Assignment 023 task c.b- give three examples of why sometimes child/ young person’s development does not follow the expected pattern. For many children some additions below are the reason why some children and young people’s development may not follow the expected pattern. Occasionally there are children for whom despite investigation; no specific reasons can be found. Disability A disability may prevent a child from developing in one or more areas. Early support might minimise the effect of the disability by for example organising specific equipment for the child.
Child protection is part of the wider work to help safeguard and promote the welfare of children and young people, in regards to the activity that is used to protect children who are being abused or neglected. It involved protecting children from being mistreated. And prevent impairment of a child's development and health to ensure that they are raised in a positive way, and in a safe and caring environments. Parents and carers who fail to protect or care for their children might have to go to court, and they may have their child/children taken away from them and put into care. This doesn't happen very happen and each case varies on how critical and important the case was.
PDD-NOS is diagnosed when the criteria are not met for a more specific disorder. B) What about the Rett and Childhood Disintergrative Disorder? Rett syndrome and childhood disintegrative disorder, both share several signs with autism but usually have unrelated causes. 4. ASD is a form of diability whereby there is need of intensive, sustained special education programs and behavior therapy early in life can help children acquire self-care, social, and job skills.
CYP Core 3.7: Understand how to support positive outcomes for children and young people. 1.Understand how the social, economic and cultural environment can impact on the outcomes of life chances of children and young people. 1.1 Describe the social, economical and cultural factors that will impact in the lives of children and young people. Social, economical and cultural factors Possible impact on lives of children Personal choice Some families decide that they do not wish to live or act in a way in which is viewed as outside the ' social norm ', for example such as being travellers or a child having same genders parents. The outcome of this factor is that there are people which may not be able to relate to the child or young person’s families views.
s recent policy and practice failing the needs of BESD childrenIs Recent Policy And Practice Failing The Needs Of Behavioural, Emotional And Social Difficulties (BESD) Students, Therefore Putting Them At Risk Of Social Exclusion? The Special Educational needs agenda in the United Kingdom has made great leaps in the past century. Children experiencing difficulties are no longer seen as imbeciles who are uneducable to individuals who have the same rights to an education as all children, although they may need additional time and resources to be able to achieve this. These children are no longer locked away in special schools or institutions, but are educated alongside their peers wherever possible. However there does seem to be some forgotten children.
Bright Not Broken Becky Surles PSY: 221 Child Development Pamela Goodier September 16, 2012 Bright Not Broken Bright not Broken is a book that deals with children who are gifted but have disabilities. The book written by authors Kennedy, Banks and Grandin issues a warning that “the future of our society depends on our gifted children, but the gifts and talents of some of the most brilliant kids may never be recognized because they fall into a group known as twice exceptional, or 2e.” Often these are children who have diagnosis of ADHD and autism spectrum and are misdiagnosed by doctors and thereby mislabeled by educators. In Bright not Broken the authors explain the challenges that children face who are gifted with learning disabilities
Disability refers to a restriction or loss of ability in performing an activity in a manner or range considered normal for a human being at that developmental stage. The Equality Act (2010) defines disability as a physical or mental impairment that has substantial and long-term adverse effect on a person’s ability to perform normal day to day activities. While addressing disability in childhood and older people it is vital to establish some terms such as impairment, handicap, learning difficulty/ learning disability and special educational needs. Learning Disability according to BILD (2011) refers to a state of arrest or incomplete development of the mind. Disability impacts on the outcomes and life chances at childhood and older people as it affects their social, physical and emotional development.
These appointments will decide the exact type of autism your child have and the right treatment course. Medication may also be prescribed but understand there is no known cure for Autism, the medication is used to curb some of the symptoms like ADHD (Attention Deficit Hyperactivity Disorder). Behavior counselors help with easing a child into social settings where they would normally feel awkward in. Today’s most effective treatments are Applied Behavior Analysis, Speech Therapy, Pharmacological Therapy, Occupational Therapy, and Physical Therapy. These treatments explained in detail below will work to minimize the symptoms of ASD and to help gain self confidence in their lives.
Section 504 does not have such the stringent policy that IDEA has, allowing for more individuals to be covered. Section 504 also makes sure that the individual is covered throughout his/her life. IDEA only covers in the ages between 3-21 years (idonline.org). For many, the laws and rules of IDEA are not perfect but they do offer protection for special learners from being institutionalized because schools and society couldn’t handle them. Special learners are entitled to an education just like the general
Since the adoption of these “discipline amendments,” descriptive accounts and limited research data on FBA for students with mild disabilities in more inclusive and public environments have appeared in the literature (e.g., Dunlap, Kern, Dunlap, Clarke, & Robbins,1991). However, the lack of a broad database on students identified as having mild disabilities in public school settings has led some researchers to argue for circumspection in the search for simple but effective tools for implementing FBA as a part of the behavior intervention planning process (Gable, 1999; Nelson, Roberts, Mathur,&Rutherford, 1999; Sasso, Conroy, Stichter,&Fox, 2001; Scott&Nelson,1998). These scholars advise that FBA is a technical process, one that is best applied by well-trained professionals, and that the problem behavior of students with so-called “mild” disabilities is under multiple contingencies. Furthermore, the law only requires that FBAs be conducted in response to specific circumstances; that is, after students with disabilities have engaged in behavior that causes