Children, Ages 3-5: Common Disabilities

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" (Smith & Segal, 2014).

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 developing and maintaining relationships with age mates Lack of interest in sharing achievements and enjoyment with peers Lack of emotional and social reciprocity Inadequate speech, with no incentive to improve Inability to instigate and sustain a conversation with peers Unwillingness to play Difficulty adhering to routines Consistent motor manners, for instance, persistent finger-twisting or flapping Consistent pre-occupation with objects 4 Importance of Family Involvement in Educational Settings for Children With Disabilities Family instills in a child, the need to achieve more, even from a different setting Family creates a lasting and direct impact on a child's competence development Family engagement builds and sustains valuable ECP-family relationships Family involvement helps in the formulation of guidance strategies that suit a child best Allows for care provider-family negotiations and the development of shared goals in relation to the education and guidance of a child A family is the most influential source of support a child can have.

It has a tendency to create a lasting and direct impact on a child's "learning and development of social competence," because a child identifies with their family members, and begins to appreciate the similarities therein, as opposed to the differences (Adams & Baronberg, 2010). Family involvement, moreover, instills in a child the need to achieve more, even from a different setting, and makes the child more comfortable in new environments (Adams & Baronberg, 2010).

Family engagement also helps in the building and sustenance of valuable ECP-family relationships, thereby making families more active players at the very onset of their children's education (Adams & Baronberg, 2010). Family involvement significantly helps care providers to formulate a child's guidance strategies, because through it, a provider is able to acquire valuable information regarding a child's background and the goals a family has set for their child, and thereby select that.