can be one on one for children each day to help them. Assitive Technology - This could be where a child may not be able to hold a pen or write but they could use maybe an ipad to use a speical txt typing programme, this could also be they have special hear aids to hear. Health Visitors - These are usually seen to check the weigh and height how well being of a child they can sometimes monitor a child if they are in need of any help. They usually keep an eye on children from birth to around 5 years but only come to the school if there is a real need and reason for them to be
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In reference to group size they should look for a ratio between 1:3 and 1:6. Caregivers should be trained and experienced in working in a child care setting. In addition, the caregiver should be nurturant, supportive, and responsive to children’s cues. Staffing- low staff turnover, staff support, and only one or two caregivers should be responsible for the same child. Curriculum- planned in advance and emphasis on development.
Agency Mission Pupil Services is an agency within Los Angeles Unified School District under the Student Health and Human Service Division and their mission statement is the following: “To ensure that all LAUSD students are enrolled, attending, engaged, and on-track to graduate.” The agency firmly believes that within every student is a highly capable and motivated high school graduate. Agency Structure Pupil services partner with a variety of district and non-district agencies such as the City of Los Angeles. The City of Los Angeles pays for 16 PSA counselors, 1 lead counselor, and 1 coordinator position to be co-located at FamilySource Centers which are non-LAUSD agencies.
Some children can potentially have speech, language and communication needs due to another condition, such as ADHD hearing difficulties and autism. This is why interventions are extremely important so that this is noticed early on. If not picked up on, this poses risk of them falling behind currently and not being able to access the full curriculum. They may get frustrated because they don’t have the word’s or skills to communicate how they are feeling. Friendships with their peers will be hard to make/maintain as they will be perceived as being naughty and this will have a knock-on effect on their social situations.
Explain the relationship between disability and special educational needs. Explain the nature of the particular disabilities and/or special educational needs of children and young people with whom they work. Explain the special provision required by children and young people with whom they work. Explain the expected pattern of development for disabled children and young people and those with special educational needs with whom they work People often confuse Disability for Special Educational needs and the Special Educational needs for a Disability.
They can work with staff, pupils and parents. Specialist teachers can come into a school to provide advice and support in a variety of
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. Speech therapist work with children who have difficulties with speech, language and communication or eating, drinking and swallowing. They identify the causes of the speech difficulty and create speech and language programmes.
Question 2 2.1 Describe ways in which having a child with a complex disability or condition can impact on different aspects of families lives. To live with disable child can have deep impact on overall family members. It turns out to be an exclusive shared experience for the families and this may impact on the overall family functioning. While considering the positive impact, this widens the horizons, raising more awareness among family members considering their
Services that may be provided, in liaison with local authority childrenâ€TMs social care services, include the provision of reports for court, and direct work with children, parents and families. Services may be provided either within general or specialist multi-disciplinary teams, depending on the severity and complexity of the problem. In addition, consultation and training may be offered to services in the community â€“ including, for example, social care schools, primary healthcare professionals and nurseries. Question: Question 10
Observations are very important when planning for children’s individual needs. While observing practitioner understand children’s needs, interests and their stage of development. Once children’s needs, interests and stage of development are recognised, practitioner can plan activities and resources accordingly. Children must be observed frequently as their needs, interests and stage of development keeps on changing. The activities given to children should be according to their current abilities which will enhance their development.
This also focuses attention on the important role of the key person/ key worker in a safeguarding high-quality care and learning experiences for young children. Practitioners have established that the mandatory welfare necessities are important for the early year’s basic safety, security and health. These also require to reassure parents and carers that their children will experience a good level of care in all settings. Each principle of the EYFS has four obligations which show practitioners which are putting the principle into practice, therefore supporting children in meeting the outcomes set out in the government’s programme for children, Every Child Matters which also supports the holistic development (Hughes and Doherty, 2009). However, some parts of the sector must have found it hard to provide the learning and development needs of the EYFS.
Learning disabilities affect the brains ability to receive and process information. It also affect the brains ability to store and respond to communicate information. Learning disabilities are separated into different categories such as autism, hearing impairment, speech or language impairment, traumatic brain injury, visual impairment, and many more. “Learning requires the integration of a number of physiological and psychological processes and the acceptance of a specific set of values” (Hirsch, 459). Learning disabilities are not just based on genetic inheritance but can also be caused by environmental situations.
Language is the most important way to communicate in social environments. Language is learned in early years in every country, and is passed on the same way from generations. In the early years of human life as soon as we are introduced to the word our parents or loved ones introduce us to language. Communication has variety of forms that can be presented in numerous ways such as expression or dialogue. Unfortunately some children develop problems in the linguistic development and cannot perform language like the rest of the standard norm.
Children with Down’s syndrome do learn to walk, talk and be toilet trained, but in general will meet these developmental milestones later than their ordinary peers and find it difficult to form relationships. o ADHD/ADD: Children with attention deficit and/or hyperactivity face many difficulties as they grow up. As infants, those later diagnosed with ADHD are often described to have been excitable, irritable, colicky, or inconsolable. Often they are very physically active, easily distracted, and can be extremely sensitive to sights, sounds and touch, which can make traditional soothing methods seem ineffective. o Hearing impairment: Hearing is a critical part of language development, communication and learning.
Malpass (1963) writes that the tempo of DS children in which abilities are acquired during motor development is clearly slower. As a result of developmental delay, the mentally handicapped DS children usually have problems with fine motor skills, including coordination and manipulation; as well as hypotonia, having low muscle tone which affects each DS child differently and can affect different parts of the body differently (Winders, 1997). Moreover, mentally handicapped DS children are on average less strong, have less stamina and more problems in the execution of complex motor tasks; other problems in eye-hand coordination, dexterity (the ability to use hands skilfully) and reaction speed are also recorded (Groden,1969). Visual Problems DS usually has negative effects on the developing eye and vision.