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CE-240-
Learning Disabilities
Characteristics
Difficulty pronouncing words.
Trouble learning to do snaps, zippers, buttons, and tying shoes
Difficulty controlling scissors, pencils and crayons, and coloring between two lines
Trouble sticking to routines and following instructions
Trouble rhyming
Difficulty mastering shapes, colors, numbers, and days of the week
This term encompasses a range of learning problems that have little or nothing to do with motivation and intelligence (Kemp, Smith & Segal, 2013). Children struggling with learning disabilities could, therefore, be as capable or intelligent as other children, but would usually "see, hear and understand things differently" (Kemp, Smith & Segal, 2013). This as the authors further point out makes it quite challenging for such children to process, and put to use, new information (Kemp, Smith & Segal, 2013). Learning disabilities range from struggling with reading and spelling, to difficulty in understanding math (Kemp, Smith & Segal, 2011).
The main types of learning disorders are "dyslexia, dyscalculia, dysgraphia, dyspraxia, dysphasia, auditory processing disorder, and visual processing disorder" (Kemp, Smith & Segal, 2011). Among these, only dyslexia is associated with children aged between three and five; the rest mostly affect older, school-going children. The general characteristics of learning disabilities displayed by preschoolers include (Kemp, Smith & Segal, 2013);
Difficulty pronouncing words.
Trouble learning to do snaps, zippers, buttons, and tying shoes
Difficulty controlling scissors, pencils and crayons, and coloring between two lines
Trouble sticking to routines and following instructions
Trouble rhyming
Difficulty mastering shapes, colors, numbers, and days of the week
It would be prudent to mention, at this point, that it is quite normal for children of this age to display these difficulties from time to time. Action should only be taken if the child's "ability to master certain skills" is consistently uneven (Kemp, Smith & Segal, 2013). Moreover, the aforementioned difficulties could also be as a result of either of the other two disabilities (Kemp, Smith & Segal, 2013).
2
ADHD (Attention Deficit Hyperactivity Disorder)
Characteristics
Inattentiveness
Hyperactivity
Impulsivity
This is a common disorder that hinders a child's ability to "inhibit their spontaneous responses -- responses can involve anything from movement to speech to attentiveness"...
So, instead of punishing or terming as 'ill-behaved' a child with the habit of blurting "out inappropriate comments at inappropriate times," it would be beneficial to first assess the likelihood of ADHD by observing their behavior across all situations; at home, in class, during play, during meals, etc. (Smith & Segal, 2014).
The key characteristics associated with ADHD are; inattentiveness, hyperactivity, and inattentiveness - each with a different set of symptoms (Smith & Segal, 2014).
Symptoms of Inattentiveness
Lack of attention to detail
Frequent careless mistakes
Easy distracted; difficulty maintaining focus
Trouble following directions and remembering things
Easily bored
Frequently misplacing toys
Symptoms of Hyperactivity
Constant squirming and fidgeting
Constant movement; inappropriate running or climbing
Excessive talking
Trouble relaxing and lying quietly
Hot temper
Trouble sitting quietly
Always 'on-the-move'
Symptoms of Impulsivity
Difficulty waiting for their turn in games or in line
Frequently interrupting others
Intruding on other children's games
Having frequent anger outbursts
Saying "the wrong thing at the wrong time" (Smith & Segal, 2014).
The presence of these symptoms is not, however, a guarantee for ADHD; certain medical conditions, behavioral and psychological disorders, traumatic experiences and learning disabilities could have the same symptoms. Professional advice should be sought to rule these out, before any treatment is advanced (Smith & Segal, 2014).
3
Autism
Characteristics
Difficulty applying multiple non-verbal cues
Difficulty developing relationships with peers
Lack of interest in sharing with peers
Lack of emotional and social reciprocity
Inadequate speech; no incentive to improve
Inability to sustain a conversation with peers
Unwillingness to play
Difficulty adhering to routines
Consistent motor manners
Consistent pre-occupation with objects
This refers to "a pattern of differences in a child's development that affects socialization, communication, play and behavior" (Autism Society of Los Angeles, 2014). The characteristics of autism displayed by children aged between 3 and five are;
Difficulty applying multiple non-verbal behaviors concurrently
Difficulty…
References
Adams, S. & Baronberg, J. (2010). Importance of Family Involvement. Education.com. Retrieved from http://www.education.com/reference/article/importance-family-involvement/
Autism Society of Los Angeles. (2014). Ages 3-5 - Transition to School. Autism Society of Los Angeles. Retrieved from http://autismla.org/The-Autism-Journey/Ages-3-to-5.htm
Kemp, G., Smith, M. & Segal, J. (2013). Learning Disabilities and Disorders. Help Guide. Retrieved from http://www.helpguide.org/mental/learning_disabilities.htm
Smith, M. & Segal, R. (2014). ADD/ADHD in Children. Help Guide. Retrieved from http://www.helpguide.org/mental/adhd_add_signs_symptoms.htm
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children in the U.S. has a learning disability and nearly 3 million have ADHD. Most of them are between the ages of 5 and 21, males whose mothers have less than 12 years of education, of poor health and socio-economically disadvantaged. One in every 25 or 30 school children in one classroom will have a learning disability. Learning disabilities also persist for a lifetime. At present, these affected children