Developmental Disorder in Children 1
DevelopmentalDisorder in Children
DevelopmentalDisorder in Children
Neurodevelopmentaldisability or disorders are brain conditions that affect childrenduring their early stages of life. This is normally before the childgets to the elementary school, and develops throughout theindividual’s life. This brain conditions interfere with a person’smemory, social life, learning ability, and their ability to controltheir emotions. Examples of neurodevelopmental disorder symptomsinclude cerebral palsy, autism, attention deficit, language disorder,communication problems, genetic disorders, Down syndrome,schizophrenia, and learning problems (Farran,2012).In addition, it is good to note that a person may suffer frommultiple disorders. Teachers are people who educate our children inschools. They face different challenges such as being able to dealwith children from all sorts of background and with different issues.Some of the issues may be from home, school or other students. Fromthe interview, it is clear that teachers play an important role toensure that students are able to learn despite their disability.
Studentshave different primary needs in life for them to be able to learn. .These are the need to feel loved and belonging in the society.Secondly, the needs to have the final say about their destiny.Thirdly, students need to express themselves and have fun. Fourthlyis student need to feel that they are important and worth in thesociety. Lastly is the need to feel that we have the freedom to makechoices and that we are independent. When student primary needs aremet they are bound to perform well in school. However, if teachersignore this fact, their efforts on the students will fail and willhave themselves to blame. This is because teaching is a verychallenging profession. It is important that each child’s needs bemet to create a conducive environment for learning. This needsinclude the fact that the children need to feel accepted in school byboth the teachers and fellow student. Example of the needs includefeel safe being in their classroom. In addition, they loved, theycount in the class, are valued, competent, belonging, content,cooperative, supported, entertained, engaged in the different classactivities, part of the community and self-actualized.
Specialneeds refer to things that with children with disability are not ableto do that normal children of their age are able to do. This specialneeds bring problems and worries to their parents, and makes themlook for alternative ways to meet these needs. Despite the fact thatevery child has unique weakness and strength, children with specialneeds have some issues that tend to look familiar among them. Forexample, they have problems with learning and dealing with peoplearound them. Children with special needs portray differentcharacteristics, for example, some of the children suffer from lowachievement. They have limited writing and verbal skills. Thesechildren are slow in learning. Sometimes teachers overlook someareas that they have abilities or talents. They prefer to receivehelp from a normal class setting. They have high rating in numbers ofdrop out students compare to the regular children without disability.
Inaddition, special need children need some modification in the wayclass instructions are set. They often get easily distracted inclass. They have poor listening skills. Some of them do not haveinterest in class work. Some of the students prefer tangible lessonsinstead of intangible ones. They experience some tension whenmingling with others. Some of them constantly require an adult’sapproval. During employment, some of them have problems securing ajob or maintaining it (Farran, 2012). Some of the students performbetter outside rather than inside of the school compound. Otherstudents are stereotype themselves. Most of them only meet theirteacher’s expectation in anything they do in school, which is doingonly what they are asked to do. They respond well to active learningtasks compared to passive tasks.Some do not respond to disciplinethat is given to them. They sometimes have problems with theteachers and fellow student. They suffer from low self-esteem. It isnot easy to detect their disability until when they start school. Inaddition, they face issues with managing their time.
Themedical implication of children with special needs vary. This isbecause of the different problems they are facing and the differentlevel or stage of the disease they have reached. Theneurodevelopmental disorders are long-term conditions and have severeproblems. They may affect the person physically, mental or in somecases the child may suffer from both physical and mental conditions.They are lifetime conditions and may affect the child’s daily life.Often there is no cure for the condition. However, neurodevelopmentaldisorders symptoms can be reduced through treating them. Thetreatment of neurodevelopmental symptom involves either occupational,speech or physical therapy. In addition, the child can be helpedthrough psychological counseling and attending classes for specialeducation programs. There are many psychological implications thataffect both the child and the family members of a patient withNeurodevelopmental disorder. First is the need for the parents toadjust to the new condition in the family. The other effect is whenthey have to make critical judgments about the child during thedifferent stages of growth in their life (Fisher& Frey, 2012.The family and the child may suffer from isolation by friends,classmates, relatives, and the society in general. The effect ofthese condition on the child may cause some of the family members tofeel exploited financially, guilt, fear that they might be affected,embarrassed and even some of the family members or the patient mayfeel neglected.
Thereare different barriers that children with disabilities go through inclass and school. It is important to be able to set good environmentfor them. Good school environment make children feel valued. Feelfree to express their opinions and thoughts. It will make themdevelop the desire to continue learning and be motivated through theappraisals obtained from the teacher. It will help them get involvedin extra curriculum activities.
Thereare different roles for teachers in schools. However, for childrenwith disabilities the teachers have more work to do. For example,when asking questions the teacher should give more clarity to thequestion. After which, the teacher should ask the children to explainhow they understood the question (Fisher& Frey, 2012). The teacher should reduce the work the children with special needsshould handle in a day. The teacher can provide copies to thestudents for the lesson of the day before hand. They should worktogether with parents and the student to know how there students arefaring on. Try to have personal relationship with the students todevelop confidence and trust with each child. It is the duty of theteacher to do their best and find out what students are good in andcapitalize on it. Use different facilities and equipment to aid andmake the student desire learning. Organize out of class activitiesthat the students can be able to participate in (Fisher& Frey, 2012). The teacher should find ways to motivate children to do theirclasswork and homework.
Thereare different activities that children with disabilities can be ableto do with their teachers. For example, they can go out for picnics,educational tours, have meetings and debates among themselves. Playwith different color toys, they can be able to be involved in schooldrama and publication of the school magazine, they can take walkswith the students, watch and listen to different educationalprograms (Fisher& Frey, 2012). In addition, they can create different things using differentmaterials together.
Fromthe above I have strongly learnt that disability is not inability.Some disabilities are permanent while others are not. However, thisdoes not mean that children with any form of disability are not ableto do different things that normal children of their age group do.The only thing that they need is to be given a chance, patience andmore time to do it. I have learnt that without patience teachers thattrain children with special needs would give up. Interestingly bothparents and teachers of children with disability should be willing towork together for the betterment of the child. Lastly, as much asneurodevelopmental disorder does not have cure. People and childrenwith this disorder get some treatment for symptoms that they have.
Farran,E. (2012). Neurodevelopmentaldisorders across the lifespan aneuroconstructivistapproach.Oxford: Oxford University Press.
Fisher,D., & Frey, N. (2014). BetterLearning Through Structured Teaching: A Framework for the GradualRelease of Responsibility.
Hulme,C., & Snowling, M. J. (2013). DevelopmentalDisorders of Language Learning and Cognition.Chicester: Wiley.
Vargo,F. E. (2015). Neurodevelopmentaldisorders: A definitive guide for educators.
Mayesky,M., & Mayesky, M. (2015). Creativeactivities and curriculum for young children.