Some specialists give parents suggestions for activities at home, depending upon the needs of the child. In certain instances, families choose private intervention, particularly if the schools do not provide services in the early childhood years. Others will be placed on a “watch list” and their learning will be monitored. In other instances, a specialist might go into the classroom or kindergarten to assist the child with those areas of learning which appear to be most difficult. Some children may be placed in a developmental class where they can receive supplemental help, whereas those with milder problems may be seen individually for assistance. A comprehensive evaluation which includes a developmental history, tests for mental ability, oral language, pre-academic achievement, perceptual-motor skills, various cognitive processes and behavior is helpful in order to obtain an overall profile of strengths and weaknesses, and in order to make recommendations. When problems persist, parents may discuss their concerns with physicians, educators, or specialists in fields such as learning disabilities, occupational therapy, or speech/language pathology. Some have no problems until they enter school, though indications of pre-academic weaknesses may be evident. Some have difficulty processing language, whereas others have problems with nonverbal skills such as interpreting facial expressions, learning to play, or dress themselves. Some have difficulty processing auditory information while others have problems with visual tasks.
The symptoms associated with learning disabilities vary. Symptoms Associated with Learning Disabilities Their learning and behavior is less predictable than normally achieving children, and generally different from children who are delayed in all areas of development. Some children with learning disabilities find these seemingly natural, every day skills difficult to learn, even with good stimulation.
Parents engage in these activities so naturally that they do not even think of them as instruction, and yet, this training, social interaction, and stimulation are crucial for learning. And many parents provide the basis for early reading, writing, and mathematics skills by reading stories, reciting the alphabet, coloring, copying letters, writing simple messages, and playing counting games.
Good social questions for children with special needs how to#
Often they teach their children how to throw a ball and ride a bike. Parents teach self-help skills such as dressing, buttoning, and tying.
Much of the learning during this time occurs without formal instruction however, most parents teach their children informally as they encourage them to notice things in the environment, as they label objects, and as they guide certain social skills, appropriate behaviors, and manners. Children change from almost complete dependence to relative independence in a few short years. The early childhood years are particularly important because learning typically occurs so rapidly. However, youngsters with special needs often require more understanding and support, not only from parents and teachers but from siblings. New and unexpected problems may arise as they do with all children. Like all parents, they need to consider the delicate balance between providing too much or too little assistance for the child‒a balance between under and over expecting what the child can do independently.Understanding the child’s needs takes time because needs change with age and with expectations at home, in social settings, and in school. Generally, the first step is to try to understand the child’s difficulties and to consider how these weaknesses might impact on self-help skills, communication, discipline, play and independence however, above all, we encourage them to focus on the child’s strengths in order to build self-esteem and to help them become an integral part of the family.
Many parents of young children with learning disabilities ask what they can do at home to help their youngsters.
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