Longlife Learning

Topics: Developmental psychology, Child development, Childhood Pages: 5 (1335 words) Published: September 21, 2013

Lifelong Learning
Teaching For Exceptionalities

Sandra Brickey
Ashley Barkel


If you are a parent or, going to become a parent; you will have concerns about your child's development. Whether you are worried about your child's use of learning, relating to others, and any other developmental issues. Parents know their children best. They are in the best position to observe and be able to report how their child's doing through their life at an early age. Diagnosis of Developmental Disabilities

Parent's can tell when they are something different about their children faster then anyone else. Parent's worrying about things like that so, they call their physician would have the parent's to monitor the child for several days. When the physician diagnosis the child of developmental disabilities. The physician will focus on the social, emotional, and communication milestones that might be required an instant evaluation. Some cases, may not be nothing but, others maybe more of a significant developmental disorder. Parent's will have a hard time coping with this kind of news about their child. There are many resources that are available to parents to help them through the issues and concerns they may have about their child with developmental disabilities. Early Intervention Priorities

Once, the team has agreed on the most important child behaviors and the intervention plan's as well as, the components, it will determine the plan's effectiveness (Bell & Gilkey, 2004, pg. 137). The team is made up from the administrators, teachers, and parents. They will become a very close team while the child is in school. The main priority, is the teams responsibilities to make sure the intervention plan is carefully planned out. The most important collaboration are during the intervention development. The Early Intervention focuses on five main priorities when assisting children with special needs in meeting the major goals which will be Communication

Skills, Cognitive Development, Physical Development, Social and Emotional Development, and Self – Help and Independence Skills.
Communication skills are one of the most important core developmental skills. The communication skills are assessed during the evaluation. The communication system is a plan to develop first then, the child's communication skills will follow with words, picture cards, and sign language. These are just a few communication skills that some child can use if they are nonverbal.

Cognitive development it involves thinking, problem solving and it will also result in the academic, social and emotional issues for the child. Early Intervention will work one – on – one with the special needs child home and at school. Here are some cognitive activities for the child; direction games, puzzles, magnetic boards, and many others.

Physical development is the most important part to your child's life. This involves children when they start to crawl, walk, jump, run, skip, and learning to ride a tricycle. Early Intervention can help children grow, eat properly, and develop in a normal rate. They will also, be using physical development to asses his/her skills. This can be done by physical therapy. The therapy can assist the child by making sure they are for example, by eighteen months walking and running, and about age two learning how to peddle a tricycle.

Social and Emotional Development is one of the priorities that the Early Intervention will work with the child continuous. Children with special needs have a difficult time with socializing with other children or peers. Children that have emotional issues tend to have sympathy. This will help them understand how another child is feeling in different situations. Social and emotional skills will help learn how to play with other children, help them share, and introduce

themselves to other children around them....

References: Arizona Department of Education, Expectational Student Services, Parent Information Network.
(2005). Information Sheet: Preschool delays: Moderate, Servre, and Speech/Language.
Phoenix, Az: Author.
Bell, H.S., & Gilkey, M.C. (2004). Challenging Behaviors in early childhood setting creating a place for all children. Evaluating and Revising Intervention Plans, 8, 137 – 148.
Blessing, Michelle. (2013). What Are the Priorities for Early Intervention? Ehow.(www.ehow.com/info_8317862_priorities-early-intervention.html)
Meisels, Samuel. “Charting the Continuum of Assessment and Intervention,” New Visions for the Developmental Assessment of Infant and Young Child. Washington D.C.: Zero to Three (1996), pp. 38 -39.
(2001). First Signs, Inc. (www.firstsigns.org)
(2010). Ldonline. Transition: School to Work. (www.ldonline.org)
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