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.
A child with learning problems may be many developmental years behind their peers, this will have a big impact on what they can do in all areas of development including physical skills, social skills and intellectual skills. They may find it especially hard to interact with children of the same age or stay interested in conversation. They may also need to have one-to-one lessons at school to help educate them as they may not be at the same cognitive stage as peers. This may leave them feeling left out.
A child that has a hearing impairment may suffer physically through loss of balance or socially through having to communicate in alternative ways such as sign language/makaton. A physical disability such as Cerebral Palsy can be physically challenging due to being restricted in taking part in certain activities. This can affect social situations due to these restrictions and can affect a child/young person emotionally questioning why they are different causing low self-esteem.
Speech, language and communication difficulties can have a profound and lasting effect on children’s lives and development. These can affect their ability to communicate and interact with others. The impact of these difficulties will vary depending on the severity of the problems, the support they receive, the demands of the child’s environment
Augmentative communication is another way to help with their language disorders. This may be using computers or hand help devices. Picture communication can also be used. Augmentative communication is often used with people who have disabilities
Unit 3.3.1 – How communication with children and young people differs across different age ranges and stages of development
Children with communication difficulties, such as speech, language or communication impairment, emotional or cognitive difficulties will need more time and reassurance to ensure they do not feel pressured when speaking. It is important to allow them to speak for themselves in order to build their confidence as well as their ability to communicate clearly.
Learning disabilities. Up to 90 percent of people with profound and multiple learning disabilities (PMLD) do not communicate using formal communication like speech, symbols or signs. But this does not mean that they can't communicate. Instead they tend to rely on facial expressions, vocal sounds, body language and behaviour to communicate.
Explain how positive changes to the communication environment can support communication development for children and young people with behavioural, emotional and social difficulties.
1.1 One of the class teachers main roles is to monitor and assess pupil achievement. They need to know how their class are progressing and be able to report on this. The teacher plans the lessons and schemes of work to enable the children to reach their learning objectives. It is important that the teacher, children and support staff know the objectives so they can understand the learning that is taking place.
Children with learning difficulties such as dyslexia, or autism, may need more support in building relationships both with adults and with other children. They are likely to be less confident in their own abilities and are more likely to be introverts. On the other hand, children with certain medical conditions may be extroverted and need additional help to build the right sort of communication and relationship skills with others.
Social communication is "the development of spontaneous, functional communication, emotional expression, and secure and trusting relationships with children and adults", emotional regulation is "the development of the ability to maintain a well-regulated emotional state to cope with everyday stress, and to be most available for learning and interacting", and transactional support is "the development and implementation of supports to help partners respond to the child's needs and interests, modify and adapt the environment, and provide tools to enhance learning" (The SCERTS Model, 2007). The usage of the SCERTS model in schools is continuously rising and proving to be beneficial. The SCERTS model is geared towards developing communication for those with ASD; this model is very useful for those with ASD because the model focuses on working with a child with ASD and pushing the child to work on main symptoms of ASD that are unfixable. Children with ASD typically have social and learning setbacks and behavioral issues, the SCERTS model focuses on ways for teachers to work with ASD and help students learn while coping with their communication skills and emotions.
Autism spectrum disorder is caused by abnormalities in the brain. Many children that qualify under the autism spectrum disorder, often experience developmental delays in three areas of development. Socially/emotionally, as well as cognitively, children with ASD are unable to progress at a normal rate of development compared to their peers. The level of communication due to language delays can be severely affected as well for children with autism. Children can also exhibit repetitive, unusual behaviors. Those affected by the disorder thrive on consistency, and predictability in the classroom setting. Because of the impaired language skills, visual approaches to classroom instruction are very beneficial for the students (Ormrod, 2011).
Problems may arise when messages at the content level conflict with nonverbal messages at another level. An example of this can be “I love you” and “I despise you”. A child that is continually exposed to a mixed style of communication like this may feel helpless and can respond by withdrawing.