Some of these disabilities are caused by the parent not taking full care of themselves and the baby. When a parent or doctor notices that something is not right or that the children may have a disability intervention is needed as early as possible. Early intervention makes a big difference in a child’s life. When a parent accepts the fact that their child has a disabilities it can open up their eyes to see that there are many options available to help assist and even overcome certain disabilities. With early intervention there are many services that parents can use relating to their child’s disabilities.
IEP (Individualized Education Plan) usually has the obstacles addressed as to what standard expectation and based on the goals of their objectives to be met. The issue is financial situations in some districts where they don’t want to spend the dollars on a student. No matter how severe a hearing loss the students may have, they deserve the right to perform the best of their abilities. These children need proper accommodations and support from their families and teachers. “In the high-stakes testing model, everyone is given an equal chance to learn, and they take the same tests to determine what they have learned.” (Spring, 16th Edition, 2013, American Education, P. 63) Regardless of deaf and hard of hearing students mainstream in public schools, we are able to focus on solutions to help these students succeed.
Educational psychologists may use reasoning tests to assess an intellectual age in contrast to a chronological age. Information from colleagues and carers: Parents/carers who know the child and colleagues expertise are very useful, especially when planning for social and academic success for pupils with special educational needs and/or disabilities. If we are concerned about child's development it's good to ask/share information. For example, if a child has not progressed for a while in their assessments or levels, we will call the parents in to talk about our concerns with the child and hopefully try and get them to work with us to help the
By working together with different sectors, professionals and agencies we can help improve the outcomes for children in their development and learning, which is a requirement of the Early Years Foundation Stage (EYFS) One of the four principles of the EYFS is ‘A unique child’’ which states that ‘Every child is a competent learner from birth who can be resilient, capable, confident and self-assured’. We had a child attend our setting who had Special Educational Needs (SEN), the child was delayed in certain areas of their development such as speech and cognitive development by 12 - 18 months. This sometimes meant that the child, although physically capable, sometimes struggled to participate fully in the activities and quieter times such as story time. As we are an independent setting and not part of a children’s centre, which may have multi agency teams in the same building, we contacted an educational psychologist who was able to come in to the setting and observe the child and give us strategies and information to ensure that we were able to uphold ‘Inclusive practice’ which is a vital part of the EYFS. The child also had mild food/drink intolerances which we were able to understand and accommodate by communication via the parent with the child's medical specialist.
Explain how different types of interventions can promote positive outcomes from children and young people where development is not following the expected pattern. If during the monitoring of a child’s development at any age, it is identified as having difficulties, then the child and family may need extra support to help the child reach its goals and achieve positive outcomes. Nottinghamcity.gov.uk "Early intervention can help children from pregnancy to 18 years, not only when they are very young" All the intervention programmes and professionals are there to help children and young people become more engaged and motivated, by helping them to communicate more effectively, to control behavioural issues, to control and strengthen physical movements,
1.3.1 Explain how to monitor children and young people’s development using different methods: When children and young people’s development is monitored and assessed, it enables practitioners and professionals to notice when they are not progressing as expected. Therefore, if necessary checks can be made to see why children are not developing as expected. If we intervene in early years, they will be able to get appropriate support they need and their development is promoted. There are several methods of monitoring children’s development. Observations play a very important part in assessing the children’s development.
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.'
As far as the Early Childhood Education is concern, teachers must consider their students’ capabilities at their (students) certain age. We call the abilities expected of a child to perform as Developmental Milestones/ Expectancies. If a child is not occupied with his expected abilities at his present age, it would be hard for a child to proceed to the following levels and difficulty as s/he grows. But if well exposed and provided, it’ll be no burden to a child to perform, learn and adapt using his/her achieved expectancies into any situations. Each expectancy on every area of development may affect the other areas but not necessarily all.
2.2 Parent-child Relationship Parent–child relationship quality is a measure of either the child or parent’s perception of the quality of their relationship (Crowl et al., 2008). The importance of the quality of parent-child relationship lies in the ability of children to form healthy and secure relationships. As young as the age of 2, children develop different attachment styles to their parents as demonstrated in Ainsworth’s experiment called Strange Situation (Kalat, 2015). Children with secure attachments tend to form trusting and stable relationships in the future while those with insecure attachments are mostly to develop into suspicious adults who lack trust in their relationships. As of present, the majority of literature has investigated
Importance in the Brain 1 Understanding the human brain and how it develops could further our theory on how children develop. The brain is very complex and there have been multiple tests on how the brain works which would give answers to how children think, raised and developed. Knowing how long the brain takes to develop will also give a hint of reasoning on why children conduct wrong and correct decisions. Parents around the world want to raise their children in a correct manner, making the knowledge of the brain very important. If parents knew what power the brain possessed then the guidance for there child would insure simplicity with the process of development.