Running Head: ENABLING CHILDREN WITH SPECIAL NEEDS
Data taken from the 1997-2008 National Health Interview Surveys of US showed that 1 out of every 6 children had developmental disabilities (Boyle et al, 2011). These disabilities were tabulated as including autism, attention deficit hyperactivity disorder, and other forms of developmental delay. According to the survey, these disabilities increased and now require more health and education interventions. Children aged 3-17 years old participated in the survey. Parent-respondents reported their children's diagnoses as including attention deficit hyperactivity disorder, intellectual disability, cerebral palsy, autism, seizures, stuttering or stammering, hearing loss, blindness, learning disorders and other forms of developmental delay. These disabilities were much more prevalent in boys than in girls. They were lowest among Hispanic children as compared with non-Hispanic white and black children. Low income and public health insurance were associated with the prevalence. The rate of these disabilities increased from 12.84% to 15.94% in the last 13 years. Autism, ADHD and other developmental delays increased in all socio-demographic sub-groups, except for autism among non-Hispanic black children. The survey called for additional research on the influence of changing risk factors and changes in the acceptance and the benefits of early services (Boyle et al).
How a disabled child feels about his
Outline the legal entitlements of disabled children and young people and those with special educational needs.
Under the Education Act 1981 provision should be made so that children and young people with Special Education Needs (SEN)/Disability or children and young people that have a learning difficult but which has not yet been clearly identified, are supported and can access mainstream schooling.
Many people think that special needs children are all the same and that they all have the same disorders. People also think that can be treated like all the other children. Special needs is described as an individual who needs assistant for disabilities. There are many kind of disorders that special needs children can have such as autism and down syndrome. Also, families have financial and emotional stress when having a special needs child.
When teachers go to school they are learning mostly about how children develop. Lots of research has shown that children develop in a variety of ways and there 's usually a time limit to how they develop. When a child is born until they are two years of age they should be independently walking, laughing, talking in small sentences. They should also be able to follow simple instructions, know their body parts and drink and eat using the proper utensils. From three to five years of age they should be using multiple words in sentences, riding tricycles, knowing their name and address. They should also be able to sort objects by shape and color and draw circles and squares. Obviously when you 're a
For the purpose of this assignment I have chosen to look at Autism as a special need. I have chosen this special need because it is one that is very close to my heart. I know two little boys in particular who are both on the autism spectrum and therefore it is a matter I’ve always wanted to understand in greater detail. Throughout this assignment I will demonstrate an understanding of key areas and concepts in relation to signs, symptoms, diagnosis and prognosis of Autism, I will then discuss the role played by the multidisciplinary team and supporting staff involved in this particular special need. I will also show the investigation I carried out as part of research and finally I will reference to policy,
The need for better treatment options for individuals with learning and attention problems is evidenced by the millions of children who are diagnosed with neurodevelopmental disorders every day. Neurodevelopmental disorders (i.e., learning disabilities such as dyslexia, and attention deficit hyperactivity disorder) represent a major national problem. According to the US Census Bureau’s American Community Survey (ACS, 2006), an estimated 6.3% of children ages 5-15 have a disability, which amounts to 2.8 million children in the United States. Of those, many children are diagnosed with learning disabilities and attention deficit hyperactivity disorder, who typically receive services in school under the Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004).
"(SEND) stands for Special Educational Needs and Disability". QUOTE A learner’s needs may be too complex for a class teacher to fully cater provide for. It is possible that more support and even specialist help maybe needed for example speech and language therapy. “This is usually when a child is described as having ‘special needs”. (Somerville Primary School, 2016). It is true that having SEND can affect a learner’s capacity to learn. A Send learner may show inappropriate behaviour, find it hard to socialise, struggle with writing and reading or have other issues in class. This is not an exhaustive list. Diagram (City of London, 2016).
Has on going communication or interaction difficulties that prevent the child from developing and maintaining social relationships. The child may find it difficult to: make friends, to share, join in, be understood or follow instructions
Individuals with special needs have the potential to make a huge impact on society, but many times they get overlooked. A lot people see them as different and view a disability as a negative factor to a person. Since these individuals have disabilities, often they get underestimated for what they are capable of and this causes them to not reach their full potential in all aspects of life. I want to contribute to society by helping these individuals reach their full potential and discover their abilities.
Early detection is key to the child receiving the services they need. In the United States, between 35 and 45 percent of first-time kindergarteners are ill-prepared to succeed in school (Barnett, 2011). What is disappointing and alarming is that 2% to 3% of U.S. infants and toddlers with developmental and social emotional disabilities receive Early Intervention (EI), and 5% to 6% of preschool children receive Early Childhood Special Education (Macy et al., 2014). However, approximately 2% to 3% of U.S. infants and toddlers with developmental and social emotional disabilities receive EI under
The Training for Parents/Guardians and Families of Children with Disabilities sessions provides support and training strategies to help reduce the stress, demands and challenges to successfully raise children with disabilities. The training sessions include a focus on techniques on parenting children with and without disabilities, keeping family balance and harmony in the home, and effective communication. Parents/guardians, siblings and other family members are taught how stress affects individual family members and the family unit, and techniques that can be used to work through difficult and stressful times.
When I was younger you could have asked me what I wanted to be and you would think that it might have been the same answers every little girl gives. But not me. I was different, I didn’t want to be a princess, a celebrity, an astronaut or even a famous singer. No, I wanted to be a special needs teacher. People have asked me, “Why teach special needs kids?” And I simply tell them, “There is something special about them that makes me want to be around them. I want to help them learn new things”. Kids with special needs hold a big portion of my heart. “Why?” you might ask. Well, special needs kids have always been extremely important to me. The number one reason I love kids with special needs is because of my twin sister. My twin sister has a rare syndrome called Smith-Magenis Syndrome. It is especially rare for only one of the twins to have the syndrome and the other one to not have it.
Life experiences, both good and bad, leads a person in a direction that will allow them to grow and use their own personal skills. The life experiences that I have faced have led me to where I am today. Each year I continue to learn new ideas and strategies. Goals that I have for my future continuing to work with students with disabilities would include but definitely not limited to learning and understanding the students that I work with and their personal needs as well as their educational needs. My biggest goal for the future is to be more than just an educator for my students.
(1) Encouraging student collaboration, in a setting that includes students with severe disabilities can be challenging in number of areas. First, students may have limited verbal and written communication skills. Second, general educators or parents may perceive students with disabilities as inappropriate learning partners for typical students. Finally, students may resist group work based on a variety of prior experiences.
“We must understand that inclusion is first and foremost a philosophy. It is a mindset and a belief that everyone has value and something to contribute. It is a willingness to see the ability in everyone and match skill with challenge. It is an understanding that what our programs really provide at their heart is the opportunity to build relationships, learn who we are, and develop skills…” (Friedman, 2014)