Academic Abilities of Children with Selective Mutism

Children with learning difficulties such as dyslexia, or autism, may need more support in building relationships both with adults and with other children. They are likely to be less confident in their own abilities and are more likely to be introverts. On the other hand, children with certain medical conditions may be extroverted and need additional help to build the right sort of communication and relationship skills with others.

Effective communication is the most important part in developing positive relationships with children, young people and adults. Some pupils that struggle with their learning and/or have confidence issues may find that they can’t communicate with all of us, therefore, treating that pupil in a calm, positive, praising and gentle manner could mean the difference between them trusting us or closing down and giving up. I believe that children should be spoken to

The effects of autism on communication are extremely varied. Most individuals do not have any trouble with pronunciation. The problems lie in using language effectively. Common problems are lack of eye contact, poor attention, being able to point objects to others, and difficulty with the 'give and take' in normal conversation. Some individuals sometimes use language in unusual ways, retaining features of earlier

Social – Talking out loud helps children to work through ideas, feelings and frustrations. In doing this children start to empathise and see other peoples point of view, and gradually become able to think about other people’s needs and feelings. This helps children to develop socially acceptable behaviour and build their confidence. Communicating with other children or adults in social situations helps children to understand what is expected of them and to enjoy participating. Children that have difficulties with speech, language and communication may find that their social development is impaired and they become awkward in social situations.

The strategy and focus on our session was to seek and address the anxiety involved with mixing with new people and the anxiety of expressing your feelings to others. Teaching them to express

Effective communication is important in developing positive relationships with children. You can do this by remembering children's names and pronouncing them properly, also helping them feel safe around school and other pupils. Make them feel safe by willing to listen to what they have to say, reassure the children that they are valued at all times make aware of any different behaviour in pupils and being alert of their feelings, avoiding stereotype judgements concerning race, gender, ability and religion will also make the children feel more safe and comfortable around you building a trust relationship. this is the same sort of thing with young people, adapting methods to suit their needs For example if the individual had hearing impairment

What are several principals for teaching social skills to students with learning and behavior problems? The text expresses many key principals that educators may employ for teaching social skills to students with learning or behavior problems. Teachers are encouraged to develop cooperative learning activities and groups. Students should be encouraged to work with their fellow peers in supportive and structured activities. Teachers should employ effective instruction strategies such as identifying target behaviors, modeling, rehearsing, role-playing, and providing students with positive feedback. Learned and target social skills should be taught and modeled in a way that students are able to transfer these skills from the classroom to outside of the classroom. Teachers need to empower students and help them identify their strengths. Students should feel that they are actively involved with their learning, as well as, understand the consequences to their

I agree with the authors, “It is precisely through information of these kinds of social activities that we identify funds of knowledge that can be used in the classroom to help improve academic development” (Gonzalez, Moll & Amanti, 2005, Pg. 80). We start teaching at the beginning of the school year holding biases towards certain students. Sometimes we heard in the office or teacher lounge that student XYZ is a “nightmare”, we are scared of those students because we are afraid they will ruin our classroom environment. This was my mentality when I first stepped into a classroom as a tutor.

While the I.E.P was in progress child A informed me that he finds it very difficult to communicate with other pupils this is due to him having special educational needs. Child A finds it difficult to communicate due to him feeling like other people are treating him differently because of his condition, all he wants is to feel ‘normal’ like every other child. To help child A develop his social and communicational needs in the future we will arrange ‘friendships groups’. These will be introduced at the beginning of the new school term in order to help child A improve his social interaction skills by letting him meet new friends. In year 1 child A is well known and liked but he feel his peers are treating him differently due to his peers knowing

Many children have attended a preschool or nursery before starting school, they are now entering a new setting and as part of a much larger group they will need to adapt to much more complex social situations (Yael Schmueli-Goetz). Yvonne Skipper said that 10%have trouble socially, without the friendships they do not have the opportunities to practice skills like ‘listening, responding, it may effect cognitive development because they may struggle more with listening instructions, and responding to teachers. (Yvonne Skipper o.u. video 2015 in Yael schmueli-Goetz.) By having friends children campractice the listening, responding and turn taking which will help them with the school routine once they begin their formal

Most children are diagnosed during the first years of schooling, when the child’s teacher is usually the first to bring concerns to the parents/caregivers and the school administration. Often it is not until children enter school and there is an expectation to perform, interact and speak, that selective mutism becomes more obvious. Moreover, when school starts, children also experience difficulties

Social anxiety disorder (SAD), also know as social phobia, affects between 1.6% and 4.0% of children. Like other anxiety disorders, girls are more likely to be diagnosed with SAD than boys (Chavira & Stein, 2002). The defining features of SAD are excessive self-consciousness that is more than just common shyness. Individuals with SAD fear social or performance situations where they may face scrutiny or humiliation. The two subtypes of SAD are generalized and non-generalized. Approximately 75% of individuals with SAD experience the generalized type, which is characterized by experiencing distress in almost all social situations. Non-generalized SAD is characterized by experiencing anxiety in only one or two types of interpersonal situations, like public speaking. Generalized social anxiety disorder has high comorbidity with major depression, generalized anxiety disorder, specific phobias, and ADHD. Non-generalized SAD however has low comorbidity with other disorders. Children with selective mutism have a significantly high comorbidity rate with SAD, about 97% to 100% (Chavira & Stein, 2005).

The purpose of Compansano’s article was to increase awareness of the disorder Selective Mutism and the issues connected with the anxiety disorder. Compansano addresses the current treatments, and the need for early intervention. Compansano concludes her article by suggesting the need for more research and training for educational counselors. Compansano described Selective Mutism by using the American Psychiatric Association’s definition as “persistent failure to speak in specific social situations (e.g., school, with playmates) where speaking is expected, despite communicating in other situations” (American Psychiatric Association,

Many children with selective mutism speak normally, and often, while around or in familiar people and situations. Situations recognized as familiar and comfortable vary for each child. Generally, children feel most comfortable in their home. One child might whisper to a teacher at school while another child might only speak to one friend in the school setting. While children with selective mutism might have several close friends, the environment in which they are determines whether the child will interact with them. Many will speak freely during play-dates at home and not say one word while at school.

In order to combat that, the classroom should be comfortable and inviting to every student. It is vital that students are given opportunities to speak with each other through various assignments and activities. They should get to know each so that any embarrassment is minimized. Because speaking can be very stressful, especially in situations with many colleagues listening (as a medical professional or any type of professional will encounter), students should be able to have fun and enjoy the learning experience. It may be hard and stressful, but moments of enjoyment will help students from burning out or feeling too