Physical impairments would include disabilities such as Cerebral Palsy or Spina Bifida in the child or adult. In this case, it may be hard for them to speak to communicate what they are trying to say. They may also have trouble using their gross and fine motor skills which could prevent a child from producing school work to a similar level of a child without any physical
ASD is characterized by impaired social interaction and communication, repetitive and stereotyped patterns of behavior, and uneven intellectual development, often with intellectual disabilities. In communication you will see that the child sometimes can display delayed speech and language skills, uses few words or no gestures, and usually does not pretend play. A child diagnosed with ASD will usually
This is not the case, although there can be an overlap between the two they are not the same thing. When we talk about a child being Disabled we are talking about them having a physical impairment that hinders them or a mental impairment, and although both of these can lead to developmental delays it does not mean a child has special educational needs. “research suggests that about 6-7% of children are disabled. Children and young people with the most complex needs will require specialist services. They will require support with their health, education or physical, intellectual, emotional, social or behavioural development due to disabilities including: • Multiple and complex health needs or chronic illness • Sensory impairment such as hearing loss, visual impairment or deaf/blindness • A significant and long term learning difficulty • A physical disability • Autistic spectrum disorder • A severe communication disorder, or • A
Explain the reasons why children and young people’s development may not follow the expected pattern: The reasons why children and young people’s development may not follow the expected patters is due to them maybe having a disability, emotional influences, physical influences, environmental influences, cultural influences, social influences, learning needs and communication skills. Children with disabilities require a lot more support than those without a disability in order to help them develop their skills and become more independent. Disabilities can affect more than one area of a child’s development depending on what disability they have and what support is available in order to help improve the child’s needs etc. Emotionally children are affected due to them maybe having signs of depression where they are quiet than the rest of the children and they shy away from joining in with different activities and getting involved with other children. Children who are emotionally affected may also have low confidence and find it hard to build friendships with other children, it is important that we make children feel welcome and encourage them to join in with other when doing activities so
They might have a harder time remembering simple facts. When it comes to the standardized test, kids might not be able to recall needed material. Additionally, children might have learning disabilities that can make them confused on the standardized test. A kid could look at a question and could not be able to understand what it’s saying. Also, children with cases like 80HD wouldn’t be able to focus well.
It is the ability to resolve the visual information that encirclesus. Without the appropriate level of visual perceptual skills, the children may have difficulty withlearning to read, play, and good eye hand coordination2.The visual perceptual skills include several key components such as Visual discrimination, Form constancy, Figure ground, Spatial relations, Visual closure, Visual sequence, and Visual memory. When these aspects of visual information are not perceived accurately it cannot be integrated with other senses3. [Swearingen A, 2007]. The two standardized tests for assessing the non motor skills are Test for Visual Perceptual Skills (TVPS) and Motor free Visual Perceptual Test (MVPT) by the Occupational therapists [Mc fall].
Kitchens, S. A., Rosén, L. A., & Braaten, E. B. (1999). Differences in anger, aggression, depression, and anxiety between ADHD and non-ADHD children. This study examines four different attributes between children with ADHD and children without it. This contributed to help understand the different emotions that associate with the diagnoses of ADHD.
What people fail to realize is that special needs is nothing anyone can control, it’s simply a part of the brain that could be missing, damaged, or not fully developed (Attention Issues And The Brain). People with certain types of mental illness will result in impaired judgement, their disability can inhibit their ability to logically make decisions for themselves. Some have self destructive behaviors or a child like state of mind that can interfere with decision making (Anatomy of a Special Needs Child). So when it comes to their actions they may not completely understand what they’re doing or the outcome of the choice that they’re making. Also some people who have special needs don’t understand what consequences are, so punishing them or reprimanding them for things may be pointless because they can’t comprehend why what they did was wrong (Attention Issues and the Brain).
The Predominant Theory is a theory that tells dyslexia is caused by a fundamental deficiency in the processing of phonological information. The Double Deficit Theory is a theory that tells dyslexics have a weak phonological awareness(of sound in words) and also tells that dyslexic suffers inherent problems in processing information at a given speed, which cause interference in many cognitive activities that includes reading and writing. Magnocellular Impairment Theory is a theory that tells dyslexics ' visual, learning, and processing issues are caused by a deficit in the magnocellular pathway. Cerebellar Impairment Theory is a theory that believes that the mild dysfunction of the cerebellum leads to an inability to effect the timed eye movements
Sometimes clients will recognize some of these patterns, but more commonly they are not fully aware of the ones that maintain their difficulties. Elements of Cognitive Behavior Therapy Five interacting elements in CBT are following; 1. Cognition. Our thoughts and
The brain and central nervous system problems, with a child on the spectrum, will include issues such as: poor coordination, balance, memory, attention, processing speed, reasoning, intellect, judgment, mood regulation, and difficulties with hyperactivity. Even though this list of challenges is long, it is important to know that there are just as many social and behavioral problems as well. Children with FAS tend to have difficulty in school. Their ability to stay on task and set goals, such as research papers present a large challenge to children with FAS. They also have poor social skills, causing trouble getting along with others.
Mather’s paper encompasses four distinct arguments contradicting Calheart’s discussion. Contrary to Calheart who believes brain activity does not indicate cognitive operation performance, the first argument offers insight about location of brain activity and correlation with cognitive processes taking place. Mather et al. argues that the fusiform face area of the brain responds selectively to specific categories. I believe Calheart would indicate that just because brain activity takes place in the fusiform face area of the brain, it by no means indicates that no other processes within the brain are taking place—it is not an all or non
The behavioral effects may include extreme outbursts, poor attention and poor concentration. Finally, the learning effects may include delayed language and cognitive skills as well as not attending school (Sterne and Poole 36-37). So, while both age ranges may be affected the same in some areas those
It is believed that children with reactive attachment disorder have the ability to form secure attachments, but this capacity has been compromised by their experiences early in life. The symptoms of reactive attachment disorder can create some problems regarding education, impacting student progress and performance. One such symptom is the lack of cause and effect thinking. When a child struggles with this cognitive