Introductory awareness of autistic spectrum conditions 1.1 Describe the types of difficulty that individuals with an autistic spectrum condition may have with language and other ways of communicating with others. The different types of Autism in the autistic spectrum are: * social interactions (ie people with autism would often find it difficult to understand others' mental states and emotions, and respond accordingly) * verbal and non-verbal communication The sort of problems that adults with Autism may have include one or more of the following: * Not being able to express themselves well. * Not being able to understand gestures, facial expressions, or tone of voice. * Saying odd things. For example, repeating your words back to you, time and time again.
Stages of learning disability can range from mild, moderate, severe and profound. 2.2 I will give various examples and causes of learning disabilities i.e. unknown factors; environmental; before, during and after birth; chromosomal and genetic factors. Others include being intellectually impaired i.e. dysgraphia; visual processing disorder; dyscalculia; early onset; dyslexia; social or adaptive dysfunction.
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.
Outline changes in personality that an individual may experience as a result of acquired brain injury. Aggressive tendencies, anger control problems, impatience, difficulty to tolerate frustrations and has decreased social skills, irritability, lack of self-awareness, lack of
It has a particular impact on verbal and written communication as well as on organisation, planning and adaptation to change.” (p.19). Dyslexia Action’s definition of dyslexia begins: “Dyslexia is a specific learning difficulty that mainly affects reading and spelling. Dyslexia is characterised by difficulties in processing word-sounds and by weaknesses in short-term verbal memory; its effects may be seen in spoken language as well as written language.” 3 THE DIFFICULTIES THAT DYSLEXIC INDIVIDUALS FACE As well as delayed and poor reading and spelling, difficulties dyslexics may have are described by *Michael Thomson (2001).
Children have many common problems stretching from learning difficulties to language impairment. I have constructed a list of the most common problems related to children which I have obtained from the National Health Service (NHS) website. Children’s most common problems (2005): • mild, moderate or severe learning difficulties • physical disabilities • language delay • language impairment • hearing impairment • stammering •
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.'
A disability is any condition that interferes with someone's ability to perform everyday tasks. Disabilities include such conditions as blindness, poor vision, speech and hearing impairments, loss of the use of arms or legs, painful conditions such as arthritis that make it hard to get about, learning differences such as a difficulty in recognizing letters and words, mental retardation, and diseases of many kinds. The phrase inclusive classroom refers to a class, which practices inclusive education. An inclusive education refers to schools, centers of learning and educational systems that no longer provide "regular education" and "special education" but provide a service which includes every student, no matter what he or she needs at the time. In other words, it is open to all students, and ensures that all students learn and participate.
I will be discussing 5 disabilities that affect people intellectually. Intellectual disabilities are disabilities characterized by significant limitations both in intellectual functioning and in adaptive behavior which covers many everyday social and practical skills and originates before the age of 18. The main characteristics of the intellectually disabled are classed into 4 areas physical, mental, social, and emotional. Intellectual disabilities are like any other disability in that the degree of their ability to do school work and adapt to social settings vary from child to child. Children with this disability tend to have more delay in development of academic, social, and adaptive skills particularly in learning to read and learn basic math skills.
There are three common types of disruptive disorders: Oppositional Defiant Disorder (ODD), Conduct Disorder (CD), and Impulse Control Disorder. There are number of factors which lead to disruptive behavior among the children. Disruptive behavior disorders are considered to be one of the most prominent reasons for children to be referred to psychologists and clinical social workers for diagnosis and treatment. There are some children in general population may show signs and symptoms of disruptive behavior patterns at some point of time or the other. The child’s family and school environment shapes the personality of the child.