Children and Youth with Special Needs

• SPECIAL NEEDS
• CHILDREN AND YOUTH
• CASE OF RAYMOND
• NEURODEVELOPMENTAL DISORDERS
• INCIDENCE AND PREVALENCE
• CAUSES OF NEURODEVELOPMENTAL DISODERS
• Didnotfollowthenormalcourseof psychomotorandlanguageduring first2years
• Milestones


  • First sat with support and crawled at 2 years old
  • Non-verbal
  • Diagnosed with mental retardation
• 14.5 YEARS OLD
• MEDIUM BUILT
• DISPROPORTIONATE HEAD
• FULL TERM
• MOTHER HAD MILD COUGH
• EARLY DEVELOPMENT


  • Positive attitude to classroom tasks
  • Enthusiastic to learn and behave with tolerable hyperactivity
  • Smiles and greets people
  • Slight tantrum and lies on the floor for some time
  • Pays attention when called
  • Sits independently
  • Helps in class chores
• BEHAVIORAL AND PSYCHOSOCIAL DEVELOPMENT


  • Can now point his head, nose, mouth and hair with minimal to moderate assistance
  • Basic gross motor activities
  • Can grasp and transfer objects from one hand to the other without dropping them
  • Scoop objects from one container to another by himself
  • Sit longer hours with minimal distraction
  • Can go through various obstacle courses that require the use of different body parts
  • Can follow instructions through verbal cues and gesture
• PSYCHOMOTOR SKILLS


  • Can do fine motor activities like tracing vertical and horizontal lines
  • String 8-10 beads, insert pegs into the board, and build a block tower
• COGNITIVE AND COMMUNICATION SKILLS

  • Would look at himself in the mirror and tap his image when asked where he is
  • Identifies and gives objects asked
  • Can repeat "mama" and "papa"
  • Can identify and group colors
  • Can do simple figure insets and complete puzzles
  • Can follow simple instructions and recognize common objects
  • Fascinated by books particularly encyclopedias
  • Would point objects and ask teacher to name by tapping
  • Likes to look at cars passing by
  • Learned to say "good morning" and "goodbye" through gestures
  • Minimal spillage in transferring objects
  • Still nonverbal and hardly interacts with classmates
  • Trained to express through tapping the person's arm or shoulder
• QUANTITATIVE SKILLS


  • Can identify, sort and discriminate primary colors through Lego and 3D colored wooden blocks with minimal verbal cues
  • Can identify primary shapes and insert them into tubs
  • Can identify some of the geometric shapes using geometric form insets
• DAILY LIVING SKILLS


  • Can remove and put on clothes, slippers, shoes and shocks
  • Can fold garments
  • Can put on ankle weights with or without assistance
  • Can brush teeth, apply powder, lotion and cologne with moderate and physical prompts
  • Can do the basic self-help activities
  • Can do basic laundry like handkerchief and towel with maximum assistance
  • Some household activities with moderate physical and verbal prompts
  • Can execute simple cooking procedures with moderate to maximum assistance
  • Needs step-by-step prompts
  • Cannot tie shoelaces
  • Not toilet trained
• The history of special education is deeply rooted in the education and treatment of people with intellectual disabilities.
• When they hear the words "special education," many people think of a child with Down syndrome. Most people have a notion of what people with intellectual dis- abilities are like.
• Unfortunately, much of that awareness consists of misconceptions, oversimplifications, and fear
• In spite of misguided and negative perceptions still held by some, people with intellectual disabilities are increasingly enjoying the benefits and responsibilities of participating in the educational and societal mainstream.
• Idiocy


  (derived from a Greek word meaning "people who did not hold public office")
• Imbecile


  (derived from the Latin word for "weak and feeble")
• Feebleminded and simpleton


  (eventually added to refer to people with mild intellectual disability)
• Mental deficiency and mental retardation


  (were introduced and considered appropriate terminology)
• In 2007, the American Association on Mental Retardation changed its name to intellectual disabilities.
• Memory


  • Students with intellectual disabilities have difficulty remembering information
  • The more severe the cognitive impairment, the greater the memory problems
  • Short-term memory, or working memory, is the ability to remember one thing while performing another task
  • Students with intellectual disabilities have trouble retaining information in short-term memory
• Learning Rate


  • The rate at which children with intellectual disabilities acquire new knowledge and skills is well below that of typically developing children
  • A frequently used measure of learning rate is trials to criterion—the number of practice or instruc- tional trials needed before a student can respond correctly without prompts or assistance
• Attention


  • Typically slower to attend to relevant features of a learning task than are students without disabilities and instead may focus on distracting irrelevant stimuli
  • Problems in attention contribute to a student's difficulties in acquiring, remembering, and generalizing new knowledge and skills
• Generalization and Maintenance


  • They have trouble using their new knowledge and skills in settings or situations that differ from the context in which they first learned those skills
• Motivation


  • Exhibit an apparent lack of interest in learning or in problem-solving tasks
  • Some develop learned helplessness, which describes an individual's expectation of failure, regardless of his efforts, based on experiences of repeated failure
• Self-care and Daily Living Skills


  • They require extensive supports must often be taught basic self-care skills such as dressing, eating, and hygiene
• Social Development


  • Making and sustaining friendships and personal relation- ships present significant challenges for many children with exceptional needs
  • Poor communication skills, inability to recognize the emotional state of others, and unusual or inappropriate behaviors when interacting with others can lead to social isolation
• Behavioral Excesses and Challenging Behavior


  • Are more likely to exhibit behavior problems than are children without disabilities
  • Difficulty accepting criticism, limited self-control, and bizarre and inappropriate behaviors such as aggression or self-injury are observed more often
• Positive Attributes


  • Individuals with intellectual disabilities are a huge and disparate group composed of people with highly individual personalities
  • Many children and adults with intellectual disabilities display tenacity and curiosity in learning, get along well with others, and are positive influences on those around them
• Intellectual disability (also referred to as mental retardation) emphasize subaverage intellectual functioning before the age of 18, usually defined as an IQ less than 70.
• Intellectual disability


  • Deficits in intellectual functioning: Reasoning, Problem solving, Planning, Abstract thinking, Judgment, Academic learning, Experiential thinking
  • Deficits or impairments in adaptive functioning: Communication, Social skills, Personal independence, School/Work functioning
  • These limitations during the developmental period (childhood and adolescence)
• Specific learning disorder


  • Difficulties in at least one of the following for at least 6 months: Reading, Understanding what is read, Spelling, Written expression, Number concepts, Mathematical reasoning
  • Have academic skills that are substantially below what is expected for the child's age and cause problems in school, work or everyday activities
  • The difficulties start during school-age even if some people don't experience significant problems until adulthood
  • Not due to other conditions