Children with Special Needs Flashcards
what is child development?
The process by which each child evolves from infancy to adulthood:
Gross motor skills
Fine motor skills
Speech and Language
Social, Personal, Activities of Daily living
Performance and Cognition
features of normal development
a constant pattern sequential acquisition of skills median age vs limit age genetic factors environmental influences
what is developmental delay
‘Developmental delay is present when functional aspects of the child’s development in one or more domains (motor, language, cognitive, social, emotional) are significantly delayed compared to the expected level for age’
discuss global developmental delay vs learning disability
‘Global developmental delay’ (GDD)
Performance below 2SD below mean of age appropriate,
norm-referenced testing
GDD vs Learning disability
A learning disability is a significant impairment in intellectual functioning and affects the person’s ability to learn and problem-solve in their daily life.It has nearly always been present since childhood
how may a child with a learning disability present?
routine health surveillance children with identified risk factors parental concern professional contact: nursery opportunisitic health contact the UK health child programme
how may you assess development of a child?
hx and exam prenatal, perinatal and postnatal events developmental milestones the red book environmental, social and family hx video recordings of child observation in clinic/other settings
primary care assessment tools for learning disability
ASQ (ages and stages questionnaire)
PEDS (Parents evaluation of developmental status)
M-CHAT (Checklist for autism in toddlers)
SOGS-2 (Schedule of Growing Skills)
how can you quantify developmental ablities?
all areas of development are age appropriate
delay - global or isolated
disorder - abnormal progression and presentation e.g. autism
regression - loss of milestones
schedule of growing skills
information of child’s development across a range of areas
0-5 yrs
9 key areas
separate cognitive score can be derived
secondary care assessment tools for development
Griffiths mental development scales
Bayley scales of infant development
Wechsler preschool and primary scales of intelligence
red flag symptoms for development
Loss of developmental skills Concerns re vision Concerns re hearing Floppiness No speech by 18-24 months Asymmetry of movement Persistent toe walking Head circumference >99.6th C or < 0.4th C
Negative red flag symptoms for development
Sit unsupported by 12 months
Walk by 18months (boys) or 2 years (girls): Check creatinine kinase
Walk other than on tiptoes
Run by 2.5 years
Hold objects in hand by 5 months
Reach for objects by 6 months
Points to objects to share interest by 2 years
common developmental problems: motor
delayed maturation
cerebral palsy
developmental coordination disorder
common developmental problems: sensory
deafness
visual impairment
multisensory impairment
common developmental problems: language/cognitive
specific language impairment
learning disability
common developmental problems: social/communication
autism
asperger syndrome
elective mutism
why investigate developmental issues in children?
The family gains understanding of the condition, including prognostic information
Lessens parental blame
Ameliorates or prevents co-morbidity by identifying factors likely to cause secondary disability that are potentially preventable
Appropriate genetic counselling
Accessing more support
Address concerns about possible causes e.g. events during pregnancy or delivery
Potential treatment for a few conditions
MDT in child development issues
developmental paediatrician SALT OT/PT psychologist social worker geneticist
effects on the family of having a child with learning disability
emotional social isolation financial implications implication for siblings wider family
evaluation of developmental problems
is there a problem? global or single field? delay, disorder or regression? aetiology co-ordinatioin of care and support problem based approach
local services for developmental problems
community paediatric clinics
child development teams
MDT assessment
therapy services
what is additional support needs?
A child or young person is said to have ‘additional support needs’ if they need additional support with their education.
Additional support can mean any kind of educational provision that is more than, or very different from, the education that is normally provided in mainstream schools
why ASL?
“To ensure the development of the personality, talents and mental and physical abilities of that child or young person to their fullest potential
why may a child need ASL?
A child or young person may need additional support for a number of different reasons, for example:
Difficulties with mainstream approaches to learning
Disability or health needs, such as motor or sensory impairment, learning difficulties or autistic spectrum disorder.
Family circumstances e.g. young people who are carers or parents.
what is personal learning planning?
a way of thinking about, talking about and planning what and how a child learns. It’s also a way of assessing their progress and acting on the results of that assessment.
what is individualised educational plane?
IEP is a detailed plan for a child’s learning. It contains some specific, short-term learning targets for the child and will set out how those targets will be reached.
Targets are:
SMART
In some areas these plans are called additional support plans or individual support plans.
Not legal documents
what is a co-ordinated support plan?
A CSP is a detailed plan of how child’s support will be provided. It is a legal document and aims to ensure all the professionals who are helping the child, work together. It also helps ensure that everyone, including parents and the child, is fully involved in that support.
For children in local authority school education and needing significant additional support.
Complex or multiple needs
Needs likely to continue > 1 year
Support required by > 1 agency
long term outlook for children with developmental issues?
depends on the nature of the problem
acquisition of skills
social and emotional needs
personal attributes, family, social surrounding and level of care received
