Lifelong Learning and Developmental Disabilities - Essay Example

?Lifelong Learning Some children are born with exceptional demands. Unlike others, they need more assistance in successfully going through the different stages of development. Hence, their systems of education require teamwork of diverse institutions. In a community, it is innate to tap resources from possible sectors to support other members. This paper specifically delves into developmental disabilities and the lifelong issues related to it. Developmental disabilities affect an individual’s existence in various aspects such as physical, cognitive, social, and emotional. These are disabilities that have manifested before age 22. It may be present at birth or have been caused by any kind of trauma or sickness. The consequences involve a lag between the affected person’s traits or abilities and the standard aptitudes. Some causes are nutrition problems, brain injury, and drug abuse. Regarding diagnosis, the symptoms commonly appear within infancy stage. Delays in the different developmental stages must first be referred to specialists such as pediatricians. One of the tests usually employed in diagnosing is Battelle Developmental Inventory (Hughes, 2012). Different skills like communication, motor, and adaptive are evaluated. The findings should also be confirmed by several experts. Early intervention is crucial in overcoming or lessening the severity of delays. Therapies are usually more helpful if utilized promptly. For instance, as much as 50% of children with ASD (Autism Spectrum Disorders) can be ready for inclusive education due to early intervention (Blessing, 2012). Common therapies are physical, occupational, and speech. Other kinds of therapies that may be useful are play, music, water, and many others. The main priorities for intervention are the main aspects in a person’s development such as physical, cognitive, communication skills, social and emotional, as well as self-help and independence skills. Plans of actions are established to cater to the milestones in the different areas like eating independently, completing puzzles, having basic vocabulary or sign language, identifying emotions, and walking up and down the stairs. The progress in the aforementioned dimension will significantly help the child adapt to the general challenges in the society. The government has educational programs conceptualized for learners with specific needs. “Young children who qualify for special education are entitled to free, appropriate, public education (FAPE)” (p.5). Moreover, a least restrictive environment (LRE) is provided to maximize learning. Hence, exceptional learners can study at home or in other community areas where they can comfortably study. Appropriate learning aids are also used in respect to their availability in the community. For instance, a tutor may visit the home and coordinate with other kinds of service providers. The progress will be then regularly reported to the family and other individuals involved. Furthermore, the Individualized Education Program or IEP and Individualized Family Service Plan or IFSP are used to fit the curriculum to the child. This way, children with unique ways of learning will have optimal support and opportunity to improve. Furthermore, there are services for the young exceptional learner. Early intervention services must be coordinated with the other staff providing assistance. One of the most common services is “Head Start”. It benefits children from financially disadvantaged standings (Hardman, 2011). It was originally founded in 1965 as a summer school that intended to help children cope with their academics. The program expanded over the years. At present, head start offers scholarships to deserving children with special needs. There are also non-government organizations that are active in providing service. Most assistance is grounded on inclusion and self-empowerment. The goal of the groups is not just to give support but to also guide the children to help themselves. Day services otherwise known as day centers provide preparation life skills. Self-help expertise such as grooming and cooking are emphasized. Several external activities like shopping, going to church, socializing with others, and going to the park are integrated as well. Transitional programs aid in facilitating gaps between the past or present and forthcoming milieu. To help children adjust to changing environments and expectations, much assistance is required. Plans concerning their weaknesses and strengths must be taken into consideration. It is essential to guide young special learners as they practice how to go about with their routines in the future. IFSPs and IEPs have integrated strategies concerning transitions. The programs are a result of collaborations between the child, his primary caregivers, educators, and therapists. Goals such as sustained learning are specified. For instance, community field trips are essential in letting children see the variety of the people and the atmosphere in different settings. A visit to a child’s future school is likewise significant in letting adjustment take its place. The expected outcomes encompass the enablement of the children to be able to cope with the expectations and unfamiliarity of the new environment. With the transitional programs, young learners should be competent enough to independently leave their past setting and be ready to embark on a new experience in a different stage of their lives. They will realize that change is a part of existence. As fully functioning individuals, they can positively address modifications in their anticipations. Furthermore, they can comprehend that they need to adapt to these alterations to persist as members of the society. “Assessment practices have been and are likely to continue to be, a well-integrated part of early intervention and early childhood special education. While our field has sometimes adopted approaches to assessment that seem at odds with best practices, most assessment practices used with young children and their families are intended to provide and contribute directly to intervention design and evaluation” (McConell, 2000, p. 43). Evaluations are crucial to ascertain the needs and assets of the individual. Furthermore, a diagnosis can give way to suggested mediations and other kinds of documented support. Concerning strengths, a number of interventions result to significant improvements. When assessed early and dealt with ample intervention, children with disabilities can be prepared to join mainstream education and participate in a wide array of activities. As for weaknesses, several families get impatient when waiting for concrete results. Therapies usually take a long period of time to entail apparent changes. Moreover, progress is relevant to the support from significant members of the community. In addition, some parents cannot afford to pay for certain kinds of services. Many children do not get assessed because of expensive fees. Certain therapies have also been discontinued due to insufficient financial sources. The interventions may be strengthened by engaging in intensive and continued assessment of progress. This way, the efficiency of the programs may be closely monitored. In conclusion, catering to children with special needs engage coordination of several organizations and individuals. Communities need to be prepared in including the minority in their particular happenings. Overtime, advocacies have become more dynamic. Still, there are some populations that need to be educated regarding individuals with special needs. To fully offer lifelong succor to young children with distinct needs, long term plans from the whole community is vital. Reference List Blessing, M. (2012). What are the priorities for early intervention? eHow.com. Retrieved from http://www.ehow.com/info_8317862_priorities-early-intervention.html Hardman, Michael et all. (2011). Human Exceptionality: School, Community, and Family .New York, NY: Cengage Learning. Huges, M. (2012). Diagnosis of developmental disabilities. eHow.com. Retrieved from http://www.ehow.com/facts_5523266_diagnosis-developmental-disabilities.html Kolberg, J. (1999). Early childhood special education for children with disabilities, ages three through five: Program evaluation. North Dakota: Targeted Services Division. McConell, S. (2000). Assessment in early intervention and early childhood special education: Building on to the past to project to our future. Topics in Early Childhood Special Education. 20(1), 43-48. Read More