General Background Information : Tyson Essay

The largest identified area of special need in the school falls under SLCN ( Speech, Language and Communication Need ) as set out in the SEN Code of Practice 2001 where 61% of SEND children have a medical diagnosis of receptive and/or expressive language difficulty, followed by 21% of SEND children with a medical diagnosis of and Autism Spectrum Disorder (ASD). Other types of need are Down’s Syndrome ( 2%), Apert’s Syndrome (2%), Social, Emotional and Behavioural Difficulties SEBD (6%), Dyslexia (2%) and more generally literacy difficulties which are under investigation for potential specific causes (6%). These needs are justifiable as they have been recognised and identified as such by relevantly qualified and external agencies or are in the process of being more specifically identified

Tommy R. is a 6-year-old boy and a kindergarten student in a K-8 combined elementary and junior high school in the San Jose greater metropolitan area. There has been a meeting requested by his educational team and parents to talk about his behavior in school and cognitive abilities in the classroom. School staff have been receiving complaints from Tommy’s teacher and classroom staff about not following direction and non-compliance. Tommy also struggles with completing some classroom tasks as well.

When looking at children and young people’s development it is important to recognise and respond to concerns to ensure that the child or young person receives the help and assistance needed.

The team will look into the child’s cognitive abilities such as IQ, learning styles and adaptive behaviour. These are important as well for possible treatment

His attention span ha doesn't develop all the way yet because he didn’t last long at anything he was playing with. He was acting like a two year old where everything is his so he took over what the other children had without asking. With the social and emotional he was doing a lot of side by side play and not playing as interacting with the other children. He had fun playing by his self, but beside someone. He was using his physical motor skills, climbing up the climber just not making a good choice the way he was climbing. He was using fine motor to hold on to the toy and climb at the same time. He was using his hand and eye coordination to do the activities at he was playing with like the cars and poring the toys out the box. He had great motor skills moving along the classroom and picking where he wanted to go on. The language skills I really could not pick up on because he was not verbal just playing. Look like he was lacking in the language I heard another child being vocal asking the teacher what she was holding a conversation. He was helping his self to whatever he wanted didn’t need know help just playing and watching his friends. When he was parallel play, he was following the other child was doing. Typical Develop: The typical development that I noticed with Nick was the parallel play with the other children and not playing together. For 24 months the children “Enjoy being next to children of the same age and shows interest in playing with them, perhaps giving a toy to another child.” (Groark, McCarthy, &Kirk, 2014) Also with his language he did not do much talking just playing and the teacher should have talk to him more. He should have been talking to the other children but since he is at the parallel play he would be talking with just playing. I saw things I need and typical kids doing every day trying new things and things

If a child or young person needs more than the support of the school environment, then a multi-agency team will be involved. This would involve the child’s teacher, teaching assistant, the school SENCO, qualified and experienced professionals, for example Speech and Language Therapists and most importantly parents. This might be through a recognized programme such as the Nuffield Dyspraxia Programme, Language through Reading or Social Use of Language Programme, or through a combination of approaches tailored to suit the individual child or young person.

However, it is important to observe and note the difference between sequence of development and rate of development, when working with children so that the child’s needs are met. For instance if a child shows delays in any aspect of their growth, taking into account their background, health and environment in which they are growing up, as these factors will affect all areas of development. Tassani et al (2010) states that the difference between sequence of development and rate of development helps identify child’s needs during their stages of their school years. This will help the school to plan and ensure that the child has enough support they require in areas they are struggling with. It is important to be aware of each child’s development as this will give us the knowledge and understanding on how a child is developing so that any concerns or problems are easily spotted , and then investigated and offer the required support. For instance a child with language problems can then be referred to a speech therapist who would then work with the school to implement ways or skills that will help the child. If they

Jasmine is recommended back to tier two based on her performance and the team’s evaluation of her assessments. Jasmine does not fit the criteria of Special Educational Services. She has improved her reading level by a grade and a half to a grade level of 3.2. She has increased her math skills are on grade level of a fourth grader. Jasmine will continue to use interventions already in place and is monitored on an ongoing basis for referral to tier one or tier three

Obiel Macedo, a one year and seven month old infant accomplished many tasks on the developmental checklist. I went to his house, his mother and baby sister were present while I was with him. We sat down and I handed the infant a small container filled with different size blocks. Immediately he grabbed the container, poured out the blocks and began to build a tower quickly. Once he was done creating the tower of blocks, a few seconds later he knocked it down vigorously and started all over again. Then, I handed him a red crayon and a blank sheet of paper, but instead of writing on the paper he went up to the wall and scribbles spontaneously.

Since she has some mispronunciations with some words, I would continue to encourage her to speak clearly. I would continue to introduce new words and their meanings. She already listens tentatively to stories being read and already is telling the stories in her own way. This is something I would continue to encourage and begin introducing her to beginning reading skills. I would then go on to introduce writing skills to her. I also believe that the plan for her personal and social development aligns with the things that she has already been doing. I did observe her saying her first name and expressing herself appropriately to her teacher and other students. She already interacts well with her teachers and other children. She likes to take initiatives at doing things. I feel that the plans for her personal and social skills will just add to the things that she is already displaying. I think that if Camden’s teacher builds her portfolio around these developmental areas that she will be ready to go on to the next steps in her learning and development in

Timothy Tyson tells the raw and unfiltered truth about African American and the oppression they went through. Mr. Tyson also notes several significant people in black history. Mr. Tyson’s response is so significant because he explains so clearly how African Americans rose up from the oppression and got freedom. With his response, Mr. Tyson show his love for black history and why he got into teaching at the college level.

Tyson Jay Ritter is a famous Oklahoman. He is an actor, musician, model, multi-instrumentalist, singer, songwriter and husband. He is the lead singer of the rock band The All-American Rejects. As an actor, Tyson has appeared on many movies and TV shows. People don’t recognize him as an actor, but as a musician.

Thank you so much for reaching out to me. I appreciate Chuck sharing my information with you. My son Jackson has been receiving PT since January of last year, and we have recently added in speech therapy sessions. Not only have these services benefited Jackson’s development but they have also allowed our family to be better advocates for our son, after all knowledge is power. Jackson’s diagnosis was unexpected, so those first few months after he was born left us unsure of where to go for help. My sister shared DDD’s information with us, and we have been working with DDD and UCP ever since. The PT’s that I have worked with have been so resourceful and encouraging. They understand the challenges Jackson faces but also know

Daniel is a seven-year-old male who is currently enrolled in the second grade in a public school. Recently Daniel's behavior has changed, and the mother expressed her concern about Daniel's lack of motivation to study and his aggressive behavior. She said that Daniel has always been a sweet and easy-going boy. Daniel has no history of medical complications, according to her mother, he has the vaccines up to date, and his last screening of hearing and vision was done by her primary doctor in January 2017, the results showed to be intact.

Rafi attended P.S.452 Elementary School. He was designated special education. He received Occupational Therapy, Speech Therapy and met with a mental health professional. Mr. Solstein stated that both parents participated in assessments for special education services. The father stated that over time the child received less services. As of two years ago, the child