Rett syndrome (RTT) is a neurodevelopmental disorder that affects girls almost exclusively. It is characterized by normal early growth and development followed by a slowing of development, loss of purposeful use of the hands, distinctive hand movements, slowed brain and head growth, problems with walking, seizures, and intellectual disability. The disorder was identified by Dr Andreas Rett, an Austrian physician who first described it in 1966. It was not until after a second article about the disorder, published in 1983 by Swedish researcher Dr Bengt Hagberg, that the disorder was generally recognized (Neul et al, 2010) The course of RTT, including the age of onset and the severity of symptoms, varies from child to child. Before the symptoms …show more content…
The apraxia and associated motor function loss, combined with various mental delays and communication issues makes it incredibly taxing on the individual, as well as carers and teachers involved. The physical components of RTT will impact the structure and the layout of the classroom more than anything, as well as being mindful of the occupational therapy and medical resources required for the apraxia and limb problems. These issues are common amongst schools and most will have similar best-practice policies in place for timings etc. However, the communication issues exhibited by those with RTT are often more likely to require one-on-one teaching and hence remove the student from normal classrooms. The severity of the syndrome should not discourage a teacher from working with the child, whether training in special education or not. Simple skills similar to those used for children with Autism Spectrum Disorder, intellectual disabilities and even behavioural problems have proven successful. Understanding the delays of the student, providing simple choices using a variety of communication techniques and supporting the mental well-being of the student through peer-to-peer socialising, are all vital in ensuring the student continues to take part in as normal schooling life as
Ridgway, the middle child, whose parents were described as having frequent violent arguments, often wet the bed and fantasized over his mother, in more ways than one. Ridgway was diagnosed
Of course, the condition will most likely involve a heart problem, which is discovered at birth, along with a webbed neck, chest deformities, many birth marks, also known as café-au-lait spots, and a short stature. The features of this syndrome are not fully known, considering the fact that there are numerous characteristics and no two infected individuals have the same exact features. Like in most other disease cases, there are lists of more minor symptoms that can occur in an individual. In infants and newborns, feeding problems are present, due to a poor sucking reflex. Behavioral problems and developmental delays can occur, which causes the individual to achieve milestones slower, such as sitting and walking.
A key finding was that the teachers desired more training to better support students with disabilities. The data supports these findings and also provides specific information about the present school climate. After reflecting on the key findings from the observations, journals, and interviews revealed that there is a need for resources, teaching strategies, and training. As the staff had
Many students have learning disabilities that can affect them in many ways weather being writing focusing on a task at hand, standing up to people, talking backwards, having to make things perfect and many more. But there can be a disadvantage to all that. Having certain learning disabilities can be treated unfairly in certain schools like being separated from kids that might help them, or being treated like little children. When in reality being with “normal” kids might help them more.sometimes their needs are met and sometimes they are not. Which that is what this report is all about.
If a child or young person has any form or dyslexia or retention difficulties this can impact them in all areas, and interventions are key for these children. If a child lacks in confidence, this will produce a natural barrier to their learning as they will be reluctant to participate in activities / tasks. A child or young person with special educational needs will need extra support to ensure that any barriers they encounter during the course of learning are identified quickly and lessons and resources adapted to accommodate. Children or young people who find social interaction difficult will at times struggle with tasks that involve group interaction, to try and overcome this, small groups of other children that have been identified as favourable to the child can participate in the activity
Comfortable Classes By creating cool classes for students with disabilities, schools will be the second home to children with such deficiencies. An environment that is conducive for normal students may not be so for their counterparts with disabilities. A teacher can set a classroom so that it can accommodate everyone, especially children with autism. Children with autism are the most prepared to learn when their learning environment is conducive for them (Kluth, 2010).
Critical Reflection – Special Education In the field of special education, there are many individuals managing, leading and overseeing a teacher. Often times, special education is referred to as a place or location, however, in reality, it is a service that is provided to a child based on their needs, free of charge to families. In other words, Special education is instruction that is specifically designed to meet the unique needs of children who have disabilities and are often provided in schools at no cost to the parents and can include special instruction in the classroom, at home, in the hospital, in institutions, or in other settings classroom (Wasburn-Moses, 2005, p. 36).
Some children suffer from being separated from the class; they feel stigmatized. When leaving the class, pupils miss what is being taught. A small group does not always offer enough time per pupil. Teachers also underlined that there is not enough time to plan lessons with the other Teachers. Especially at the secondary or higher stages, special education Teachers are required to help with various subjects and they mentioned that
In the program, there are students with learning disabilities, students with autism, nonverbal students, students with behaviors, and much more. There are students right here at CHS that have these disabilities and most students here do not understand how to interact with them. Also for those of you who are future parents, you never know what the future holds and you could have a child with disabilities. Credibility: My mom is a Special Education teacher, I have watched her teach for many years. I have also assisted with some of my moms students.
Since each child is unique, approaches to addressing the shortcomings must be individualized. A challenge surrounding the pediatric population is early identification and treatment of
During my teacher training I have had many opportunities to work with underachieving children. Fortunately, these children appear to make progress under my regime, particularly those with behavioural difficulties. Progress is secured through regular formative assessment and carefully differentiated lessons. In addition, I understand everyone is unique, especially when it comes to education.
Issues and Challenges In a classroom setting Dalal may face many issues and challenges which can be resolved and supported by a teacher. As she is a child who happens to have Downs Syndrome, she has a mild level of intellectual disability; this includes her slurred speech, poor writing skills and a delay in expressive language. (Downsyndrome.org.au, 2014) A lack of language skills can affect the child’s social skills. More specifically she becomes very frustrated as she doesn’t know how to express herself in her own words or the way she wants to.
Schools need to provide students with resources such as an RA or SNA (Special Needs Assistant) to students or teachers that want or need one. They also need to provide specific framework for students such as IEPs etc., allow pre-entry contact for pupils and parents, and create a strong relationship with parents based on constant communication. If schools can effectively provide these resources for students with special needs, the transition from Primary to Post-Primary education can run smoothly and create great educational experiences for these
Now, I realize that a student needing special education does not automatically mean that they will need help with everything and have an extremely difficult time learning. Most of the students I observed did not seem any different than the students not in special education. They just needed extra help in certain subjects. They picked up on the material much more quickly than I had thought they would and were able to do more on their own than I had originally thought. Before this class and project, I also did not think about the fact that students with special needs often stay in the general education classroom as well as working in the special education
Although it is very important to consider the needs of every child within the classroom it is however hard to plan a lesson without any prior knowledge of the pupil, of how the pupil accesses learning or how their needs or disability affect them, once this is known planning and tailoring can take place for the individual pupil. As SEND is a broad spectrum of many differing needs or disabilities (Pumfrey, 2010). Through working with children with SEND it is important that they can access the resources and are equal within the classroom, with the same expectations, safe learning environment, were they can learn from their peers as well as the