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Developmental Delay Handout
Alexa Palmer
Sarah Schrock
Developmental Delay
September 17, 2012
Description:
The Federal
Definition of Developmental Disability is
“a severe, chronic disability of an
individual 5 years of age or older that:
1. Is attributable to a mental or physical impairment or combination of mental
and physical impairments.
2. Is manifested before the individual attains age 22.
3. Is likely to continue indefinitely.
4. Results in substantial functional limitations in three or more of the
following areas of major life activity:
(i) Self-care;
(ii) Receptive and expressive language;
(iii) Learning;
(iv) Mobility;
(v) Self-direction;
(vi) Capacity for independent living; and
(vii) Economic self-sufficiency.
(i) Self-care;
(ii) Receptive and expressive language;
(iii) Learning;
(iv) Mobility;
(v) Self-direction;
(vi) Capacity for independent living; and
(vii) Economic self-sufficiency.
5. Reflects the individual's need for a combination and sequence of special,
interdisciplinary, or generic services, supports, or other assistance that is
of lifelong or extended duration and is individually planned and coordinated,
except that such term, when applied to infants and young children means individuals
from birth to age 5, inclusive, who have substantial developmental delay or
specific congenital or acquired conditions with a high probability of resulting
in developmental disabilities if services are not provided."
Important Note: Though the above definition is important,
it is vital to know that Developmental Disability is not exactly the same thing
as Developmental Delay. Developmental Delay is often used in educational
settings when a child between the ages of 3-9 is in need of services, but does
not fall into another Special Education category. The age range of
developmental delay is also important. This brings us to the next definition.
The IDEA Definition of Developmental Delay is:
“Child with a disability
for children aged three through nine (or any subset of that age range,
including ages three through five), may…include a child—
1.
Who is experiencing developmental delays as defined by the State and as
measured by appropriate diagnostic instruments and procedures in one or more of
the following areas: Physical development, cognitive development, communication
development, social or emotional development, or adaptive development; and
2. Who, by reason thereof, needs
special education and related services.” (NICHCY, 2012)
Characteristics:
Significant delay (there is a wide
variation in the definition of this state to state, but is commonly includes 2
standard deviations below the mean in one of the following areas, or 1.5
standard deviations in two of them) in these areas: Physical Development,
Cognitive Development, Communication Development, Social/Emotional Development,
or Adaptive Development.
Adaptive development is the
ability for self-care, such as dressing oneself, etc.
Characteristics vary from child to child; some children may exhibit only
one delay, whereas others can show two or more. The use of Developmental
Milestones is helpful in assessing if children may have a Developmental Delay.
Suggested Learning Strategies:
·
Know the child!
o Because each child is different, has different needs, it is important that
we know the children well so we can better understand their needs. If the child
does have a developmental disability, we must know in which area they may need
extra assistance. The same disability can differ for each child.
·
Fine and gross motor skills development:
o There are many things a child who struggles with motor skills can do to
learn, such as using scissors, crayons, beads, balls and puzzles. It is
important to allow them practice with many such things.
o There are also social games that can help with both motor skills and social
development, like hop-scotch and the hokey-pokey.
·
Literacy, cognitive, and communication
development:
o Literacy development can be enhanced by having many literature materials
available to look at, such as books and magazines
o For all three, we can share storytelling time, drawing, and using wordplay
o Also for all three, plus some mathematics, we can play store with children.
·
Social/emotional development:
o In this area, playing social games such as charades, bingo, and board games
can be useful. These games include strategizing and taking turns.
o The children could role-play, and show one another how to react in
different situations.
·
Adaptive development:
o For adaptive development we can implement things like hand-washing strategies,
and encourage work with common clothing items like zippers, ties and buttons.
·
Assisting caregivers and families in
increasing interaction with their children:
o If possible, there can be field trips, such as too the zoo, the library,
the park, a playground, etc.
o Parents and caregivers can share books with their children and read
together.
o Whenever possible, it’s good to have discussions and share in different
areas of interest with the child.
Additional Resources:
This is a non-profit organization with a mission statement that considers
the whole child, using both conventional and holistic methods.
This website has information on developmental delays, as well as
developmental milestones in different age ranges.
This website has information about eligibility, screening, and getting help
for children with disabilities, with other information on developmental delays.
This is the
Developmental
Disabilities Assistance and Bill of Rights Act of 2000, for the actual legal
information and rights. The federal definition above is from this act.
References:
(2011). Council for
Exceptional Children. Retrieved from http://www.cec.sped.org/am/template.cfm?section=Home
(2012, March). National
Dissemination Center for Children with Disabilities. Retrieved from http://nichcy.org/disability/specific/dd
Friend,
M., Bursuck, W. D., (2012). Including Students with Special Needs: A
practical guide for classroom teachers.
New Jersey: Pearson Education
Inc.
My Child Without Limits Advisory Committee (2009,
November). My Child Without Limits. Retrieved from http://www.mychildwithoutlimits.org/?page=developmental-delay
National Joint Committee on Learning
Disabilities (2006). Learning
Disabilities and Young Children: Identification and Intervention. Retrieved from http://www.ldonline.org/article/11511/
Shackelford, J. (2006,
July). State and Jurisdictional Eligibility Definitions for Infants and
Toddlers with Disabilities Under IDEA.
Retrieved from http://www.nectac.org/~pdfs/pubs/nnotes21.pdf
Administration on Intellectual and Developmental
Disabilities. (2000, October 30). Administration for Children and Families.
Retrieved September 2012, from US Department of Health and Human Services:
http://acf.hhs.gov/programs/add/ddact/DDACT2.html
Zachry, A., Gromisch, E. (2011, July 30). Helping Students with Developmental Delays Through Play. Retrieved from http://www.brighthubeducation.com/special-ed-inclusion-strategies/122327-therapeutic-play-activities-for-students-with-developmental-delays/?cid=parsely_rec
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