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. Others may not be able to communicate at all and have more than one disability. The unit I work within has a mixture of children with mild and moderate learning disabilities. There are some children with Autism who are unable to communicate fully through speech and therefore Makaton (a form of sign language) is used and some of the children within our class setting have more behavioural needs rather than an actual learning disability. CCLD FP OP 3.3.
They try and try but their learning disability changes the way they learn and special lesson plans need to be tailored to accommodate their unique learning styles. There are warning signs to help determine if your child may have a learning disability but because learning disabilities look very different from one child to next there is no single symptom or profile to use to determine proof of a problem. During the preschool years students who have problems pronouncing words, rhyming, learning the alphabet, numbers, colors, shapes or controlling crayons, pencils and scissors may have a higher likelihood of a learning disability. When they are in grades K-4 they may have trouble learning the connection between letters and sounds, confuse basic words when reading or consistently misspell words and makes frequent reading errors. When they are in grades 5-8 they might have trouble with open-ended
ADHD negatively can affect a child’s social and emotional behavior and the ability to control them in a positive manner in a school environment. Children that have both ADD/ADHD are expressively immature. Some studies show children who have ADHD, especially those children that have expressive outbursts or violent tendencies; they have a hard time socializing with others. In school, if their classmates and teacher single them out, they feel self-conscious. Many children with disabilities usually need more structured and clearly amorphous surroundings, also behaviorally, than a general education classroom can offer.
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.
We as adults, can close our eyes, and still see, while children can’t. They have a lack of object permanence. (Page 97) development of their brain will slowly develop with age. They will learn motor and brain co-oridination skills. By the age of six or seven, the language will be developing, thinking symbolically. Little use of intuitive skills.
These kids cannot thrive and reach their full potential if they cannot read. Deaf children should have the opportunity to learn language, speech, and reading through cochlear
Students with auditory impairments may have limitations of communication and language skills, academic achievement, and social and emotional functioning. In the following discussion, I will introduce a 12 year old student with severe congenital hearing impairments (CHI). We will become acquainted with the student, the disorder, treatment and rehabilitation options, the student’s social interactions, and implications surrounding teaching activities, accommodations needed for academic success, interventions, and modifications to the educational setting that best supports the student. Educational Goals and Objectives Ann is a 12 year-old 6th grade student with a congenital hearing impairment. She has difficulty in the areas of vocabulary and language skills and needs support to participate in class and complete assigned academic tasks.
In this essay I will be discussing how deafness and blindness affect the language acquisition of children and comparing this to the language acquisition of hearing and sighted children. I expect to then be able to draw conclusions about the importance of sight and ability to hear, in language acquisition and what the main factors are that cause any delays or deviance in the language acquisition of deaf and blind children. I will be focusing on children that are born with one of these conditions who have parents that are both hearing and sighted. Throughout this essay I will show how the findings about language acquisition in deaf and blind children support the nativist view that language is innate. As Landau and Gleitman (1985:2) write 'the blind seem to confront a world quite different to our own...one might expect their language learning to differ as well.'
WORKSHEET – UNIT 19 Task 1 – List the different categories of beginner students, giving a brief explanation of each: The absolute beginner A student who has no experience in learning the English language. The false beginner A student who has studied English in the past but has not retained or remembered much of what they learned. They will be able to string together a few simple sentences and that’s it. The adult beginner Highly motivated students who are learning English for their own reasons as opposed being forced to learn by parents or the education system. The young beginner These students lack motivation to learn the language but they tend to pick up the language easier than older students.