They can quickly fall behind from peers of the same age. They may find it difficult to interact and make friends with others who are more advanced. They may struggle with intellectual development memory and concentration. Delayed speech development A child who has limited or no speech could be a cause great concern. This would affect a child’s social and communication development as he/she would find it difficult to listen and speak to peers staff and carers this could also affect their behaviour possibly becoming frustrated and quite angry Whatever concern you have about a Childs development in any area, you should always share it with others.
In some cultures eye contact is discouraged so I would need to find alternative verbal and non-verbal clues. Different values and ideas Different People have different methods of dealing with situations. Parents may not always agree with the school on the way pupils have been asked to do something. This should be discussed and common ground established. Poor communication Conflict can occur when communication has not been effective.
Inclusive learning should promote positive behaviour and conduct. A teacher needs to recognise that learner comes with different learning styles and needs. Maslow stated unless certain need are met the learner cannot progress. Malsow ‘s hierarchy of needs theory is: Learners needs have to to be met in order for leaners to be involved and focused on their learning. For individual learning styles to be met, within a good learning sessions a teacher will ensure he/she takes a multi-sensory approach to teaching, this way each learner can work to the best of their ability.
However in a situation like this practitioners need to recognise that when the child needs to be referred to others. Sometimes children’s behaviour could show some signs that they need some extra support. This means that a practitioner needs to recognise when children need to be referred to another colleague or a professional. However a practitioner needs to encourage positive behaviour and manage children’s common behaviour. Specific types of unwanted behaviour that should be referred to others: • When pupils are a danger to themselves and/or others • When you are dealing with a difficult situation on your own • If pupils are not carrying out your instructions and you are not in control of the situation • When you are not comfortable dealing with a pupil, for example they are behaving in a threatening manner or behaving unpredictably • When an incident is serious enough to warrant the involvement of a senior member of staff.
They can also be discriminated against by people overwhelming them too much. For example when someone insists on helping them with everything because by helping them with everything they are still being treated as if they are something less than human. Still they are being treated as obviously different and in doing so it can also make them offended and lose confidence in the things they are capable of doing themselves. Individual with additional needs are also not employed because of their disability as they are seen as less skill people. This can be a barrier for them because it means they cannot achieve their own dreams and goals in life as well cannot be independent and control over their life.
Other behaviours that could be of concern and interfere with learning could be attention maintenance, hyperactivity, or severe withdrawal. The point of concern is if the behaviour is something that hinders the child from functioning in a productive way, it is something that should trigger a teacher to seek outside assistance. Depending on the situation different referrals may have to be used. It may be appropriate to just have support from another adult within the school. However, there is a wider range of specialist support
SHC21-1.3 - Individuals Reactions. Observing individuals reactions whilst communicating with them is very important as you need to be aware of causing offence to those individuals, which is exactly what you do not wish to do. When you talk to adults or children you must take into account their feelings, opinions, culture and what they would like to say. Be patient and give them time to talk to you about what they are feeling. Always be sensitive and understanding, you may have to adjust or adapt what you want to say by ensuring you say it the right way to convey your message, your feelings or ensure opinions are expressed clearly with no misunderstanding without giving offence to the individual.
This can cause the child to feel lonely and angry at themselves because they are not at the other children's level of learning. 2. If a child doesn't like to share toys, this can cause a problem with social interaction as they will find it hard to form friendships. The other children will try to avoid the child that is unable to share, this can affect the emotional and social development of the child who is unwilling to share as they will feel lonely and neglected and even abandoned. 3.
For example, Dyslexia (a condition where the brain has difficulty interpreting information) in children is often identified by the parents. However, parents that are unaware or poorly educated may not notice any problems, meaning their child will not receive the crucial help and support they need to achieve. When children struggle in learning to read, write and spell they will soon fall behind at school and other areas of their development will begin to suffer. For example, a child not diagnosed will frequently become frustrated with trying and give up. Then in an attempt to disguise the problem they are more likely to misbehave and disrupt the class.
A person living with a carer may increase the chances of abuse, the elderly person is reliant on person to care for them and this may cause stress and resentment if the carer is unable to cope and have a poor relationship with the service user. Vulnerable adults in a care home environment are more susceptible due to understaffing or poor staff training. The risk of abuse may increase if a vulnerable person is living or in contact with someone who has a history of violence or sexual abuse, continuing the cycle. An individual who is or feels isolated may be more vulnerable to abuse as they have no support network and have no contact with friends and family. Poor communication between the service user and carer is a factor, he or she may be unable to express their concerns or opinions.