Fit For Learning Group For Girls With Developmental Coordination Disorder ( Dcd ) Essay

Children with ASD usually have lower levels of social interaction compared to other students. They have lower levels of play behaviors and the behaviors may be idiosyncratic or unusual. Children that exhibit these behaviors usually have a harder time having successful social interactions with their peers. However, if teachers and parents are aware of and understand the progression of play skills then they can teach children with ASD at an early age appropriate play skills and behaviors. Once a child exhibits appropriate play skills and behaviors with toys, they have a better success rate of having appropriate interactions with their peers. Teachers can teach appropriate play skills by implementing visual structuring in their instruction.

It is important that a child get stimulation so they have more opportunities to learn and thrive in social setting and intellect. Interest and

Some of the senses that are vital during the growth of the child are: hearing, vision, smelling and tasting, ability to speak and feeling pain; they are the basic improvements in the child’s mental growth, they help the child in the perception of the general occurrences in the world around the child. After the child have developed the basic senses to the major aspects of life that is when they will be able to develop permanent images of objects even if they are not there at the moment. The sensorimotor nerves of a child develops as the child make primitive movements, these improves the reflex response of a child (Piaget, & Inhelder, 2010).

Room 213 is located in Lillington-Shawtown Elementary School (LSES), a diverse and mid-sized school located in the Harnett county seat of Lillington, North Carolina. A classroom of five students with moderate disabilities, this EC self-contained setting is spacious and well-organized to address the needs of the four boys and one girl who are taught by Ms. Hatcher and assisted by Ms. Parrish and Ms. Roper. Most of the students are either 4th or 5th graders, half of whom are returning for their second year with Ms. Hatcher; there is also one student who is currently homebound who may be joining the class in September pending the results of upcoming conferences. The students’ classifications include autism and intellectual disability- moderate and per the county’s designation the classroom is listed as an Autism Self-Contained classroom. All of the students received additional support from the school’s occupational and speech therapists and half of the class receives additional support services from the school’s physical therapist. All students are provided transportation services as well.

The focus of this paper will discuss and define adults with DD (developmental disabilities) ages 18 and older. It will touch bases on how to provide appropriate and affective treatment when dealing with this specific population of individuals. Furthermore, it will discuss different approaches and interventions compared to the use of medication as a form of treatment.

Shuvabrata Poddar, Noufal T. Hameed, Jyoti Mishra Pandey,1 Sayantanava Mitra,2 and Urbi Mukherjee. Psychological interventions in pervasive developmental disorder: An overview .Ind Psychiatry J. 2014 Jul-Dec; 23(2): 94–100.doi: 10.4103/0972-6748.151671 PMCID: PMC4361986

This research suggests that an approach to care should be the same as for chronic illness, and ongoing intervention is important (Strine, Lesesne, Okoro, McGuire, Chapman, Balluz, & Mokdad, 2007). This disorder has an effect on many aspects of life for the patient, which include, trouble in school and academically, problems with social skills, and a difficult relationship between the parent and child (Weiss & Murray,

Developmental Therapy Developmental therapy is a profession that precisely looks at how children develop during the most substantial period of development from birth through 5 years (Health School Guide, 2016). Developmental therapists measure a child’s global development and identify specific areas of need and strength (Health School Guide, 2016). The aspects that developmental therapist look for in children include cognitive skills, language and communication, social-emotional skills and behavior, gross and fine motor skills, and self-help skills (Health School Guide, 2016). Furthermore, they develop play activities aimed to help a child overcome their encounters and improve the quality of their interactions in order to help them gain

deficit/hyperactivity disorder and improves social behaviour, motor skills, strength and neuropsychological parameters. Acta Paediatrica, 103(7), 709-714. doi:10.1111/apa.12628

The Division for Early Childhood (DEC) is an organization that aids children, birth to 8 years old, that have developmental delays and disabilities. DEC provides parents and professionals with the best avenues in learning and development with children who are at risk for developmental delays or disabilities. By providing the research and recommended practices that produce the best results is DEC’s purpose. There are eight domains in the set of practices that engage in preservice and in-service professional development.

Of course we now that these stages are general and all children develop on their own timeline, but the exposure to such activities is essential in children’s development. Therefore we allow our children or students to manipulate games, objects and tool that will help them develop gradually their strength, control, hand-eye coordination, and manipulation of their arms, risks, hands and fingers, legs, and feet. Not to mention the importance that Physical development has in all the other areas of development. Physical Development addresses any change in the body, including how children grow, how they move, and how they perceive their environment. But it also connects to cognitive development pertains to the mental processes (e.g., language, memory, problem solving) that children use to acquire and use knowledge. As well as to emotional and social development from how children handle relationships with

Do you know anyone who suffers from a learning disability? There are several disabilities out there, so chances are you must know someone who battles with the day-to-day hassles. But, are learning disabilities really a hassle? More often than not, this can be considered a misconception. Learning disabilities (LD) affect the way a person “of at least average intelligence receives, stores, and processes information” (NCLD 2001). This neurological disorder prevents children especially from being able to perform well academically. Therefore more time and special programs are fostered to them. Once one is educated about what the disability means, the causes of LD, what programs are available to

DCD may coincide with delays in one or more of the following areas: gross motor skills, fine motor skills, and speech production (Gaines & Missiuna, 2007). Gross motor deficits may involve problems with balance, coordination, muscle strength, reaction times, and the ability to distinguish left from right. In addition, recent research suggests an association between CDC and left- or mixed- handedness (Vasconcelos, 2009). Fine motor deficits may be associated with problems using writing implements, problems using scissors, and problems performing a variety of adaptive tasks, such as feeding, dressing, and toileting (Trawick-Smith, 2010). Finally, speech production may pertain to complications during articulation, breathing, and the utilization of grammatical structures (Carlson, 2007).

Sensation and perception are tested in infants through the senses sight, sound, taste, smell, touch and pain.

Babies and toddlers learn through their five senses. It is through the senses and the development of gross and fine motor skills that children are able to explore their environment and learn (Rowan). When babies and toddlers are introduced to technology and learning programs on tablets, computers or the television, they are prevented from