Language Skills And Vocabulary Should Be Developed Enough For Children With Ds

Development is holistic, which means one area of development interlinks with another. If a a child's speech is not as developed as its peers due to a physical disability they will not be able to communicate effectively with other children or adults. This could affect their emotional development as they may feel their opinion and needs are not being met due to their failure to communicate.

Approximately 6.5 million people in the United States have some form of Cognitive disability. In fact, one in every ten children who need special education have some form of Cognitive disability. (Parentcenterhub, 2011) most people affected with a cognitive disability have a mild form, so it makes it rather hard to recognize. Most children that are diagnosed can live an independent life as an adult. Early dictation of Cognitive Disability is extremely important. The sooner the child with Cognitive Disability can get help the better the outcome will be. There are certain signs to keep looking for in a child that may have cognitive disability. The child may sit up, crawl or walk later than other children. The child learns to talk later or sometimes has trouble speaking. The child finds it hard to remember certain things. The child could also have trouble understanding social “rules”. A child with cognitive disability may have trouble seeing consequences for their actions. A child with a cognitive disability has trouble solving problems, and thinking logically. (Partners Resource Networks,2011) Teachers observe these types of behaviors that contribute to cognitive disabilities, but doctors will diagnose the

This paper will identify the various aspects of how developmental disability can be defined, how many people are estimated to experience DD, the long-term and short-term management of DD and a client with a developmental disability can receive affective counseling, treatment and different intervention approaches to assist in the enhancement of the individual’s life. Each state may have slightly varied definitions of DD. For example, the State of Ohio’s labeling and definition of DD has evolved from mental retardation to developmentally disable to what it is now called, “Intellectual disability”. (Ohio Department of Education, [34 CFR δ300.8© (6)].

The DSM-5 notes frequent co-occurrence of other neurodevelopmental disorders. However, if a child’s symptoms are better and more completely explained by ASD, intellectual developmental disorder, global developmental delay or another mental disorder, a diagnosis of SCD cannot be made. The notable absence of restricted and repetitive behaviors is the important in appropriately diagnosing a patient with SCD versus ASD.

As ethical and moral physical therapists, it is essential to consider all possible sources of the impairment and figure out how to resolve, educate, and prevent future implications for patients. In order to be able to complete such a task, physical therapists must be able to look at functional status through all of its domains, biophysical, psychological, and sociocultural.2,5 In the realm of pediatrics, performing screenings, functional tests, and questionnaires offer a great diagnostic and prognostic data for children. The DDST3 enables a PT to get a sense of a child's cognition, motor functions, and behavior. Identifying possible delays or problems early on is vital in order to ensure proper development, especially since many systems have

Different disabilities may affect development in different ways. However, with support from teachers and parents, these affects can be minimalised. A learning disability such as Dyslexia (a common type of learning difficulty that can cause problems with reading, writing and spelling) could lead to a child becoming frustrated which could further lead to behavioural issues. Moreover, without assistance, Dyslexia will allow for the child to become unmotivated and prove to be a hindrance to them as they look to strive in later life. Physical disabilities such as Cerebral Palsy (a neurological condition that effects movement and coordination) will affect development as children will have difficulties communicating, eating and drinking and with their

Some of the symptoms are; “Fatigue, Learning difficulties,Intellectual disability, and Muscle weakness.” as stated by Chad Haldeman. DMD affects the physical domain because it weakens the muscles. It begins severely in the legs and pelvis area and less severely in the arms , neck and other areas of the body.( Chad Haldeman,2014). It’ll affect the everyday movement of people along with affecting

The ability to communicate effectively is important to the social and emotional development of the individual and their ability to interact, function independently and be a part of the larger society. Acquiring effective communication is often hindered by significantly delayed or deficient speech and language development in individuals with Down syndrome. This developmental delay is attributed to mild impairments or significant deficits in some of the physiological and processing systems that are needed for the production of speech and its intelligibility. (Cleland, Wood, Hardcastle, Wishart, & Timmins, 2010). Speech production and intelligibility in individuals with Down syndrome are typically complicated by oral-motor development delays, problems in needed processing systems (phonological and/or auditory), discernable anatomical structural differences that are specific to the mouth and throat, and in many cases hearing impairment or significant hearing loss (Wright, Kaiser, Reikowsky, & Roberts, 2013). Individuals with Down syndrome show specific deficits in developing spoken language beyond what would be typically expected for their specific developed mental age versus their chronological age. (Bunton, Leddy, & Miller, 2007). However, without severe cognitive impairment or retardation, children with Down syndrome are typically observed to want to communicate. In fact, from a very early age, children

However the other majority of the DS children were able to reach their desired skills with occupational therapy treatments. Similar results were seen in self-care skills (Frank, and Esbensen, 2014). A small percentage of DS children were able to reach the same level of their peers (in self-care skills), but majority of DS children required some form of occupational therapy to meet their individual fine motor and self-care skill goals. An additional discovery was made during the study that concluded that all DS children in this particular study mastered cutting skills, and dressing skills at a later age than typically developing peers (Frank, and Esbensen, 2014). The results of this research study reinforce the importance and need for occupational therapy. Individuals with DS require the assistance of occupational therapists, because it allows them to gain fine motor and self-care skills, both of which are a part of normal daily functioning.

Approximately half of all kids with DS also have problems with hearing and vision. Hearing loss can be related to fluid buildup in the inner ear or to structural problems of the ear itself. Vision problems commonly include strabismus (cross-eyed), near- or farsightedness, and an increased

There are three categories of physical disabilities they are: neuromotor impairments, orthopedic and musculoskeletal disorders, and other condition that affect health or physical ability. Each conditions is different from each other, neuromotor impairments involve damage to the brain before, during, or soon after birth or damage to the spinal cord; an example of this condition is cerebral palsy. Orthopedic and musculoskeletal disorders affect the movement of muscles, bones, and joints; this makes it hard to sit, stand, walk, and have usage of their hands. The two most common orthopedic and musculoskeletal disorders are muscular dystrophy and juvenile rheumatoid arthritis. The out textbook, Hallahan states, “The problems may be congenital

Many children in this world have this disease. The disorder controls his muscle tone movement and motor skills. The ability they have has difficult because they have trouble with movement and

Understanding a foreign language is also not one of their strong points. A child with a learning disability does not perform well on tests, especially when they are timed, often refuses to do written work, and has trouble decoding words. This usually means that they have trouble hearing and understanding a person’s directions since they cannot decode the message properly. (Silverman)

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).

It is undeniable that most DS population experience learning and intellectual difficulties, therefore, they tend to have weak expressive language skills, resulting in communication barriers, further limiting their social participation (Deckers, Zaalen, Stoep, Balkom & Verhoeven, 2016). However, Shakespeare (1998) demonstrated that impairment is a biological problem, whereas disability is created by social barriers, which makes people with disabilities face problems caused by discrimination and stigma rather than impairment. Many people with DS reported that they are prone to face difficulties due to negative social attitudes and barriers rather than congenital biological impairment (Alderson, 2001). Additionally, evidence suggested that the increased use of prenatal testing decreases 45% of births of children with DS (Maxwell, Bower & O'Leary, 2015). It eventually decreases the social acceptance of people with DS and reduces social support for them (Kellogg, Slattery, Hudgins & Ormond, 2014). The fewer support