Developmental Interventions

Special education teachers make a conscious decision to work on a daily basis with students who display various disabilities. Some of the disabilities include autism, negative social and emotional behaviors, mental retardation, multiple disabilities, mobility disabilities, traumatic brain injuries, as well as students who suffer from being blind and deaf. When these disabilities interfere with the daily educational activities of a child, the child is in need of the valuable opportunities provided in a self-contained classroom.

Research suggests that children as young as 1 year old can show signs of autism. Some of these signs are, no speaking or limited speech, difficulty in expressing wants and needs, crying, laughing, becoming angry, or screaming for no apparent reason, no babbling by the age of one, having random tantrums, and little or no eye contact. During the time I have spent with David since he was born, I have noticed many of these signs, especially the tantrums and the screaming or crying. He screams and cries when there is something he wants, but because of the lack of speech we do not understand him. There are also some symptoms that accompany autism. Some children may have a sensitivity to light and loud sounds. Others may experience insomnia, or, like my nephew, may take a very long time to fall asleep at night.

A child will be assessed by an educational psychologist if there are concerns about their intellectual, communication and behavioural development. Assessments can be arranged by the SENCO or independently. The aim of the assessments is to find out why the child is not progressing and what support is needed in order for them to progress. Specific learning difficulties are often identified in this way such as Dyslexia, AHAD, Dyspraxia. Support and targets for the child are then set to help them achieve. The outcome of the assessments may involve the child referred to other professionals e.g. occupational therapist, optometrist, speech and language therapist, psychiatrist. The psychologist will advise the school on how to promote development for example, keeping verbal instructions simple. Keep stories and group activities short to match attention span.

Preparing regular education teachers to address the diverse needs of children with special needs in inclusive set up.

I agree with you we van see clearly the different way to interact with object and people of an ASD child and a child without ASD. The first child is more interested to interact with a specific object for a long time while the second child wants to interact with a person and respond to social demands.Also, i think that its is important to include ASD children to regular classroom because they can have the opportunity to interact with peers and learn social skills, but the teacher should be capacity to manage a class with a child with special needs. Sometimes when the teacher doesn't have experience with these kind of children, she pay lees attention to the child with special needs because he has different way to learn and interact

During the evaluation, a professional observes the baby to see how she or he learns, speaks, behaves and moves. Based upon the child’s age, the evaluator will assess if the baby is meeting the appropriate thinking skills for his or her age and determine if the child is delayed based upon the observation. For example, in the textbook, Susan Biasella

The teacher needs to prepare students to be accepting of the special needs students by being honest about the nature of the child's disability and/or behavior difficulty. Although inclusion seems like a great idea that should be of some form of benefit for all involved, if not handled properly it can become a very stressful situation

The reason we perform an assessment is to launch a baseline. Knowing a child’s baseline is important because it gives professionals something to measure up to. According to NAEYC Position Statement states, “To best assess young children’s strengths, progress, and needs, use assessment methods that are developmentally appropriate, culturally and linguistically responsive, tied to children’s daily activities, supported by professional” (NAEYC Summary) It helps identify special needs early, evaluate and monitor the curriculum and most importantly hold the school accountable if things are not done as they are supposed to be. A child who may have hearing/vision impairment or special needs may be identified through assessment. The ultimate purpose of

Validity. The Cincinnati Children’s Hospital Medical Center released a best evidence statement (BESt). There are ten interventions and practices that were considered. These interventions were allotted into groups according to age groups ranging from infancy to adolescent. The interventions considered for infancy are oral sucrose solution, breastfeeding, holding the infant, age appropriate distraction, topical agents containing lidocaine/prilocaine, sequential injection and rapid combined injection. The administration of oral sucrose solution is strongly recommended (CCHMC, 2013).

The assessment gives parents and teachers a idea what the child can do. This assessment is a way to enforce account ability in the school. When the assessment is given it helps out

Studies on school-based interventions have identified programs as being effective when they are implemented by teachers, mental health professionals, and trained interventionists, however, there is little agreement on which leaders implement programs most effectively. One literature review revealed that of 49 school-based mental health interventions, teachers were involved in implementation 40.8% of the time and were the sole providers of the intervention 18.4% of the time. The majority of the more intensive, targeted interventions were provided health professionals (Franklin, Kim, Ryan, Kelly, & Montgomery, 2012).

There were two primary themes within this study. The first consisted of intervention type with the second being location. The interventions in the study were either based in behaviorism that were often used as a parent-mediated intervention focus with the child or followed a parent training–coaching model that often used a more child-directed approach (Kuhaneck et al, 2015). The studies took place in a rehabilitation center, educational center or in the home of the individuals. Each form of intervention was studied in each of the locations in order to achieve various outcomes. A few of the studies were a combination of center-based programming and home programs. Parent training, education, or coaching, either alone or in combination with a

The goals of Developmental Screening is to assess a child’s skills and abilities. The screenings evaluate children’s speech/language development, problem-solving skills, fine/gross motor skills, and social skills.it is very crucial to have children screened because it is best to diagnose developmental/behavioral disabilities like as autism, intellectual impairment, and Attention-Deficit/Hyperactivity Disorder (ADHD) early. Also, children can have delays in specific developmental areas. Developmental screenings are a short test that tells if your child is learning necessary skills or if they are delayed. It is best to complete developmental checklist to see if the child achieved any skills in the area such as physical, social, emotional, cognitive,

In conclusion, collaboration with school officials, parents, and the child are very important. Inclusion within the main classroom is vital to nondisabled and disabled students because it creates awareness and understanding of the differences. Labeling students without really getting to know them just jeopardizes their future where their self-esteem is real low. General teachers and ESS teachers need to have that collaboration in order for that child to succeed in school. So everyone needs to act professional and know that ESS students need a lot of help along the

Being a special educator, there are different roles and responsibilities separate from a general education teacher. As a special ed teacher, you need to be able to be more flexible and open-minded when it comes to teaching. These students, whether in a self-contained classroom or an ICT class, will have such differing needs than their counterparts. While they may still have some same needs, most of them will be different and individual. Even though we may have several students with the same disability in our class, that doesn’t mean that we can treat them the same; each student has differing abilities that we must figure out individually. This is one huge problem that I see prevailing in schools today. Teachers tend to think that if a child has autism, they have the same issues and needs as another child with autism but this is not the case. One child might need headphones for noise-canceling features while the other child might be ok with sound but need more social interactions skills. The ability to discern what a child needs based on their own performance is a crucial aspect to supporting every student equally. As a special educator, we need to not only look at their deficits but their capabilities as well. To define someone by what they can’t do is such a negative point of view. If we go into the classroom trying to find what is wrong with a child, we may never notice what exceptional skills they may have. For example, in class when Mark Sarabian came to talk about the