One of the most troubling feelings to a parent is knowing something maybe wrong with your child. All children develop at different levels; however, when a parent notices that their child is not doing the things that children typically do at a given age it becomes alarming. Children are expected to learn several skills as they grow up. All skills learned by children are referred to as developmental milestones’. No one really knows why some children can walk at nine months, while others do not walk until they are twenty months. When a child is classified as having a developmental delay, there are medical and educational interventions, challenges, and accommodations that need to be made for children to have a successful life.
Developmental delays
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Before any type of intervention can be put into effect, the child must be diagnosed with a developmental delay. Developmental screening and developmental evaluation are two types of tests that can be conducted to determine if a child has any form of a delay. With developmental screening, the children’s physician examines the ability of the child and how well the child does things like learns, speaks, behaves and moves. Considering there is no real way for a physician to make a determination based off the screening, if a delay is suggested the child will be referred to a specialist for a developmental evaluation. A developmental evaluation is a detailed assessment of a child’s skills and is managed by a team of highly trained professional. When a delay is confirmed, the child will be referred to a specialist that will help to determine why the child might have a delay in a specific area. Once the evaluation is complete and the specialist have determined the area of delay, the children will be places on a treatment plan. The plan is designed to meet the needs of the individual child. Early intervention services include speech, occupational, physical, and behavior therapies. Each are put in to place according to the area of delay. Early intervention is a program that children with developmental delays will be able to utilize until the age of three. After age three children have the opportunity to go into a service for school age children. The services are also known as special education services ages 3 to 5 within the public-school system. Before entering into the public-school system, the child must go through another evaluation under IDEA. This team of specialist will determine if there was any progress made with the previous delays of if there are any new area of concern. This evaluation will give the specialist ground to create an IEP for the child entering into the school
All children grow, develop, and learn in their own ways. A key challenge for parents and practitioners involved in early intervention programs is to encourage their child to play and develop creatively through enjoyable, everyday childhood experiences. With that being said, early childhood intervention is extremely important to help in setting a great foundation for the child’s developmental trajectory and success in improving their cognitive and social skills with their families and within the communities. Early intervention attempts are to enhance the development and social emotional functioning of young children with delays and disabilities by encouraging parents or other primary caregivers to engage in highly responsive interactions with
The Denver Developmental Screening Tool (DDST) is a set of tests that are administered to a young child to assess the child’s development. There are four different categories including; personal-social, fine motor-adaptive, language, and gross motor. Although the DDST is not meant to predict delays that could happen in the future, it is useful to identify current delays that the child may be facing. Helping parents and health care workers to obtain the means of referrals to specialists for more complex testing.
What are the benefits of implementing early intervention and RTI’s for children with early signs of a learning disability? This is a serious topic because of the increase over the years of children with learning disabilities. Instead of just placing students in special education programs educators must assess and evaluate students. As well as try early intervention programs and responsiveness to intervention known as RTI to try to delay the disability or stop the disability from forming and progressing. I have gathered articles that show the implementing of early intervention programs and RTI models to enhance children that show signs of an early learning disability. The articles all show how these programs can help students progress in academics as well as behavior areas in the classroom.
A copy of the Ages & Stages is given to the parent with their child’s result ASQ. If there is an area or areas that need to be strengthened, we created an Individual Learning Plan to help the child reach his potential. When a weakness is observed in an area, we work with the child on those specific goals. We will observe and document the child’s progress. Parents are asked to provide a 1” binder and clear sheet protectors in order to build a portfolio of the child’s progressive work and parents are welcome to review their child’s portfolio at any time. Usually, when the children are fourteen months, they are sent to the next classroom. If they are not ready in some area or areas, there might be some delays in advancing them to the next classroom. In the meantime, we work with the child to overcome the weakness is having. We work with the child in each age intervals by reinforcing an activity related to the weakness he is having in a particular area of development that will put him/her where he/she supposed to be for his/her
Early Intervening Services is a hot topic and nonetheless relevant topic for us educators. Early Intervening Services is essential for all students to succeed. “The concept of early intervening services was introduced into public school systems with the implementation of the Individuals With Disabilities Education Improvement Act (IDEA) of 2004” (Mire & Montgomery, 2009). Administrators need to adhere to the educational laws so that all children have the right to learn and grow with their peers in an educational setting. One change in the law is this emphasis of intervening early to meet the needs of children at risk of not succeeding in the classroom. A common thread with the research articles I’ve selected is this notion of effectiveness. Dickman’s (2007) formula and the provided description of IDEA: Early Intervening Services ( ) both support the non negotiable pieces of the puzzle in order to have an effective approach when providing Early Intervening Services. The research heavily emphasizes the importance of Early Intervening Services must be provided with scientific research-based, training to carry out the program, and informed environment. The research strongly suggests that all three are essential to meet the expectations of Early Intervening Services. Dickman’s vital points do align with the definition of IDEA. In Neuman’s (2007) Changing the Odds article, identifies effective principles to an intervention just like Dickman; she also agrees professional training is key to effective Early Intervening Services. Although, her attributes for an effective intervention consist of eight principles and his consist of three, both of them strongly believe children can succeed when provided effective early intervention services by...
