Lifelong Learner

Topics: Early childhood education, Individuals with Disabilities Education Act, Childhood Pages: 8 (1673 words) Published: September 24, 2014
Caula Rogers
SPE-226 Educating the Exceptional Learner
September 14, 2013
Professor Gibson
Lifelong Learning Developmental incapable, as dyslexia, can have an effect on a child’s capability to comprehend as well as to use language, do calculations of math, and coordinate movements as well as direct attention. This is typically diagnosed in students at the beginning of school. Developmental incapable illnesses affect the capacity to understand, speak, and write, as well as affect the capacity to interpret what they see/or hear as well as combine information from all parts of the brain. Such problems widen schoolwork and can hinder reading, writing, and use of the English language. Developmental disable do not reflect on intelligence quotient/ or nor on how smart students are. Developmental disable can be a lifelong provision, in some cases may have an effect on a child’s existence: schoolwork, as well as daily routines, and family circumstances as well as friendships. People have various coinciding learning disabilities, that can be ostensible, but there are others that may have a learning problem that has little influence on their lives. Not all erudition obstacles classification of developmental disabilities, it could be that some students are merely dawdling in advancing skills. As students shows differences in of development, occasionally, what seems just be a developmental disability just may be a setback in maturation. For children to be analyzed as having a developmental disability, their situation has to meet specific standard. With development, behavioral disabilities on the rise, there is much that endures badly to understand, the cause to cure. Through, one extensively known fact: early intervention has a reflective impact on children who life is at risk as well as families. Surprise, one out of six children is affected by developmental disabilities. Did you know that the rate of Autism Spectrum disability is as high as one out of fifty children? This symbolizes 300% boost in the past years. With proper intervention, children can overcome developmental as well as behavioral and learning problems. Regrettably, many doctors don’t always recognize a developmental postpone when children should be getting early intercession services. When a child is born and at age three is a serious time in a child’s maturity, a hindered diagnosis may concession changes for a student success. Emergent incidence of developmental learning requests knowledge and make early identification better. But some doctors refer students to early intercession, and some doctors just don’t know, what to look for in children during these phase; some doctors are not well-known with early intervention; indemnity companies permit doctors to limited visits; Pediatricians believe that children developmental disability will not be pretentious by early intervention, other physicians would rather not terrify parents/ guardian redundant because the children are able to beat this developmental setback. Three reasons for intervening with an exceptional child: to improve the children development, and provide support as well as aid the family as well as to make the most of the children, as well as family benefit to society. One, child development examiner has established the velocity of learning and development in the kindergarten years. Invention is important, when a student is at the risk of maximum readiness. The most moments or steps of greatest readiness are not taken advantage of; children may have difficult learning a particular proficiency later on. According to Karnes and Lee (1978), “only through early identification and appropriate programming children can develop their potential” (p.1). Secondly, early intervention also has an impact on the family/ guardian as well as their siblings. The family of an exceptional feels saddened, as well as stress and also helplessness. The complexes stress of an...

References: Anderson, P.P. (1989). Issues in serving culturally diverse families of young children with disabilities. Early Child Development and Care, 50,167-188.
31st Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, (2009). Section 664 (d) of the Individuals with Disabilities Education Act (IDEA).
Berrueta- Clement J.R. and Others (1984). Changed lives: The Effect of The Perry Preschool Project on youths through age 19. Ypsilanti, MI: High/Scope Educational Research Foundation.
Blumberg, S. J. (2013). Changes in Prevalence of Parent-report Autism Spectrum Disorder in school-aged U.S. Children: 2007 to 2011-2012. National Health Statistics Reports. Number 65, March 20, 2013. Material and Child Health Bureau.
Boyle, C.A. (2011). Trends in the Prevalence of Developmental Disabilities in U.S. Children, 1997-2008. Pediatrics. 10.1542/peds.2010-2989.
Development Disabilities (2009). Retrieved from
Hains, A. H., Rosenkoetter, S. E., & Fowler, S. A. (1991). Transition planning with families in early intervention programs. Infants and Young Children, 3(4), 38-47.
Hanson, M. J., & Lynch, E. W. (1992). Family diversity: Implications for policy and practice. Topics in Early Childhood Special Education, 12(3), 283-306.
Harry, B., & Kalyanpur, M. (1994).Cultural underpinnings of special education: Implications for Professional interactions with culturally diverse families. Disabilities & Society, 9, 145-165.
Hughes, S. (1992). Serving culturally diverse families of infants and toddlers with disabilities. Infant- Toddler Intervention, 2,167-177.
Karnes, M. B., ed. (1983). The Undeserved: Our Young Gifted Children. Reston, VA: The Council for Exceptional Children.
Lazzaria, A. M., & Kilgo, J.L. (1989). Practical methods for supporting parents in early transition. Teaching Exceptional Children, 22(1), 40-43.
Lynch, E. W., & Hanson, M. J. (1992). Steps in the right direction: Implications for interventionists.
Lynch, E
Meadows, J. L. (1991). Multicultural communicate, Physical and Occupational Therapy in Pediatrics, 11(4), 31-42.
Salend, S. J., Taylor, L. (1993). Working with families: A cross-cultural perspective. Remedial and Special Education, 14(5), 25-32.
Continue Reading

Please join StudyMode to read the full document

You May Also Find These Documents Helpful

  • Preparing to Teach in the Lifelong Learning Sector Level 3/4 Unit 008 Roles, Responsibilities and Relationships in Lifelong Learning Essay
  • Education and Learners Essay
  • Education and Learners Research Paper
  • Delivering Lifelong Learning Essay
  • Describe and Justify the Ways in Which Written and/or Oral Feedback Is Given to a Learner. Research Paper
  • A Précis on Negotiating with Learners, Inclusive Learning, Integrating Functional Skills and Communication Essay
  • Discuss Issues of Equality and Diversity and Ways to Promote Inclusion with Your Learners Essay
  • Explain How You Could Promote Inclusion, Equality and Diversity with Your Current and Future Learners. Identify Other Points of Referral...

Become a StudyMode Member

Sign Up - It's Free