If it’s listening or talking, some children and young people find it very difficult to communicate. It’s very important to a child’s development that they are encouraged to find ways of communicating with other children or adults. Obviously the sooner a child is found to have speech or language problem the better, as they can then get the help and support they need to develop their communication skills. Every child a talker is a suitable approach which promotes the importance of a stimulating and interesting environment in which children and young people are encouraged to develop their communication and language skills. It also supports the Early Years Foundation Stage (EYFS) framework.
This problem may vary from academic, social or generally communication disability. Therefore it is important for parents with deaf or hard of hearing children with disabilities to engage in early intervention for proper development of their children. Research questions The study will examine the extent of which parents with deaf child children are aware of the importance of early intervention program to their children. The study attempts to answer the following research questions. 1) What are the parents' perception of early intervention in the early development of their deaf child 2) Are the children's competence and performance enhanced when formal language (either speech or sign) is used in this prime period?
Bilingual Education Summary: Bilingual education when working concurrently with ESL programs extends the boundaries of education to accommodate individual needs of the child to ensure a smooth and established transition into their new country. Bilingual education provides the child with high levels of confidence to progress through their childhood years. Education is the most important stage of a child's development, and often it is necessary to adjust styles of teaching for a child's special needs. This is particular the case of migrant children who not only have to deal with the standard issues of childhood but alongside with problems such as culture clash, learning a new language and lacks of confidence they need to adjust to their new surroundings. Bilingual education when working concurrently with ESL programs extends the boundaries of education to accommodate individual needs of the child to ensure a smooth and established transition into their new country.
It is critical for parents and teachers to identify these deficiencies early since the ability to process and retain information can be strengthen with learning strategies and information-processing development. Early identification is the best defense against LD since it will help to understand a student’s learning process to comprehension and understanding information. Knowing this is only half the battle because implementing strategies effectively is the other half. Knowing how a student with LD process and store information is key to achievement. According to Smith (2004), students with learning disabilities develop learning strategies and information processing skills in the typical order expected, but at a much slower pace.
Skilled observation is important to correctly determine what is behind a child’s classroom behavior. Misinterpretation leads to difficulties for both teacher and child stemming from the teacher thinking that one cause has led to the child’s behavior, while the truth may be quite different (MacDonald, 2006). Children communicate through their bodies. Their physical actions reveal as much about them as the things they say. A major accomplishment during the early years is the development of social skills.
This definition is also set out in the Education Acts 1991 and 1996 and the Children and Families Act 2014. Special Educational Needs refers to children or young person who has learning difficulties or disabilities that make it harder for them to learn at the same pace as their peers of the same age to which a provision can be made for them. Children or young person who are referred as SEN have: * Specific learning difficulties – with reading, writing, number work or understanding information * Moderate learning difficulty – basic skills in an early years setting, school or college * Speech, language and communication needs – expressing themselves or understanding what others are saying * Behavioural, emotional and social difficulties – making friends, relating to adults or behaving properly in an early years setting, school or college * Visual and hearing impairment – wears hearing aid or poor eyesight * Physical disability - Cerebral Palsy, heart disease, Spina Bifida and Hydrocephalus and Muscular Dystrophy. Pupils with physical disabilities may also have sensory impairments, neurological problems or Learning Difficulties. Some pupils are mobile but have significant fine motor difficulties which require support.
Typical social behaviours of a person with autism Sources: American Psychiatric Association (2013) To advise ASD children to improve their social communication skills, educators suggested that early intervention and family involvement are very important. The Importance of early intervention in ASD children ASD generally results in lifelong disability and dependence. It is believed that early identification and early intervention may have a positive effect in stimulating widespread changes in young children with ASD. Prior & Roberts (2012) stated that good practice in early intervention that lead to the best likelihood of positive outcomes for children with ASD. Howlin (1997) also suggested that young children with autism who receive the recommended early intervention have a much greater chance, later in life, of living independently, securing employment and developing meaningful and lasting friendships and relationships with long-term research showing benefits for children as they grow and develop.
It may still present a frustrating challenge to parents and teachers who are aware that the child has a barrier to learning, but who do not know how to deal with the situation. 1.2 Difficulties with terminology. An article entitled: Learning Disabilities in Children: Learning Disability Symptoms, Types, and Testing, published by Helpguide.org ,a non-profit resource( which may be accessed on http://www.helpguide.org/mental/learning_disabilities.htm), goes on to say the following:“A child with a learning disability cannot try harder, pay closer attention, or improve motivation on their own; they need help to learn how to do those things. A learning disability, or learning disorder, is not a problem with intelligence.” In: Barriers to Learning Not All Problems are Biological in Origin (Lee, H); Lee discusses the initiatives of a group of UCLA Researchers who raised concerns over the possible overuse of the term Learning Disability. In the article, Lee points out that educators need to remember that not all learning problems are of a biological origin.
It takes them longer time then the children to analyse a complex sentence. In some cultures, Child Directed Language is used in speech to young children, and there is a similarity between Child Directed Language and the way or the speech style which is often used with the elderly. Parents use Child Directed Language as a language-teaching tool. The reason for using it is to ensure understanding in someone who they think are not fully capable of using the language. Another reason for using of this language-teaching toll is that it maintains the power of the caregiver in relation to the child.
Another major indication to child abuse or neglect is the child’s education. Abused children “...are also at risk for low intelligence, cognitive dysfunction, increased school suspensions, more grade repetitions, language delays, and academic difficulties” (Dombrowski, Ahia, & McQuillan, 2003). Socially and emotionally, a child