Collaborative Project Staff Development Plan – Language and Communication Disabilities IDEA 2004 defines a speech or language impairment as a communication disorder, such as stuttering and impaired articulation, language, voice, which adversely affects a child’s educational performance (Students with Communication Disorders, 2009, Slide 6). A language disorder is impairment in the ability to understand and/or use words verbally and nonverbally. Difficulties include spoken language, reading and writing difficulties. A communication disorder may occur in language, speech, and hearing. Children with communication disorders have deficits in their ability to exchange information with others.
By 8 months of age, object of permanence begin to emerge because infants begin to develop memory for objects that are not perceived (Myers, 2013). 1c. Piaget further explains that after object permanence emerged, children at 8 months start to develop stranger anxiety where they would often cry in front of strangers and reach for someone who is familiar to them (Myers, 2013). Both object permanence and stranger anxiety emerge around the same time because children are able to remember and build schemas. While Piaget’s cognitive theory consists of four stages (sensorimotor, preoperational, concrete operational, and formal operational) that children go through as they grow, McCrink and Wynn proposed a different theory of cognitive development.
A learning disability happens when a persons brain development is affected, either before they are born, during their birth or in early childhood. Several factors can affect brain development including – ( the mother becoming ill during pregnancy. ( problems during the birth that may stop enough oxygen getting to the babies brain. ( the unborn baby developing certain genes. ( the parents passing certain genes to the unborn baby that make having a learning disability more likely.
Autism covers a large array of complex developmental brain disorders such as Pervasive Developmental Disorders Pervasive Developmental Disorder – Not Otherwise Specified, Asperger's Syndrome, Rett Syndrome and Childhood Disintegrative Disorder. Autism disorder is characterized by extreme withdrawal, self-stimulation, intellectual deficits and language disorder. These symptoms can be noticed as young as 24 months. It is important to identify Autism as early as possible so that an appropriate treatment and educational program can be developed. The early intervention has proven to improve behavioral outcome.
For example, an infant may be born prematurely, be exposed to drugs in the womb, or experience maternal deprivation. Children who are delayed developmentally often have low IQs, receive inadequate medical care, suffer from learning disabilities, live in poverty, and may experience trouble within diverse, bilingual cultures. Additionally, children who are born with low birth weights often have higher rates of illnesses including mental retardation, deafness, diabetes, muscular dystrophy, and other issues (Dunlap,
However, there is no way to prevent savant syndrome. Autism is a pervasive developmental disorder of children, characterized by improvised communication, excessive rigidity, and emotional detachment Autism is usually diagnosed in children between the ages of 18 months and 4 years. Savant syndrome comes in many forms. Mild autism is called Asperger’s syndrome, and usually affects children in their social development. Severe autism can cause children to function at very low levels, including no speech, unable to toilet train , and have violent outbursts.
This paper examines Tourette’s syndrome with a focus on the symptoms and causes, the kinds of treatments available for this disorder, and what may be the best treatment method for patients. Tourette’s Syndrome typically onsets during childhood. The most obvious symptoms are the motor and verbal tics, known as coprolalia and copropraxia, respectively referring to the involuntary display of rude words and gestures. “Tics” are defined as repeated and involuntary muscle contractions and sounds. The frequency of the tics is known to fluctuate and include eye blinking, twitching, grunting, and head shaking.
Prevalence of Learning Disabilities: Learning disabilities can cause students to have trouble learning and using certain skills such as reading, writing, listening, speaking, reasoning, and mathematics. Students with disabilities constitute for around 3% or 4% of the entire school population, which also results in 1 out of every 5 people in the United States having a learning disability. It is more common for learning disabilities to be identified in boys than for girls, however, in practice girls that are identified with learning disabilities usually have more severe academic deficits than boys. Causes of the Disability The causes of learning disabilities can generally be divided into two categories that are physiological causes and curricular/environmental contributors. Physiological causes of learning disabilities can include brain injury, heredity, and chemical imbalance.
I will be discussing 5 disabilities that affect people intellectually. Intellectual disabilities are disabilities characterized by significant limitations both in intellectual functioning and in adaptive behavior which covers many everyday social and practical skills and originates before the age of 18. The main characteristics of the intellectually disabled are classed into 4 areas physical, mental, social, and emotional. Intellectual disabilities are like any other disability in that the degree of their ability to do school work and adapt to social settings vary from child to child. Children with this disability tend to have more delay in development of academic, social, and adaptive skills particularly in learning to read and learn basic math skills.
RUNNING HEAD: Language and Cognitive Development Language and Speech Development: Preschool Years December 8, 2009 Kaplan University The language development of a child can vary greatly from child to child. In the psychological community, there has been a great deal of debate on whether language development can be solely attributed to a genetic, environment or both. Brown developed his Stages of Syntactic Development explains how a child’s syntactic development occurs. The development is measured by using the mean of length utterance or (MLU). Brown’s five stages of syntactic development are described as: (1) Semantic roles and grammatical relations which ranges from 12 to 26 months of age and has a MLU of 1.0 to 2.00; (2) Grammatical morphemes and the modulation of meanings which ranges from 27 to 30 months of age and has a MLU of 2.0 to 2.50; (3) Modalities of the simple sentence which ranges from 31 to 34 months of age and has a MLU of 2.5 to 3.00; (4) Embedding of one sentence within another which ranges from 35 to 40 months of age and has a MLU of 3.0 to 3.75; (5) Coordination of simple sentences and propositional relations which ranges from 41-46 months of age and has a MLU of 3.75 to 4.50 (Hulit & Howard, 2006).