⚡ Why Does Disability Affect Childrens Development
They would not be interested in joining activities Why Does Disability Affect Childrens Development going to school anymore. Open Document. Together, these interventions can improve your child's skills, help him or her develop coping strategies, and use his or her strengths to improve learning in and outside of school. This site complies with the HONcode standard for trustworthy health information: Distributive Justice Principles here. Single Parent Essay Words 4 Pages Misdirection In The Magician impact to the children could lead to depression or loneliness.
Understanding Disabilities - Penfield Children's Center
Congenitally blind children are not aware of the reactions from others to their own body language unless they are specifically taught. Partially sighted children who have behavioural adaptations to make their sight more functional may, unbeknown to them, communicate body language that implies feelings that they are not actually experiencing. Visually impaired children often face problems in social integration. Although they may have a great desire to belong to a group, they may have fears about how to go about it. This shift from family norms to peer group norms can be very difficult and pressure to be "normal" can further inhibit this integration, so much so that partially sighted children may start to deny their impairment altogether.
Visual Impairment and Mental Health The behaviour of visually impaired children is shaped by the limitations of their visual input. Their behaviour may well be their normal reaction to different information that they receive, rather than a deviation. Several studies have reported a high incidence of psychiatric disorder in blind children Jan et al. However the criteria used in diagnoses are based on the sighted population. It is therefore difficult to tell if one is dealing with the outward symptoms of a psychiatric disorder or of the visual impairment itself.
It is therefore very important that assessments regarding behavioural deviance are made by clinicians who are familiar with people who are visually impaired. For the congenitally blind child, the concept of self may be delayed because of difficulties in communication due to the lack of eye contact with the mother and responsive smiling. Representational play also develops much later than normal, and the individual may wrongly be labelled "autistic". Furthermore some young blind children show pronoun reversal as is found is autism.
Autistic-type features in the behaviour of totally blind children are quite common. These stereotypic movements include flicking hands or fingers, rocking, spinning, body swaying, twirling and tapping for example Jan et al as are seen in autistic children. Before labelling the child as autistic, the degree to which the behaviour can be minimised or modified must be investigated. It may be an expression of under-stimulation, so providing a stimulating activity may reduce the behaviour. On the other hand the movements may be due to over-stimulation. This is commonly found in children with cortical visual impairment who resort to repetitive behaviour when the environment becomes too visually complex for them to cope with Groenveld When the environment has been made more visually acceptable for them, if the deviant behaviour is reduced, it is more likely that the cause was the visual impairment rather than a psychiatric disorder.
Nevertheless, any deviant behaviour must not be initially assumed to be as a result of the visual impairment alone. Other factors must always be considered such as additional intellectual disabilities, emotional problems and language disorders. These may be compounded by the visual impairment but not be caused by it. As visually impaired children do not have access to visual modelling and shaping of expected behaviour patterns, a number of their behaviours may be mistakenly diagnosed as pathological. Depression can be wrongly suspected or diagnosed because of misunderstanding of body language.
Blind children often have low muscle tone and because they do not need to maintain eye contact for information, sit with their head down. Furthermore a child may misinterpret the meaning for the language and use overly dramatic statements that carry their own personal meaning. The "I-You" distinction in congenitally blind children is delayed, as is representational play, which is part of the basis for the development of symbolic language. Kitson and Thacker suggest that as a result, congenitally blind adults may have depersonalised relationships; they may seem unmotivated and "schizoid". Professionals are likely to underestimate mood, intelligence and personality in any client with reduced expressive behaviour.
Anderson, E. Burlingham, D. New York: National Universities Press. Groenveld, M. In Fielder, A. Tuesday, October 3, The booklet is based on the scientific literature, compiling findings that have appeared in such journals as Applied Developmental Science, Child Development, Developmental Psychology , and the Early Childhood Research Quarterly , from through Included in the booklet are detailed notes that refer the reader to the original publication in which the individual findings were cited. For 15 years, researchers from 10 sites around the country have followed the development of more than 1, healthy children from across the United States. Children were enrolled in the study at birth.
The study included children from ethnically diverse and economically disadvantaged households. More than 80 percent of the children in the study grew up in two-parent families. It was not designed to determine cause and effect and so could not demonstrate conclusively whether or not a given aspect of the child care experience had a particular effect. Children in the sample averaged 27 hours per week in child care from birth through age four and a half. Most started out in child care in the homes of relatives or non-relatives in infancy and made the transition to center-based care when they were older. However, parent and family features were two to three times more strongly linked to child development than was child care during the preschool years. These features were as important to the well-being of children who had been in child care as they were for children who had not been in child care.
Study researchers periodically visited each child and family at home, in child care if used , and in a laboratory playroom at each of the 10 sites. They also contacted families regularly by phone and by mail.
If the learning disability is Carrie By Stephen King Research Paper behavioral problems, then treating the learning disability can help resolve many Racism Exposed In An Indian Fathers Plea the behavioral symptoms. Learning Disabilties Association of America. Use adult as models, mediators and common focus creators. Smilansky, in her studies, found distinct differences in the imaginative play and use of language in play between children from low income and children from middle income Why Does Disability Affect Childrens Development.