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BPS104 Child Psychology
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BPS104 Child Psychology
0 Download6 Pages / 1,298 Words
Course Code: BPS104
University: ACS Distance Education
MyAssignmentHelp.com is not sponsored or endorsed by this college or university
Country: Australia
Question:
Task
i. Select a child with special needs.
ii. The child you select can be from one of the following categories:
a. Visually Impaired b Healing Impaired
c. Specific Learning Difficulties,’
d. Learning Disabilities
e. Behavioral and Emotional Disorders
iii. Conduct a case study on that child. Take anecdotal notes while you observe the child. Review all the data you have collected. Share what you have learned in an essay which also includes your anecdotal notes, evidence, reflections, and a self-evaluation.
Answer:
Introduction
The children with special learning disabilities are often seen to form a negative opinions of the school and education. However, it is note that this is not their fault. There is a high need for more special education classes offered to these student. This need is referred to as special need. Special need can be defined as a person with a mental, physical and emotional disability. The individual who is with special needs, need help with several things like communicating, movement, decision-making and self-caring. However, there are some other types of special needs as well and they include that of autism, epilepsy, emotional disturbance, cerebral palsy, traumatic brain injury, language and speech impairments, learning and reading disabilities etc. (Bishop et al., 2016). Special education refers to the practise of providing proper education to the students who are with the special educational needs in a manner that addresses the individual differences and needs. This process involves individually planned and systematically monitored arrangement of the adapted equipment, teaching procedures, materials and the accessible settings. Special education for special children is very important (Cook et al., 2014). This is due to the fact that the children with special needs are often looked down and neglected by their society. Most of them receive negative feedback from the schools and hence, they refuse to develop any sort of positive cognitions to the outer world. To them, special education gives an enjoyment of education as this education is based on instruction programme which is specially designed for meeting the special needs of the children suffering from disability. However, the main purpose of carrying out this case study is to determine how a child with specific learning difficulties face issues while learning and how he make it to social achievement. The case study shall assess the child, his biographical data, medical history, family background, assessment, social achievement and educational history. In this way, it shall provide a detailed information about an individual and his development over a period of time. The purpose of this case study is to understand how different elements of the society fit together and produce positive impacts.
Literature Review
As per Tarini et al. (2015), a child with GDD (Global Development Delay) have a significantly lower intellectual functioning that his peers. The GDD refers to the diagnosis of the generalised intellectual disability of an individual. It is the general term that is used for describing a condition that takes place in the developmental period of child in between his birth and his age of 18 years. GDD is also defined by a child being diagnosed with having lower intellectual functioning that what is been perceived as normal. Furthermore, it is usually accompanied through having notable limitations in the process of communication and is said to influence around 1 to 3 percent of the total population. Chaudhuri and Birgit Lorenz (2017) in this context has said that GDD is usually associated to the genetic abnormalities comprising of the development of the spinal cord and the brain. Eun and Hahn (2015) have mentioned about the different environmental, postnatal and prenatal causes of GDD in his book “Metabolic evaluation of children with global development delay”. He has stated that the major environmental causes of GDD are that of family stress, poor nutrition and child abuse. Furthermore, the postnatal causes comprise of the cranial trauma and infection like encephalitis and meningitis. On the other hand, the prenatal causes are the birth trauma, congenital infections, prematurity, exposure to toxins, prematurity and intracranial haemorrhage. Furthermore, according to Foo et al. (2015), there are several symptoms or signs of GDD and some of the most common among them are- communication problems within the child, the aggressive behaviour of his as coping skill, very poor judgement skill, very limited conceptual and reasoning abilities, the gross motor difficulties and late in crawling, sitting and walking.
However, according to Moeschler and Shevell (2014) there are no specific treatment that works for each and every child with GDD problem. This is due to the fact that each and every child is unique in his own way and they grow and learn as well as develop in their own special way and that too at their very own speed or pace, depending on their strengths and the weaknesses that they possess. The early childhood intervention refers to the process of giving specialised services and support for the young children and the infants who suffer from developmental disabilities and delays for promoting community participation, well-being and development. As per Cao et al. (2017), the early intervention services are the major theme of treatment but any of the basic conditions that have led to the issue of development delay will need to be treated side by side. The early intervention services comprise of the occupational therapy, physical therapy, language and speech therapy and behaviour therapies and these are also used to treat the children suffering from autism. The early intervention of GDD are learning the signs the symptoms and acting as early as possible. Taking proper look out and notes on the development and growth of child is very important. Any small unusual change in the development process of the child is to be noted and these notes will help in talking with the child specialists and to prevent the GDD from taking place. Furthermore, the primary prevention initiatives for GDD comprise of the efforts in order to present the developmental disabilities because of some known injury and toxins like lead toxicity and fatal alcohol syndrome. With the same, it is also to mention that although more amount of research is necessary for improving the interventions and therefore current knowledge is sufficient to warrant the expansion of the prevailing prevention programs and processes (Parham et al., 2015). It is also to note that the children with some challenging behaviour and mental health conditions are benefitted from the early intervention in order decrease the longer term risks of the family breakdown and placement, the exclusion from the services like the additional health risks and schools.
References:
Bishop, D. V., Snowling, M. J., Thompson, P. A., & Greenhalgh, T. (2016). CATALISE: A multinational and multidisciplinary Delphi consensus study. Identifying language impairments in children. PLoS One, 11(7), e0158753.
Cao, S., Smith, L. L., Padilla-Lopez, S. R., Guida, B. S., Blume, E., Shi, J., … & Agrawal, P. B. (2017). Homozygous EEF1A2 mutation causes dilated cardiomyopathy, failure to thrive, global developmental delay, epilepsy and early death. Human molecular genetics, 26(18), 3545-3552.
Chaudhuri, Z., & Lorenz, B. (2017). Genetics of Pediatric Eye Diseases and Strabismus in Asia. In Advances in Vision Research, Volume I (pp. 375-389).
Cook, B., Buysse, V., Klingner, J., Landrum, T., McWilliam, R., Tankersley, M., & Test, D. (2014). Council for Exceptional Children: Standards for evidence-based practices in special education. Teaching Exceptional Children, 46(6), 206.
Eun, S. H., & Hahn, S. H. (2015). Metabolic evaluation of children with global developmental delay. Korean journal of pediatrics, 58(4), 117-122.
Foo, Y. L., Chow, J. C., Lai, M. C., Tsai, W. H., Tung, L. C., Kuo, M. C., & Lin, S. J. (2015). Genetic Evaluation of Children with Global Developmental Delay—Current Status of Network Systems in Taiwan. Pediatrics & Neonatology, 56(4), 213-219.
Moeschler, J. B., & Shevell, M. (2014). Comprehensive evaluation of the child with intellectual disability or global developmental delays. Pediatrics, peds-2014.
Parham, G. P., Mwanahamuntu, M. H., Kapambwe, S., Muwonge, R., Bateman, A. C., Blevins, M., … & Chisele, S. (2015). Population-level scale-up of cervical cancer prevention services in a low-resource setting: development, implementation, and evaluation of the cervical cancer prevention program in Zambia. PLoS One, 10(4), e0122169.
Tarini, B. A., Zikmund-Fisher, B. J., Saal, H. M., Edmondson, L., & Uhlmann, W. R. (2015). Primary care providers’ initial evaluation of children with global developmental delay: a clinical vignette study. The Journal of pediatrics, 167(6), 1404-1408.
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