Working With Two Boys Who Have Learning Difficulties And Behavioral Problems

The pupil that I work with requires constant supervision and a great deal of support. His mood fluctuates so much in one day and he needs lots of positive reinforcement and encouragement. This is to not only complete work tasks but also to do smaller things such as hanging his coat on the peg. As his communication is also limited, mostly a thumbs up or smile is

It can also help to get the parents involved in any major issues to ensure that you are all on the same page and any strategies you put in place are being done at home too.

In my class we have a visual time table which lets the children know what they will be doing though the day. That we go through it in the morning and after lunchtime to reinforce. Some children have help me signs as they find it hard to ask for help. So they come to us with the sign and will know they need help. We also use sign language like thumbs up for good work, have you been good, facial expression like smiling or sad face let children know that they may not be making the right choices. The children in my class find it very difficult either to sit still or do work or both so they have charts that have faces on green happy, yellow need to try harder and red sad. The children in my class need close contact due to their ages or they need more help than other children because of their special needs. I always give eye contact when working with the children and show that I’m interested in what they are saying. I bend down to their level or sit on a chair and speak to them at the level they can understand. I’m always approachable and friendly and willing to listen or if they just need a hug.

The other two children, aged 2.6 years and 3 years were still also in the Pre Operational

Orange County Children’s Partnership. (2011). The 17th annual report on the conditions of children in

Tommy Martin is finding it hard to interact with other children and his educators at school. He is in grade 4 now and has had this problem since kindergarten. He lacks interest in the classroom and he is difficult to work with. Often times he is sent to the principal’s office because of inappropriate behavior. He does not keep friend for lengthy periods of time. He is physically aggressive and very emotional, even about seemingly innocuous things. He does not like sympathy during these emotional times. Frequently he behaves like he is depressed. During these depression episodes he tends to stay by himself. He has a difficulty understanding and subsequently remembering material taught in class. NOTES: He lacks interest in the classroom and

There are different practises across the country when looking at serious case review, each country has there own procedure. In England the LSCB local safeguarding children's board liaise

By the time he was 10 Dayluis was far from the little boy who looked back at his mom to wonder if he was doing alright or that baby that started crying when I left the room. He became more autonomous and established healthy relationships with everyone in his life from teachers to classmates. At this age he has a best friend among a larger group of friends that he enjoys hanging out with. As he is going to progress from elementary to middle school he has concerns about some things he’s heard the bigger boys do to the smaller ones like put them in trash cans. With my assurance and eventual experience, he realized his concerns were unfunded and does well with the transition into middle school. One thing that is most definitely new is Dayluis’ interest in girls, this leads him to want to dress “cool” and care more about his appearance, he does chores around the house to be able to buy clothes he likes and expresses interest in video games with racy images of women. Additionally, he starts to lack confidence in himself when it comes to doing well in school. Growing up he was always an intelligent child that performed adobe average in most school subjects, as he matured cognitively he became increasingly smarter and

Hi everyone - to follow are a few updates for Trinity Kids I thought it may be best to provide communication to the team on:

In this venture I will be looking into and expounding on what are the difficulties of raising young boys? Numerous people on the planet struggle of taking up the child to ensure they grow upward with the right mentality, to recognize what is right from wrong and then forward. The account behind this being such a battle is because of the other influences that could be close to their boys.

For my service learning I am volunteering at North Elementary and I am working through the Refugee Development Center. The children that I am working with are named Rofaida and Khalid, whose first language is Arabic. The first time I met the two I was very excited to see them and get to know a little bit about them. However, during their snack time when they first came in I noticed that they were very rambunctious and were often yelling at eachother in their native language. I was a little put off by them at first, just because I did not know if they would be able to cooperate or even want to sit down and learn. They were always moving around and trying to get up, which made me nervous. Often times, they would scream at one another and

I have always enjoyed working with these children, despite the challenges, because of the immense rewards that come with it. The greatest challenge for me is not always being able to understand their behaviour, speech, or needs. It is frustrating to want to give and do anything

This will effect their education enormously. Separation and attachment issues are quite often the cause of many reasons not to want to be in school. This is constantly worked on by schools to find the best way to include these children in school and to be able to give them a good standard of education.

My child 's name is Jude Alexander and he is a male. As a baby he is cautious around new people and situations, but warms up fairly quickly to friendly people. In kindergarten Jude Alexander seemed to have made one or two friends and usually played cooperatively and was sometimes reluctant to join in new activities with unfamiliar children. He performed below average on tests of vocabulary, and the ability to retell a story. He had a real knack for the art projects, and really got interested in the pre-math activities involving working with blocks and geometric shapes. In first through fifth grade he worked cooperatively in groups, usually respects the rights and property of others, and usually demonstrates appropriate peer social interaction. He demonstrates strength in art, all areas of reading, and in spelling and appropriate for the grade level in writing. He needs additional help in the areas of speaking and listening and in the content knowledge of social studies, science and music. He was average in mathematical problem solving, understanding of data, number concepts, graphical applications, and arithmetic computation. In the seventh grade, he consistently contributes to cooperative group activities and respects the rights and possessions of others, and shows age-appropriate social interaction with peers. He demonstrates strength in art, reading, spelling and writing. He was average in math and science, and needs additional

The case must be treated with confidentiality and kids must be informed of the procedures that will now follow.