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Discuss Three Developmental Domains In Which A Child Who Have A Visual Impairment

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1. Discuss three developmental domains in which a young child who has a visual impairment may be at risk. Identify one strategy you could use in each area to assist the child in achieving his or her full potential. Cognitive, social emotional and fine/gross motor are the three developmental domains I will discuss. A child who has a visual impairment, have some vision. In other words, meaning their vison cannot be corrected to normal vision. (Raver, 2009) Therefore, vision impairments can cause a child to be delayed in their cognitive development. Therefore, a child has to comprehend and understand the concepts of their environment. Educators and parents have to be patient and responsive to a child with a visual impairment. They learn from repeated and frequent interactions. Teaching a child about height using auditory and tactile learning. The lower level can be a soft sound while the high level is a big bang. This could be a strategy used to assist cognitive development. …show more content…

A child with a visual impairment could be at risk for a social behavior differences. (Raver, 2009) Children who are visually impaired at times play alone, because they wait for their peers to interact with them. Therefore, peer grouping and teaching a child to turn head when name is being called can assist with social interactions. Fine and gross motor skills can be hindered due to a child’s vision, putting them at risk. Therefore, when assisting a child who has a visual impairment try using guidance. Examples would be gently moving child’s elbow, wrist or shoulder, allowing child to still be in control. (Gould & Sullivan,

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Hearing (with their ears) – babies are able to hear from the minute they are inside the womb. A baby is able to identify the voice of their mother but it may take up the six months before they can fully hear. children use there hearing senses to listen to and recognise sounds I.E birds singing, animals and many other things. They can pick up on names, new words and instruction’s they may have been given. You could encourage the children to experiment sounds by tapping on objects and listening to the different sounds that are produced.

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17) outline four key principles, which underpin the concept of child-centered practice. In order to better understand Joe’s circumstances these principles will be discussed relative to professional interpretations and the informing of practice. Firstly, relative to the recognizing of developmental time frames, concern may be raised in relation to Joe. For instance, Joe has long recorded issues concerning development, namely a global developmental delay, a visual impairment and mobility difficulties. However, Glasgoe (2005, 173) explains that children with known special needs are often outside of developmental time frames for children of a similar age, thus it can be said that Joe’s unusual developmental abilities may be attributed to his existing documentation of special needs.

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Also, he needs to visit a psychiatrist consequently for his behavioral problems. I should assess his thinking skills including, orientation, memory, attention, concentration, judgment, and getting involved in community activities. I should work with Gray on underlying skills such as, stretch, balance and trunk control. I might assess his sensation to light, touch and noise. I should refer him to an optometrist to assess his

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Others might have trouble with certain skills such as daily living skills ranging from doing laundry and cleaning the house to dressing themselves. Most children are struggling academically in several subjects such as writing, mathematics, reading, art, and so on. Also, some children are very sensitive to certain things around them such as enormous crowds and lights

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1.2 What are the typical impacts of these on children and young people? Majority of the disable people may lead to experience the adulthood transition differently towards the non-disabled peers. It is true that with possible restriction imposed on their routine schedule; especially the ones that are disabled in childhood might be more insulated from peer effects and less towards getting engage in risky actions (Kirk, 2008).

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Learning disabilities affect the brains ability to receive and process information. It also affect the brains ability to store and respond to communicate information. Learning disabilities are separated into different categories such as autism, hearing impairment, speech or language impairment, traumatic brain injury, visual impairment, and many more. “Learning requires the integration of a number of physiological and psychological processes and the acceptance of a specific set of values” (Hirsch, 459). Learning disabilities are not just based on genetic inheritance but can also be caused by environmental situations.

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Their brain may see what is going on in the world sometimes as confusing and difficult to understand. This may make then have outburst of unwanted talking, become caught up in there on world, and unwilling to talk to others. These enable kids to have less social lives and fewer friends. When your brain is scattered you have trouble learning and processing things either quickly or properly. For example kids who are learning words for the first time if their brains have a developmental issue than their memory could have issues as well.

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Cognitive abilities enable children to process the sensory information that they collect from the environment. According to Wood, Smith and Grossniklaus (2012), Piaget defined cognitive development as the progressive reorganization of the mental processes that results in biological experience and maturation. As numerous researchers have explained, children normally undergo many changes from birth to adolescents, most of them being growth related. According to Cook (2005), the changes in thinking is what researchers call cognitive development. In toddlers, cognitive development is observed through the early use of tools and objects, the child’s behavior when objects are moved in front of them and their understanding when objects and when people are in their environment.

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Children with hyperopia are not always easily recognized. To start with, hyperopia is a mild visual impairment whereby people are only able

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Part C - Disability affects development and learning because disability affects children's development in different ways. That can be physically and sensory, social, emotional and behavioural and learning or cognitive. So say a child with Hearing impairment affects language and communication in that they may struggle to understand words in a book and get stressed at trying to read aloud.

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This disorder includes perceptual disabilities, minimal brain injury, dyslexia, developmental aphasia (Hallahan, Kauffman and Pullen, 2012). Having a learning disability is very common. The number is just below 5% in the children between the ages of 6 and 17. Mrs. Crowley, some of the causes of a learning disability are neurological factors like the central nervous system dysfunction. He may already show signs of distraction, hyperactivity or perceptual disturbance.

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In the article “Learning Disabilities and Disorders: Types of Learning Disorders and Their Signs”, teaches you how to know and observe if a child has a learning disability and/or disorder and ways to treat these difficulties that your child is facing. In the article it teaches you the meaning of a learning disability and disorder, how it revolves around the difficulty to learn how to read, write, speak, math etc. It describes the signs and symptoms of learning disabilities and disorders. After this section of the article, it gives a general signs and symptoms when a child is in preschool, ages 5-9 and ages 10-13. After when the section is done, it talks about problems with reading, writing, and math with some vocabulary that you may or may

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This is not the case, although there can be an overlap between the two they are not the same thing. When we talk about a child being Disabled we are talking about them having a physical impairment that hinders them or a mental impairment, and although both of these can lead to developmental delays it does not mean a child has special educational needs. “research suggests that about 6-7% of children are disabled. Children and young people with the most complex needs will require specialist services. They will require support with their health, education or physical, intellectual, emotional, social or behavioural development due to disabilities including: • Multiple and complex health needs or chronic illness • Sensory impairment such as hearing loss, visual impairment or deaf/blindness • A significant and long term learning difficulty • A physical disability • Autistic spectrum disorder • A severe communication disorder, or • A

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The first domain is physical, the physical domain is the Child's movement or the development of their body. Next is their cognitive development, which includes their thinking and problem-solving. Many resources allow children to gain cognitive skills. The next domain is emotional development. A Child's emotional development is very important

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The reason for this is because the cause can be very difficult to determine. For socially constructed disabilities, it is important to determine if the cause is actually a disability or if the child is does not fit into the expected norms of society. In other words, is this a true disability or is it considered a disability due to social norms and standards. Furthermore, do these social constructs cause the exclusion of students from general education classroom or other situation that students would normally be allowed to participate?

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