In order to understand if one should pull the lever or not pull the lever depends on what type of philosopher one is. If one is like Mill, an objectivist, one would always pull the lever to save the most amount of people. This is due to Mill wanting the greatest good for the greatest number. Even if there is your significant other and two other people at risk he would save the two people always. Mill does not put reason into his decision, also looks strictly at the numbers. Nietzsche also has his own views on pulling the lever to save your significant other. According to Nichomachean ethics, everyone is not morally equivalent. If circumstances and situations matters then not everyone is equal. Nietzsche describes “picking a price,” meaning you can’t treat all interests the same. If you believe in Nichomachean ethics you would decide that your significant other is more important than some other number of strangers. But you would have to decide how many is okay to let die and let you significant other live.
Genetic testing is the process of sequencing six billion letters of a human genome to possibly discover genetic differences, such as how cells carry the same genome but at the same time look and function different. Genetic testing is also the process that can give foresight into pathological diseases such as different types of cancer.
The results of the study showed that the kids had improved in developmental areas, further suggesting that the program is successful in early intervention for kids with special needs. The article “A Mixed-Methods Study of Early Intervention Implementation in the Commonwealth of Pennsylvania” is about the need for early identification of symptoms that suggest a diagnosis of a developmental delay in children. Early intervention is critical considering that children change so much in the first years of their life. High quality early intervention has shown to increase the likelihood of the child doing well academically and developing better skills. The involvement of parents and teachers is very important since they spend most
When a child is born it brings a parent much joy and excitement. When the baby enters the world they are helpless humans that depend on others to survive. A baby will be so dependent on its caregiver to learn and develop. Milestones are things that some children are doing at that age, however; not all children will meet those milestones. Children are individuals and should be looked at as such. The author of a news story from News Bank Access World News states, “Nothing replaces contacting your pediatrician if you have any questions or concerns, but the following may help you to identify and nurture specific developmental milestones” (Diana, 2011).
There are many things that need to be included in an IEP. There are the obvious things like the students name and identifying information. Also, the date that the special services will begin, where the services will be delivered, and the duration to which these services will extend. Places to which these services can be administered include schools, homes, and/or hospitals. The age for which services can begin are at the age of 3 and end at the age of 21. Another thing that will be included in the IEP is a statement of the child’s present academic achievement and functional performance. This may include how the child’s disability affects his/her performance in the general education classroom, or how a child may be unable to participate in certain activities. After identifying the child’s problems in the general education curriculum, goals can be put into place. These goals include both academic and functional goals that are designed to allow the child to progress in the general education curriculum. There must also be assessment information in the IEP. This information includes
Physical and motor development are two similar but different areas that describe child development. Physical development encompasses all of the various changes a child's body goes through. Those changes include height, weight, and brain development. Motor development is the development of control over the body. This control would involve developing reflexes such as blinking, large motor skills like walking, and fine motor skills like manipulating their fingers to pick up small objects like Cheerios. It is important to objectively study physical and motor development in children to gain knowledge on what characteristics are considered typical for each age and stage of development. This will enable me to be aware of when a child or children are developing at an irregular pace, and devise recommendations or find experiences and other resources that can aid in stimulating their development and to work towards closing achievement gaps. This particular assignment was to observe the selected child and reaffirm the importance of studying physical and motor development, and to develop ideas on how to involve it in my work as an early childhood professional.
Adults and teachers need to do everything possible to keep physical development from being delayed. Adults can provide children with opportunities to help them in development. By the age of three a child's brain is three quarters of its adult size. From infancy to the age of two development is very rapid (Santrock, 1996). For this reason it is essential for the child to be able to explore their world around them.
From preschool into early elementary school, children have begun to develop their gross motor skills. They have developed a “mature pattern of walking” and are ready to test their physical abilities to the limits. Also fine motor skills have begun to develop, however more slowly. Along with motor skills children are developing their visual, tactile, and kinesthetic senses. A child’s sensory skills are helpful in learning language.
As with any program within the school system, these assessment and intervention services are used for the purpose of being improved. One of the strongest strengths is that they are tailored to the needs of the children. Children with developmental delays learn at a slower and uneven rate and there are certain skills that must be taught by direct instruction. There is no skill that can be taken for granted by parents and teachers. These programs help the students learn and be in the right developmental stages. Additionally, students have Individualized Educational Plan, commonly referred to as an IEP. IEPs have their special needs, along with recommendations, concerns, and goals for their future. As good as IEPS are, there are some major weaknesses with it. Primarily the stigma it brings students being labeled by their disability as if it is one size fits all. Because of this many feels like the IEPS are outdated and don't work towards inclusion. There has to be a way around these feelings for students which can label their strengths and weaknesses within the school without labeling the students by a condition. It is necessary to have a clear understanding of all parties so that the child can have adequate services and support. But it should not leave a stigma on their for their entire educational
Specific milestones in my physical development that were late are, rolling over, sitting, crawling, standing, and walking. I did not roll over on my own until I was about six months old and sitting on my own occurred about a month later. It was not until ten months of age that I began to crawl, and I did not walk until I was about fourteen months. The normal development for infants is to be rolling over at about three months, sitting at approximately five and a half months, crawling at around six to seven months and walking at around twelve months (Feldman, 2014). In comparison to normal infant physical development, my development was around three months behind normal