How does a child’s temperament impact his /her ability to self-regulate? Each child is different it is very important to recognize and respond to a child’s temperament that impact his ability to self regulate by how he respond to stressful situation, and the interaction including how the caregivers accommodate his temperament and respond , also using language , all these affect how and when he develops self-regulation. 3. Describe, in your own words, the term ‘’goodness of fit’’ and how ‘’goodness of fit’’ might aid teachers in selecting strategies to support children as they develop their ability to self-regulate. Goodness of fit is the compatibility between environment and a child’s temperament, inability of fit occurs when temperament is not respected and accommodated, teacher can improve the goodness of fit by adapting her approach to meet the needs of the child, and in order to select a better strategies to support children teachers first need to understand and recognize each child
Statutory Assessment of Special Educational Needs- this means? * Statutory Assessment of Special Educational needs means that the special educational needs of the majority of the children should be met in a mainstream setting. Explain early years action/ school action * The early years action is when practitioners or SENCO identify special educational needs of children and work in a team to provide strategies that are in addition or different from those usually provided in the curriculum. * School action is the action taken when special educational needs are identified by teachers and interventions additional to or different from those provided by the usual differentiated curriculums are put in place. Explain early years action plus/ school action plus * Early years action plus is when practitioners who work with children on daily basis and SENCO are given advice and support by specialists in order to provide alternative interventions which are in addition to or different from other interventions identified in early years action.
Various psychological theories on human development are based on the concept of “stage”. The key to stage theories is the understanding of stages as unique stages of development, with each stage personified by its own special behavioural and cognitive characteristics. According to child development and psychological research, all individuals progress through the same stages in a fixed chronological order. Foundation stage and key stage 1 Young children are still developing their language and communication skill they will have to be reminded of listening carefully when others are talking. When we are talking to young children we have to speak clearly slowly and not using big words as they won’t understand what we are saying.
Question 1.2: Explain the difference between sequence of development and rate of development and why the difference is important: It's important we know the difference between the sequence and rate of development as it helps us to meet each child's individual needs and abilities. Sequence of development: This is the order that children will develop and it usually follows the same basic pattern. All areas of development are linked together, for example a baby cannot start to finger feed until she/he can sit up and is developing the ability to pick things up between their fingers and thumb. Or a child cannot learn to run until they can walk. Developments will vary in each child which leads us to - Rate of development: This is the speed at which each child reaches all the important milestones in their life and how slowly and quickly their bodies develop.
Amelia White November 17, 2013 SPE-226 Crystal McCabe Educating Special Needs Students There are numerous types of disabilities a child may have that affect different areas; intellectual disability, autism, severe disabilities, and multiple disabilities are a few disabilities that affect learning.Children with disabilities can learn and are entitled to a free appropriate education. Disabled children being placed in general education classes allows them to interact and learn with their peers but it is important to remember that many times curricula for severely disabled individuals are home and personal skills. Severe or multiple disabilities children will require accommodations and modification to insure they obtain an appropriate education.
"Children with challenging behavior and children with disabilities may have strengths in more neglected intelligences—music, art, physical movement, computers, for example. This approach allows them to develop and showcase their unique abilities" (Rasminsky, 2012, p 168). Children emotionally respond the environment they are in. Everybody desires respect, praises, and strong relationships-children are no different. Children must have a role model, most of the time is the teacher or family, but if they are not able to supply the demands than the child may look up to a trouble maker.
It is at this point that a child is usually referred to the Special Education department and an Individual Education Program is developed for the child. (Bradley et al, 2010) The interventions needed for this level vary greatly and as the general education teacher, you will receive guidance from the special education staff if you have a child on this level. Some of the typical interventions used at Tier Three level are: direct teaching of prosocial skills; changing antecedent conditions to pre-empt behavior issues; and change of placement to decrease stimulation levels. (Fairbanks et al, 2007) Our Special Education staff here at Utopia School will provide you with any necessary training, documentation sheets, and assistance to implement the interventions that are decided upon. The goal is for the student to remain in the least restrictive environment while
Information from carers and colleagues. It is important for teachers and parents to work together and share any concerns they have regarding their child. They can share ideas and strategies to assist the child in reaching their full potential. 3.2 Children and young people’s development may not follow the expected pattern for a number of reasons. These include; * Disability * Emotional * Physical * Environmental * Cultural * Social * Learning needs * Communication Cross reference CYP 3.1 - 2.1 and 2.2 3.3 Children with a learning or physical disability may be subjected to prejudice or discrimination at school for the reason
Child Development Assignment Level 3 Outcome 1.2 Explain the difference between sequence of development and rate of development. Why is the difference important? We need to understand the areas in which a child develops Physical Development, Intellectual development, Social & Emotional Development, Moral development and Communication development and that all these are equally important as each other and do not work separately. It’s with this information we know all children follow a typical pattern development, however not all children develop at the same rate and some may not progress over all areas, which may mean they need extra help with different things. Outcome 1.1 Complete the following five tables, showing the sequence
I agree with Sirvis (1988) who when commenting on physical disabilities advanced a thought that, “In special education, physical disabilities are physical limitations or health problems that interfere with school attendance or learning to such an extent that special services, training equipment, materials, or facilities are required” With the foregoing, it is clear that the limitations which children with physical disabilities face range from physical to health problems. It is also worth mentioning here that a physical disability encompasses a wide range of disabilities which include those disabilities born with or those that are as a result of injury. This idea is rightly supported by Connor and Tulloch (1988) who pointed out that, “the physical disability may either be congenital or a result of injury such as muscular dystrophy, multiple sclerosis, cerebral palsy, amputation, heart disease, pulmonary disease or more” Generally, physical disabilities take different forms however one thing remains common to children with the physical disabilities that is difficulties which have to be collectively addressed so as to help these children develop a sense of belonging. In that the difficulties they face mostly are mobility oriented and inability to use their hands, sit or stand normally. As such they depend on