Children with learning difficulties will need extra support with certain areas of development and may develop a low self-esteem because they get annoyed with themselves for not being able to do something, such as a simple numeracy problem, or read a book. If a child has sensory impairment, a hearing problem this would influence their development, it could affect their speech and communication and may make them feel they are unable to join in with
Children and young people in the care system are more vulnerable,often due to the lack of stability and attachment disorder this can affect their emotional ,social and academic development. 3.3 Explain how disability name affect development. Disability can affect the development of children and young people in a variety of different ways. Physical development may be affected by limited mobility if
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.
Behaviour therefore whether positive or negative becomes a means of expressing either displeasure or approval from the one displaying it as a means of communicating. Examples of behaviours may include; • Hitting/Lashing out • Aggression • Polite and warm nature • Withdrawn or self-seclusion • Frustration 1.2 Children go through various stages of development and the ability to express themselves and understand others give young people the foundation to control their emotions hence behaviour as they develop self-control. Speech, Language and Communicational Needs can therefore affect a young Person in various ways namely; 1. Inability to talk; speech impairment: - children will miss out on vital play time and interact with peer. In ability to ask for things from parents, resulting in snatching, clinging to things even when there are supposed to give them back 2.
This can be mild or severe, one child might just hear sounds like blah blah blah and another may be able to hear all the information but just not make sense of it. * Describe other conditions that may be associated with the autistic spectrum. There are certain conditions that seem to be linked to people on the autistic spectrum. Some of them may not experience any but others may experience one or more, these are; -Anxiety disorders this is the secondly most common diagnosed disorder amongst children with ASD. Symptoms are affected by age, level of cognitive functioning and degree of social impairment.
Different techniques could include; sign language, adapting the classroom activities or even the classroom itself as well as the use of specialist equipment. Special educational needs can come in a variety of forms, but tend to include; Communication Difficulties and Cognitive or Learning Difficulties such as speech and language problems, autism, deafness, blindness or visual impairment. Pupils with these special needs may have difficulties with things such as; language, memory and reasoning skills, problem solving, movement skills, understanding numbers, problem solving and organisational skills. Other supportive needs that pupils might have could be; emotional, hyperactivity, disruptive, withdrawn or isolated. The children outlined above are the more typical examples someone might think of when we mention special educational needs.
Learning difficulties – children may have these due to genetic diseases, birth difficulties or cognitive difficulties. However, some children may just have difficulties with writing or reading. Communication – medical reasons such as poor hearing, speech difficulties can cause communication problems. Children who have difficulties with their communication find it hard to express themselves and can show aggressive behaviour when frustrated. Children who experience communication needs might have problems with reading and
EYMP 5 1.2 Explain how speech,language and communication skills support each of the following areas in childrens development:learning,emotional,behaviour,social Learning – Language is needed to understand concepts, participate in problem solving, and to develop ideas and opinions. Language enables a child to express their thoughts and feelings, and to think about abstract notions helping them to make sense of their world. •Emotional – Children need to be able to express themselves, if they have difficulty doing this it can have a damaging impact on their self esteem and identity. This can lead to a lack of confidence. Expressing their emotions and talking about them can help children to understand acceptable social behaviour.
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. This often tends to lead to further delays in academic progress in other areas such as writing, spelling, and science, all of which require the knowledge of fundamental skills. Intellectual disabilities can be caused by any condition that impairs development of the brain before or during birth, or in childhood years. Two known causes are Down
The strands making up the word recognition portion of the rope are phonological awareness, decoding, and sight recognition. These are skills that should become increasingly automatic. The most common problem encountered by students who are struggling with reading is difficulty with phonic decoding and accurate word recognition (How Children Learn to Read, p. 6). Research indicates that phonemic awareness and letter knowledge are incredibly important in learning to decode. A student’s inability to identify the sounds in a word as well as blend them to form the word’s pronunciation may lead to multiple attempts to pronounce an unknown word, thus decreasing both the student’s reading speed and comprehension (Hudson, Pullen, Lane, & Torkgesen, p. 10).