Abstract This text seeks to familiarize Early Childhood Professionals with some of the most common disabilities affecting children aged between 3 and 5 years. In so doing, it will amongst other things discuss three of these disabilities and highlight their characteristics. Further, it will also discuss the relevance of familial involvement in education settings for kids suffering from various disabilities. ECP-parent partnerships will also be discussed.
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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).
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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).
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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
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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).
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