A learning disability affects the way a person learns new things in any areas of life. It affects the way they understand information and how they communicate. A learning disability means that it is harder for a child to learn, understand and communicate than it is for other children. A learning disability can be mild, moderate or severe. Some people with a mild learning disability can talk easily and look after themselves, but take a little longer than usual to learn new skills.
1.2 The influence that legislation and policies have on the day-to-day experiences of an individual with a learning disability and of their families is as follows i.e. covert discrimination; overt discrimination; harassment; rights; labelling; vulnerability; stereotyping; inclusion; prejudice; empowerment; abuse; opportunity and equality. 2.1 The meaning of learning disability means i.e. ‘an incomplete or state of arrested development of the mind’, an individual with a learning disability will have significant impairment of intellectual function/social and adaptive. Stages of learning disability can range from mild, moderate, severe and profound.
Health Chronic conditions such as asthma can cause children to have time off school, infections like meningitis causes development delay. Disability Cerebral palsy can result in brain damage and can cause problems with mobility. Sensory impairment Hearing difficulties are one of the most common causes of language delay and speech problems in young children. Learning difficulties Down syndrome can result in development delay , learning difficulties and health problems. Family background can effect a child's development by the family's values the culture and the way the child is encouraged and cared for all can effect the child development.
* Outline why children and young people may need to be looked after away from their families (P1) * Looked after children There are a variety of different reasons as to why children may be looked after by people other than their own family, the reasons as to why the child (ren) may be look after may include family breakdown, bereavement, parental illness or an incapacity of some kind. They may also be looked after because of behavioural problems or the child’s own illness. A reason that a child may become looked after may be following the imposition of a care order. It’s the duty of every local authority to consider the welfare of every child, the Child Act (1989 and 2004) tries to make sure that children are supported and they are kept in a family home if it is possible. Alternatively, if a child has to live away from home for a certain reason and that he or she is looked after by a local authority, it would mean that the child is looked after.
This is simply not the case; children are often provided with lots of support especially if they have a more severe form of autism. When they move into adult services it can be a big shock to the family when they see their support budget is usually reduced quite significantly. The transition stage is very difficult time as most people with ASD do not like change. For those who are able to and would like to work, actually finding work is not easy, this is mainly due to a lack of knowledge and understanding by the employer. There needs to more training available for both the employer and other employees to enable them to work with and offer the person with autism to hold down a job.
It is important to know the difference between the sequence and the rate of development to recognise and highlight each child's needs in all stages of development. Some children and young people may need extra support in developing. These patterns will help to plan effectively and ensures the child gains the correct aid they need to progress in areas they may find challenging. 2:1 Children and young peoples development can be influenced by a range of personal factors. These factors can be a range of different things, from health status, disabilities, sensory impairment, generic inheritance and learning difficulties.
3. Equality and Diversity Policy and procedure. 1.2 This legislation and policies provides a framework to ensure that people with learning disabilities are treated with respect and dignity without violation of their civil and basic human rights. 2.1 The Department of Health, in Valuing People (2001), defines “Learning Disability” as: • Significantly reduced ability to understand new or complex information, to learn new skills • Reduced ability to cope independently which starts before adulthood with lasting effects on development. Learning Disabilities can also be defined as a variety of disorders that affect the acquisition, retention, understanding, organization or use of verbal and/or non-verbal information.
With early intervention there are many services that parents can use relating to their child’s disabilities. Early intervention is for children from birth up until about kindergarten and it helps to prepare the family for the educational journey that they will face over the course of their life. There are not any weaknesses of early intervention. Early intervention is used to better the child and help build strengths where there are weaknesses. The strengths of early intervention are enhanced development, minimized developmental delays, and can decrease the need for special education in the future.
Supporting and Teaching in Schools level3 (QCF) Assignment 4. Q1: Explain what is meant by the term ‘special educational needs’. Special educational needs refers to pupils who may have different development requirements because they have difficulties with interacting, communicating and building relationships with others. This means the teaching assistant might need to adapt their approach to provide effective support for these children. Different techniques could include; sign language, adapting the classroom activities or even the classroom itself as well as the use of specialist equipment.
Vulnerable Populations: The Developmentally Disabled By: Sheri Dos Santos April 24, 2011 BSHS302 Mary Ann Little Developmentally Disabled The population of the developmentally disabled is a distinct group of people that range from the mild to severely mentally challenged and physical afflictions that include; down syndrome, fetal alcohol syndrome, autism, cerebral palsy, spinal bifida, and seizure disorders such as epilepsy that affect the person’s ability to perform everyday living activities of communicating, learning, tending to one’s personal needs, and living on their own. The treatment and socialization of the developmentally disabled although not perfect, has come a long way since deinstitutionalization in the 1970’s.